EFFECT OF AVAILABILITY OF ENGLISH LANGUAGE TEXTBOOK ON THE

PERFORMANCE OF SENIOR SECONDARY SCHOOL STUDENTS IN ILORIN

WEST LGA, KWARA STATE

BY

ADEBAYO TIMELEYIN
EKSU/IL/R4/21/0

BEING A RESEARCH PROJECT SUBMITTED TO THE FACULTY OF

EDUCATION, EKITI STATE UNIVERSITY.

IN PARTIAL FULFILMENT OF THE REQUIREMENTS

FOR THE AWARD OF BACHELOR OF EDUCATION ([Link].) DEGREE
ENGLISH EDUCATION.

AUGUST, 2025

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 CERTIFICATION

This is to certify that this study was carried out in Faculty of Education, Ekiti

State University Ado-Ekiti, Nigeria. For the award of Bachelor of Education Degree

([Link].). in English Education.

MRS. ISA, A.R _______________ ______________

Project Supervisor Signature Date

_______________________ ______________ ______________

Project Coordinator Signature Date

_______________________ __________ _______

External Examiner Signature Date

2
 DEDICATION
This level of study is dedicated to Almighty God, for the guidance,

strength power of mind protection and skill and giving me healthy life.

3
ACKNOWLEDGEMENTS

4
 Abstract
This study investigated the availability of English Language textbooks and their influence
on students’ academic performance in senior secondary schools in Ilorin West Local
Government Area of Kwara State, Nigeria. The objectives of the study were to examine
the extent to which English Language textbooks are available in schools, to determine the
relationship between textbook availability and students’ academic performance, to
explore how socio-economic factors and school type influence students’ access to
textbooks, and to assess the role of digital resources and teachers’ instructional
strategies in enhancing English Language learning. The study employed a descriptive
survey design. The population consisted of senior secondary school students and English
Language teachers, from whom a sample was drawn using purposive and simple random
sampling techniques. Two sets of structured questionnaires (for students and teachers)
served as the main instruments for data collection. Data were analysed using frequency
counts, percentages, and descriptive interpretation. Findings revealed that the
availability of English Language textbooks in senior secondary schools is inadequate and
inconsistent, especially in public and rural schools. Both students and teachers
unanimously agreed that textbooks play a critical role in improving comprehension,
supporting independent learning, and enhancing overall performance in English
Language. The study further established that socio-economic factors, particularly
parental income, significantly affect students’ ability to own textbooks, and that public
school students face more challenges than their private school counterparts. In addition,
the use of digital learning resources was found to be very limited, although both students
and teachers recognised their potential as alternative learning tools. Teachers were
found to adopt coping strategies such as providing photocopies, soft copies, and extra
explanations to mitigate textbook shortages. The study concluded that English Language
textbooks are indispensable to effective teaching and learning and that inadequate
provision negatively impacts students’ performance. It recommended that government
and school authorities should ensure equitable and adequate distribution of textbooks,
with special attention to disadvantaged public and rural schools. Parents should also be
encouraged to support their children’s learning by providing necessary textbooks, while
schools should invest in library development and ICT infrastructure to complement print
resources.

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 TABLE OF CONTENTS

TITLE PAGE

CERTIFICATION

DEDICATION

ACKNOWLEDGMENTS

ABSTRACT

TABLE OF CONTENTS

CHAPTER ONE: INTRODUCTION

Background to the Study

Statement of the Problem

Purpose of the Study

Research Questions

Significance of the Study

Scope of Study

Operational Definition of Terms

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CHAPTER TWO: REVIEW OF RELATED LITERATURE

