Instructional Materials Availability and Learner’s Engagement in Science

The study aims to evaluate the availability and effectiveness of various instructional resources, including textbooks and laboratory equipment, and their influence on students’ active participation in learning. Utilizing a descriptive-correlational design, the study involved 85 junior high school students from Kitubo National High School. Data was collected through questionnaires assessing material accessibility, quality, and student engagement across behavioral, cognitive, and affective dimensions. Statistical techniques included descriptive statistics and Pearson correlation analysis to explore relationships between variables. Results indicated that while students generally perceived instructional materials as accessible and of good quality, significant gaps existed in laboratory equipment availability, which hindered hands-on learning experiences. The overall mean rating for material accessibility was 3.62 (often available), while the quality received a mean score of 3.79 (often available). Notably, visual aids were highly valued for enhancing comprehension. The findings underscore the necessity for improved access to diverse instructional resources to foster greater student engagement and enhance academic performance in science education. Recommendations include addressing resource shortages and promoting innovative teaching strategies that utilize available materials effectively.