Technical Summary: Effects of Instructional Materials on the Performance of University Students in Ghana

Problem Statement

The study addresses a critical gap in educational research within Ghana: while existing literature acknowledges the importance of instructional materials for teaching and learning, few studies explicitly link the adequacy of these materials to specific student academic performance outcomes. Despite government interventions in providing resources, university students in Ghana have experienced poor academic outcomes over the last decade. The research posits that shortages of essential instructional materials, coupled with inadequate teacher-student interaction due to mass admissions, contribute significantly to these performance deficits. The study seeks to determine the extent to which the availability and use of instructional materials influence the academic performance of university students in Ghana.

Methodology

The research employed a quantitative research design utilizing a systematic sampling technique.

• Population and Sample: The study targeted seven selected universities in Ghana: University of Professional Studies, Accra (UPSA), Akim State University (AAMUSTED), Kwame Nkrumah University of Science and Technology (KNUST), University for Development Studies (UDS), University of Cape Coast (UCC), University of Ghana (Legon), and University of Education, Winneba (UEW). A total of 230 respondents (university students) were selected to complete an online questionnaire.
• Data Collection: Data was gathered via structured questionnaires administered online between February and April 2023. The instrument measured independent variables (types of instructional materials: electronic interactive, audiovisual, visual, audio, and print) and dependent variables (student performance indicators such as exam understanding, class contribution, and punctuality).
• Analysis: Data analysis was conducted using the SPSS package. The study utilized descriptive statistics, Pearson correlation, and path analysis (multiple regression) to evaluate relationships between variables. Reliability was established with a Cronbach's alpha score of 0.853.

Key Findings and Results

The study yielded several statistical and descriptive findings:

1. Demographics: The sample was balanced regarding gender (50.4% male, 49.6% female) and represented various faculties, with Economics (21.7%) and Law (21.3%) being the most represented. The majority of respondents were between the ages of 20–25 (44.8%) and at Level 200 (32.6%).
2. Availability of Materials:
   • Independent Variables: Students reported the highest belief in the utility of Electronic Interactive materials (Mean = 3.24) and Audiovisual materials (Mean = 3.16). Conversely, Print materials (Mean = 2.94) and Audio materials (Mean = 3.04) received the lowest scores, indicating that students "do not believe in the use" of these traditional forms.
   • Dependent Variables: Students reported the highest ability to understand examination questions (Mean = 3.22) and perform well during exams (Mean = 3.20). However, they reported the lowest levels of punctuality (Mean = 2.05) and ranking within the top 10% of their class (Mean = 1.97).
3. Correlation and Regression Analysis:
   • A moderate positive correlation ($r = 0.664, p < 0.05$) was found between instructional materials and student performance, indicating a statistically significant relationship.
   • Regression analysis revealed that a one-unit change in instructional materials leads to a 0.402 unit change in student performance ($\beta = 0.402, p < 0.05$). This confirms that instructional materials are a significant predictor of academic success.
   • Other variables such as faculty, level, sex, and age showed statistically insignificant relationships with performance in the regression model (all $p > 0.05$), except for a significant negative relationship between level and performance ($\beta = -0.068, p < 0.05$).

Key Contributions

The paper contributes to the field by:

• Empirically Validating the Link: Providing quantitative evidence specifically within the Ghanaian university context that instructional material availability directly correlates with student performance, moving beyond anecdotal evidence.
• Identifying Specific Deficits: Highlighting that while electronic and audiovisual tools are highly valued, there is a perceived lower reliance on print and audio formats based on student responses, which impacts the learning process.
• Theoretical Application: The study frames its findings within Gagné's Instructional Material Theories and Vygotsky's Sociocultural Theory, suggesting that materials act as cultural tools that mediate cognitive development and problem-solving, thereby enhancing performance.

Significance of the Study

As stated by the author, the study serves several practical purposes:

• Guidance for Management: It acts as a guide for university management to establish strategies for monitoring quality education, particularly in inclusive settings.
• Policy Recommendations: It provides recommendations to stimulate university management and government efforts to solve problems facing inclusive education and resource provision.
• Reference Material: It serves as a reference for district divisions regarding the provision of instructional materials.
• Teacher Development: It aims to encourage teachers to develop positive attitudes toward learners and understand proper methods for handling diverse abilities, ultimately finding joy in their teaching careers.

Conclusion and Recommendations

The study concludes that instructional materials are a key determinant of both teacher and student performance. It asserts that students with lower prior knowledge can perform equally well as those with high prior knowledge when supported by appropriate instructional materials, specifically electronic interactive tools, which help build referential connections.

Recommendations:

• Government Funding: The government is urged to budget sufficient funds specifically for improving the availability of instructional materials in all universities.
• Infrastructure: There is a call to construct and improve computer laboratories in universities.
• Advocacy: Heads of schools are encouraged to advocate to parents and the government regarding the critical importance of instructional materials, emphasizing that student success depends not only on classroom content but also on access to materials for independent review.