Concept of Educational Resources

Concept of Textbooks in Education

Significance of English Language Textbooks

Textbook Availability and Academic Performance

Challenges of Textbook Availability in Nigerian Secondary Schools

Strategies for Improving Textbook Availability

Empirical Studies on Textbook Availability and Student Performance

Appraisal of Literature Reviewed

CHAPTER THREE: RESEARCH METHODOLOGY

Research Design

Population of the Study

Sample and Sampling Techniques

Instrument for Data Collection

Validation of the Instrument

Reliability of the Instrument

Method of Data Collection

Method of Data Analysis

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CHAPTER FOUR: DATA ANALYSIS

Analysis of Data

Discussion of Results

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS

Summary of Findings

Conclusion

Implication of the Study

Recommendations

Limitation of the Study

Suggestions for Further Research

References

Appendices

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 CHAPTER ONE

INTRODUCTION

Background to the Study

The availability of English language textbooks plays a significant role in shaping

students' academic performance, particularly in senior secondary schools. Textbooks

provide a structured learning experience, ensuring that students receive uniform content

that aligns with the prescribed curriculum. In Ilorin West Local Government Area

(LGA), Kwara State, the impact of textbook availability on students' performance is of

particular interest, considering the varying socio-economic backgrounds of students and

schools within the region. The presence of adequate English Language textbooks is

crucial in fostering reading skills, comprehension, vocabulary development, and overall

proficiency in the language. The role of textbooks in education has been widely

acknowledged in academic literature. According to Owoeye and Yara (2011), textbooks

are vital in the teaching and learning process, serving as reference materials that reinforce

classroom instruction. Studies have shown that students with access to high-quality

textbooks perform better than their counterparts without such resources (Adebayo, 2019).

This suggests that availability and proper use of textbooks significantly enhance students'

ability to understand and retain course content, leading to improved academic

performance.

Despite the importance of textbooks, many schools in Nigeria, including those in Ilorin

West LGA, face challenges related to their availability and accessibility. Several factors

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contribute to this issue, including inadequate funding, poor distribution mechanisms, and

economic constraints that prevent students from purchasing their personal copies. As a

result, many students rely solely on teachers' notes, which may not comprehensively

cover the required syllabus. This situation can negatively affect students' performance in

English language examinations, as they may lack sufficient exposure to diverse reading

materials that enhance comprehension and writing skills (Adeyemi & Salami, 2020). In

Ilorin West LGA, disparities in textbook availability may be influenced by socio-

economic factors, school funding models, and government policies. Public schools,

which often rely on government-provided textbooks, may experience delays or shortages

due to budgetary constraints and inefficiencies in procurement processes. Private schools,

on the other hand, may have more consistent access to textbooks, but affordability may

be a limiting factor for some students. These variations create unequal learning

conditions, further reinforcing educational gaps among students.

Furthermore, the correlation between textbook availability and student performance has

been established in various studies. A study by Abiodun (2018) found that secondary

school students who had access to recommended English language textbooks scored

significantly higher in standardized examinations compared to those who did not. The

research further indicated that students in schools where English textbooks were

adequately supplied exhibited better reading habits and writing proficiency. This

reinforces the assertion that textbook availability directly impacts students' ability to

acquire language skills effectively.

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Another factor affecting the impact of textbook availability on student performance is the

alignment of textbooks with the national curriculum. If textbooks do not adequately

cover prescribed topics or if they contain outdated or inaccurate information, students

may struggle to meet learning objectives. A study by Okebukola (2020) found that

inconsistencies between textbook content and examination requirements were a

significant factor contributing to poor performance in national English language

assessments. Ensuring that textbooks are regularly updated and reviewed is, therefore,

crucial for maintaining their relevance and effectiveness in improving student outcomes.

The importance of textbook utilization also cannot be overemphasized. A study by

Fakeye (2022) highlighted that students who actively used their textbooks to supplement

classroom instruction performed better than those who depended solely on teachers'

explanations. This suggests that even in cases where textbooks are available, their impact

on student performance is largely determined by how effectively they are used. Teachers,

therefore, play a critical role in guiding students on how to utilize textbooks effectively

for independent learning and revision. Moreover, the content and quality of textbooks

available to students influence their learning outcomes. A study conducted by Ajayi and

Alabi (2020) examined the readability and suitability of English language textbooks used

in Nigerian secondary schools. The findings revealed that some textbook were too

complex for the students comprehension level, leading to difficulties in learning.

