Factors Determining the Use of Instructional Materials among Tutors in Nursing Institutions in Imo State, Nigeria

Abstract

This study investigated the factors influencing the use of instructional materials by tutors in nursing colleges in Imo State, Nigeria, and assessed their impact on students’ academic achievement. The study was led by a conceptual framework rooted in the Technology Acceptance Model (TAM) and Constructivist Learning Theory, elucidating the impact of institutional support, perceived usefulness, and tutor competency on the utilisation of instructional materials and learning outcomes. A mixed-method technique, integrating a descriptive cross-sectional survey with a quasi-experimental design, was employed. The study population consisted of 3,795 student nurses and 123 instructors from seven nursing institutions. Using the Taro Yamane algorithm, 397 students and 103 tutors were chosen at random and in groups. The study used structured questionnaires and standardised achievement tests (pre-test and post-test) to collect data. Using Cronbach’s alpha to measure reliability, the coefficients for the student and tutor instruments were 0.765 and 0.811, respectively. Descriptive statistics, multiple linear regression, and independent sample t-tests were used at a 0.05 level of significance to look at the data. The findings indicated that administrative support (β = 0.42, p < 0.05) and instructor ability (β = 0.38, p < 0.05) were the most significant predictors of the utilisation of instructional materials. Additionally, children who used instructional materials did far better in school (t = 4.67, p < 0.05) than those who did not. The study concludes that the appropriate use of instructional materials greatly improves academic achievement. It suggests better regulations for institutions, more training for professionals, and more money for educational resources.