AI POWERED INSTRUCTIONAL MATERIALS ANDTEACHING AND LEARNING OF BASIC SCIENCE IN SOME SELECTED SCHOOLS IN OGBOMOSO SOUTH LOCAL GOVERNMENT OF OYO STATE

This study examines the impact of instructional materials on the teaching and learning process of Basic Science in some selected junior secondary schools Ogbomoso South Local, Oyo State. The research employed a mixed-methods approach, combining quantitative surveys and academic performance tests with qualitative interviews and classroom observations. A sample of 200 students and 20 teachers from different school were selected through stratified random sampling to ensure representation across urban and rural, public and private institutions. Quantitative analysis revealed statistically significant improvements (p < 0.05) in academic performance among students exposed to instructional materials, with a medium effect size (Cohen's d = 0.45) compared to control groups. Qualitative findings identified key challenges including inadequate funding (reported by 78% of teachers), limited training in material utilization (65%), and disparities in resource availability between school types. Reliability tests confirmed instrument consistency (Cronbach's α ≥ 0.82), while validity was established through expert review and factor analysis. The study concludes that instructional materials significantly enhance Basic Science education when properly implemented, but their effectiveness is constrained by systemic barriers. Recommendations include increased budgetary allocation for teaching resources, comprehensive teacher training programs, and the development of localized, low-cost instructional materials. These findings contribute to ongoing efforts to improve science education quality and accessibility, particularly in resource-constrained settings. Keywords: AI powered Instructional Materials, Basic Science Education, learning outcomes, Teaching Effectiveness, Resource Utilization.