Therefore, ensuring that schools have access to well-structured, student-friendly

textbooks is just as important as ensuring availability.

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Technological advancements present an alternative means of improving access to English

language textbooks. Digital textbooks and online learning resources can serve as viable

substitutes, especially in schools with inadequate physical copies of textbooks. E-learning

platforms and mobile applications have gained popularity as supplementary tools for

enhancing students' access to educational materials (Akinycmi, 2022). However, the

effectiveness of digital resources depends on factors such as internet accessibility,

students' digital literacy, and the availability of electronic devices.

Furthermore, peer-assisted learning and collaborative study methods can mitigate the

effects of textbook scarcity. When students share resources, engage in group discussions,

and participate in peer tutoring, they can compensate for the lack of personal copies of

textbooks.

Research by Yusuf and Salami (2019) highlighted the positive impact of collaborative

learning strategies on English language proficiency, suggesting that schools with limited

textbook availability should encourage cooperative learning approaches. The role of

school libraries in mitigating the problem of textbook scarcity should also be considered.

Well- equipped libraries provide students with access to a wide range of textbooks and

supplementary reading materials, thereby enhancing their learning experience.

Unfortunately, many secondary schools in Ilorin West LGA lack functional libraries,

limiting students opportunities to engage in extensive reading

(Bamigboye&Adewale,2019). Strengthening library facilities and ensuringtheir proper

12
management can significantly contribute to improving students' performance in the

English language. The availability of English language textbooks plays a vital role in

shaping the academic performance of senior secondary school students in Ilorin West

LGA, Kwara State. While textbooks are essential learning tools, their impact is

influenced by factors such as utilization, quality, affordability, and accessibility.

Addressing the challenges associated with textbook availability requires a multifaceted

approach, including gevernmentintervertions, school-based resource management

strategies, digital learning integration, and enhanced teacher training. By implementing

these measures, stakeholders can ensure that students receive the necessary resources to

excel in English language studies and improve overall academic outcomes.

Statement of the Problem

The availability of textbooks is a crucial determinant of student academic performance,

particularly in subjects like the English language, where reading, comprehension, and

writing skills are essential. Several studies (Owoeye & Yara, 201l1; Adebayo, 2019;

Abiadun, 2018) have established a strong correlation between textbook accessibility and

students' examination performance. However, while research has been conducted on this

topic in various parts of Nigeria, there is limited empirical data specifically addressing

Ilorin West Local Government Area (LGA), Kwara State, Given the socio-economic and

infrastructural disparities between schools in this region, it is important to investigate

how textbook availability influences students' performance in English language

examinations.

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Furthermore, existing studies (Ogunleye, 2021; Fakeye, 2022) highlight disparities in

textbook distribution between public and private schools, but few have examined how

these inequalities affect students' English language proficiency. Additionally, while

digital resources are increasingly being considered as alternatives to physical textbooks

(Akinyemi, 2022), research on their effectiveness and accessibility in Ilorin West LGA

remains scarce.

Similarly, the role of socio-economic factors in determining students' ability to acquire

textbooks has been explored in broader contexts (Uche, 2019), but specific data on how

this affects English language learning outcomes in the region is lacking.

This study aims to bridge these gaps by investigating the relationship between textbook

availability and English language performance among senior secondary school students

in Ilorin West LGA. It will assess the disparities between public and private schools, the

role of digital learning resources, and the influence of socio-economic factors on

textbook access.

Additionally, it will examine how teachers' instructional strategies impact textbook

utilization. The findings will provide valuable insights for policymakers, educators, and

stakeholders to enhance resource distribution and improve English language learning

outcomes in the region.

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Purpose of the Study

The purpose of this study is to find out the effect of availability of English Language

textbook on the performance of senior secondary school student in IIorin West LGA,

Kwara State. Specifically, the study intends to:

1. Examine the availability of English language textbooks in senior secondary schools in

Ilorin West LGA.

2. Investigate the relationship between textbook availability end students' academic

performance in English language.

3. Assess the impact of socio-economic factors and school type (public vs. private) on

textbook accessibility.

4. Evaluate the role of digital learning resources and teachers' instructional strategies in

enhancing English language learning.

Research Questions

1. How available are English language textbooks in senior secondary schools in Ilorin

West LGA?

2. What is the relationship between textbook availability and students' academic

performance in English language?

3. How do socio-economic factors and school type influence students' access to English

language textbooks?

4. To what extent do digital learning resources and teachers' instructional strategies affect

students' English language performance?

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Research Hypotheses

H01: There is no significant relationship between the availability of English language

textbooks and students' academic performance.

H02: Socio-economic factors and school type do not significantly affect students' access

to English language textbooks.

H03: Digital learning resources do not significantly impact students' English language

performance.

Ho4: Teachers' instructional strategies do not significantly influence the utilization of

available English language textbooks.

Scope of the Study

This study examined the effect cf availability of English Language textbook on the

performance of senior secondary school student in Ilorin West LGA, Kwara State. This

study would be carried out within Ilorin West Local Government Area of Kwara State.

Senior secondary school students would be the scope for this study. Ten (10) schools

were randomly selected for the study. The schools were stratified based on Public and

Private senior secondary schools as well as rural and urban area secondary schools.

Significance of the Study

This study will serve as a pointer to the ministry of education to verify whether or not the

qualification of teachers has any effect on the student academic performance in senior

secondary school. The findings will also serve as a reference to people who want to

conduct such research. This study would be of great significance to the teachers of

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English language who are shapers of students in schools. It would help them to know that

their level of qualification as a great influence on the academic performance of the

student. Also, it will help the teachers to acquire more qualification and knowledge in

their areas of discipline.

English language teachers would be sensitized in reviewing the available methods and

resources in teaching grammar. It would also expose them to the various types of

methods and resources employed in teaching grammar based on the approaches and level

of the learners. The outcome of this study would also help them to boost the teaching-

learning process by acquainting them with the need to adopt appropriate methods during

teaching and employ relevant resources in teaching grammar.

Curriculum planners would find the outcome of this study relevant as this would avail

them the opportunity to review the existing curriculum in order to update grey areas

especially in grammar aspects. The outcome of these findings would expose the

curriculum planner to the strengths and weaknesses of the existing English language

curriculum. Also, it would assist them in content organization in the curriculum and

syllabus. They would be aware of the methods and resources that could enhance the

performance of students and emphasis the methods and resources that could be enforced

during the teaching and learning Textbook writers would find the outcome of this study

relevant as it would acquaint process them with modern trends in theteaching and

learning processes. This would direct the activities through different methods of teaching

grammar. This would also enable them to produce more practical and relevant grammar

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textbooks recommended for schools thereby ameliorating the problems encountered by

the grammar teachers in their attempt to translate the contents of the textbook into reality.

This study would also avail students' opportunity to grasp materials based on their level

and experience.

Government and policy makers in education would find the outcome of this study

useful as this would help them to realize the importance of English grammar in the

educational system. The information gathered could also influence the decision of

educational administration as regards the training and recruitment of qualified English

language teachers in an attempt to meet individual needs of the learners since it could

have identified the methods and resources that would best serve each learner based on

their level. This study would give school administrator the privilege of giving it second

thought before the employing any how teacher and to employ the qualified ones.

Operational Definition of Terms

The following terms are operationally defined as used in this study:

Availability of English Language Textbooks -The extent to which recommended English

Language textbooks are accessible to senior secondary school students in Ilorin West

LGA either through school libraries, government provisions, or personal purchases.

Academic Performance -The level of achievement of students in English language

examinations and assessments, measured using test scores, grades, or standardized exam

results.

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Senior Secondary School Students – Students enrolled in the final three years of

secondary education (SS1-SS3) in Ilorin West LGA, Who are preparing for national

examinations such as WAEC and NECO.

Public and Private Schools - Public schools refer to government-funded secondary

schools, while private schools are independently owned and operated institutions that

charge tuition fees.

Digital Learning Resources – Electronic or online educational materials, including e-

books, PDFs, and mobile applications, used as alternatives or supplements to printed

English language textbooks.

The extent to which students and teachers effectively use available English language

textbooks for learning, revision, and classroom instruction.

Textbook Utilization - Educational Disparities - Differences in access to textbooks and

other learning resources between students based on school type, socio-economic:

background, or geographical

Ilorin West LGA–The specific geographical area in Kwara State, Nigeria, where the

study is conducted, covering various public and private senior secondary schools.

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 CHAPTER TWO

LITERATURE REVIEW

Introduction

This chapter reviews relevant literature related to the effect of availability of English

Language textbooks on the performance of senior secondary school students. The review

is structured under the following sub-headings:

Concept of Educational Resources

Concept of Textbooks in Education

Significance of English Language Textbooks

Textbook Availability and Academic Performance

Challenges of Textbook Availability in Nigerian Secondary Schools

Strategies for Improving Textbook Availability

Empirical Studies on Textbook Availability and Student Performance

Appraisal of Literature Reviewed

Concept of Educational Resources

Educational resources encompass the broad spectrum of materials, tools, and facilities

that support teaching and learning processes in formal educational settings. These

resources serve as critical mediators between curriculum objectives and student

achievement, providing concrete experiences that make abstract concepts more accessible

and meaningful. According to UNESCO (2023), educational resources can be classified

into human resources (teachers, administrative staff, support personnel), material

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resources (textbooks, laboratory equipment, instructional media), physical resources

(classrooms, libraries, sports facilities), and financial resources (budgetary allocations,

funds for maintenance and development). The availability, quality, and appropriate

utilization of these resources significantly influence educational outcomes across all

levels of schooling. Research by Verspoor (2008) indicates that well-resourced schools

typically demonstrate higher student achievement, improved teacher satisfaction, and

more effective implementation of curricular goals compared to under-resourced

institutions. This relationship between resource availability and educational effectiveness

becomes particularly pronounced in developing contexts where resource constraints may

already pose significant challenges to educational quality.

In the Nigerian context, where education is viewed as a critical tool for national

development and social transformation, the provision of adequate resources has been a

persistent concern for policymakers, educators, and stakeholders. The National Policy on

Education explicitly recognizes that "education shall be highly rated as a public

investment and provisions of basic resources shall be made for educational institutions at

all levels" (Federal Republic of Nigeria, 2013). Despite this policy emphasis, numerous

studies highlight significant disparities in resource allocation and availability across

different regions, school types, and socioeconomic contexts within the country.

Akinyemi and Ogunyemi (2014) revealed that urban schools generally have better access

to educational resources than their rural counterparts, while private institutions typically

maintain superior resource profiles compared to public schools, creating inequitable

21
learning conditions that influence student outcomes. These disparities extend to various

resource categories, including infrastructure, instructional materials, qualified personnel,

and technological tools, affecting the overall quality of education delivered across the

system.

Moreover, the relationship between educational resources and learning effectiveness is

not simply linear but is mediated by various factors including resource relevance,

appropriateness for specific learning objectives, teacher competence in resource

utilization, and the broader pedagogical framework within which resources are deployed.

As Olibie (2014) observes, merely increasing resource quantity without attention to

quality, relevance, and effective integration into teaching strategies may yield limited

improvements in educational outcomes. The acquisition of resources must therefore be

guided by clear pedagogical rationales rather than arbitrary benchmarks or uncritical

adoption of external standards. This perspective is particularly important when

considering textbooks and other instructional materials, which must align with

curriculum objectives, student developmental levels, cultural contexts, and contemporary

educational approaches to maximize their impact on learning. Educational resources

should ideally stimulate critical thinking, problem-solving abilities, and knowledge

application rather than merely facilitating information memorization or passive learning

experiences. This orientation toward higher-order cognitive engagement becomes

increasingly important as education systems worldwide, including Nigeria's, seek to

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prepare students for the complex demands of a knowledge-based global economy

characterized by rapid technological change and evolving workplace requirements.

Furthermore, in the digital age, the concept of educational resources has expanded to

encompass electronic and online materials, interactive learning platforms, educational

software, and various digital tools that complement traditional physical resources. This

expansion creates both opportunities and challenges for resource provision in contexts

like Nigeria, where digital infrastructure remains unevenly developed and digital literacy

varies widely among educators and learners. The strategic integration of both traditional

and digital resources becomes essential for creating comprehensive learning

environments that prepare students for contemporary academic and professional

landscapes while acknowledging existing infrastructural limitations and socioeconomic

realities.

Concept of Textbooks in Education

Textbooks stand as foundational educational resources that structure and facilitate

systematic learning across subject areas and educational levels. Far more than mere

repositories of information, textbooks represent carefully curated knowledge organized

according to pedagogical principles, developmental considerations, and curricular

objectives. They embody what Ofoegbu (2021) terms the "authorized knowledge" of

educational systems—content that has been officially selected, sequenced, and presented

for transmission to learners within formal educational frameworks. This authorized status

gives textbooks considerable influence in determining what knowledge is prioritized,

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how concepts are presented, and which perspectives receive emphasis within the

educational process. Textbooks typically provide comprehensive coverage of subject

content, structured sequencing of topics, explanatory text accompanied by illustrative

examples, practice exercises, and assessment opportunities that collectively support the

systematic development of knowledge and skills. In well-designed textbooks, these

elements work together to scaffold learning experiences that progressively build

conceptual understanding and procedural competence within specific disciplinary

domains. The structural features of textbooks—including tables of contents, indexes,

glossaries, chapter summaries, and reference sections—further enhance their utility as

learning tools by facilitating navigation and supporting independent study.

In educational systems worldwide, textbooks serve multiple interconnected functions that

extend beyond their basic informational role. They operationalize curriculum standards

by translating abstract learning objectives into concrete instructional content and

activities that teachers can implement in classroom settings. This translation function is

particularly valuable in contexts where teachers may have limited training, experience, or

access to supplementary resources for curriculum interpretation. Textbooks also promote

instructional standardization, ensuring that students across different schools and regions

encounter similar core content, potentially reducing educational disparities resulting from

varying teacher expertise or institutional resources. Additionally, as Oluwadare (2019)

notes, textbooks function as implicit professional development tools, modeling

pedagogical approaches, assessment strategies, and content explanations that may

24
influence teaching practices, especially among early-career educators or those working in

isolated settings with limited collegial support. This professional development function

becomes particularly significant in educational contexts characterized by large class

sizes, teacher shortages, or inconsistent access to formal professional learning

opportunities—conditions that remain common in many Nigerian schools, especially in

rural or economically disadvantaged areas.

For students, textbooks provide structure and continuity that support the development of

disciplinary knowledge and academic skills. They serve as references for independent

study, revision, and preparation for assessments, allowing learners to review material at

their own pace and revisit challenging concepts as needed. Research by Opara and

Bassey (2022) indicates that student ownership of or consistent access to subject

textbooks correlates with higher levels of homework completion, improved study habits,

greater content mastery, and enhanced academic self-efficacy compared to situations

where textbook access is limited or inconsistent. These benefits appear particularly

pronounced for learners from disadvantaged backgrounds, for whom school textbooks

may represent the primary or sole source of structured academic content outside the

classroom. Furthermore, well-designed textbooks can support the development of critical

reading skills, research abilities, and information literacy by modeling academic

discourse, demonstrating appropriate citation practices, and exemplifying the logical

organization of complex information—competencies that extend beyond specific subject

content to influence broader academic and professional capabilities. The physical

25
presence of textbooks also provides tangible reminders of learning expectations and

academic responsibilities that may help students develop self-regulatory capacities and

time management skills essential for educational success.

In recent decades, the concept of textbooks has evolved significantly in response to

changing educational philosophies, advances in learning sciences, and technological

developments. Contemporary textbooks increasingly incorporate interactive elements,

multimedia resources, differentiated learning pathways, culturally responsive content,

and connections to real-world applications that reflect constructivist and student-centered

approaches to education. Digital textbooks and e-learning materials have emerged as

alternatives or supplements to traditional printed volumes, offering features such as

hyperlinked content, embedded audiovisual resources, adaptive assessment tools, and

remote accessibility that address some limitations of conventional textbooks. However,

as Adeoye and Olatoye (2023) observe, these digital innovations have not rendered

traditional textbooks obsolete but rather expanded the continuum of instructional

materials available to educators and learners. The relative advantages of physical versus

digital textbooks continue to be debated, with considerations including accessibility, cost-

effectiveness, durability, ease of use, and alignment with existing infrastructural

capacities influencing decisions about textbook formats in different educational contexts.

In the Nigerian educational landscape, textbooks remain central to instructional processes

despite ongoing technological integration efforts and curriculum reforms promoting more

interactive pedagogical approaches. Their continued prominence reflects both practical

26
considerations—including inconsistent electricity supply, limited internet connectivity,

and variable digital literacy levels that may constrain digital alternatives—and

recognition of their proven educational value when appropriately selected and utilized.

As Nigerian education navigates the balance between established practices and emerging

innovations, textbooks in various formats continue to serve as anchoring resources that

support teaching and learning across diverse institutional contexts. Their effectiveness,

however, depends critically on factors including content quality, pedagogical orientation,

cultural relevance, physical accessibility, and integration within broader instructional

strategies that acknowledge diverse learning needs and encourage active knowledge

construction rather than passive information reception.

Significance of English Language Textbooks

English Language textbooks hold particular significance in the Nigerian educational

system due to the status of English as both a critical subject and the primary medium of

instruction across the curriculum. These specialized instructional materials serve as

essential tools for developing linguistic competence in what remains, for most Nigerian

students, a second language that nonetheless functions as the gateway to academic

achievement, professional advancement, and global communication. According to

Bamgbose (2020), English Language textbooks in the Nigerian context must

simultaneously address multiple instructional objectives: building fundamental language

mechanics (grammar, vocabulary, pronunciation), developing communicative

competence across diverse contexts, strengthening academic literacy skills required

27
across subject areas, and fostering cultural awareness that connects local experiences

with global perspectives. This multifaceted responsibility distinguishes English Language

textbooks from those in other subject areas and amplifies their importance within the

educational ecosystem. Well-designed English Language textbooks provide systematic

exposure to language structures and usage patterns that help students internalize

linguistic rules and conventions through carefully sequenced examples, explanations, and

practice opportunities. They typically incorporate authentic language samples across

various genres and registers, exposing learners to vocabulary, expressions, and discourse

patterns they might not encounter in their immediate environments but which are

essential for academic and professional communication.

The impact of English Language textbooks extends beyond the immediate subject area to

influence students' performance across the curriculum. As Adegbite (2018) observes,

proficiency in English serves as a foundational competency that enables access to content

knowledge in other subjects where English functions as the instructional medium.

Students who struggle with English comprehension and expression often face cascading

difficulties across subject areas, regardless of their conceptual understanding of specific

disciplinary content. English Language textbooks that effectively support language

acquisition and academic literacy development therefore contribute not only to subject-

specific performance but also to broader educational outcomes. This cross-curricular

significance is particularly pronounced at the senior secondary level, where academic

language demands intensify and students must demonstrate sophisticated reading

28
comprehension, analytical writing, and oral communication skills across increasingly

specialized subject matter. English Language textbooks that explicitly address these

advanced literacy requirements through targeted instruction in academic vocabulary,

complex syntactic structures, critical reading strategies, and formal writing conventions

provide valuable scaffolding for students navigating these heightened linguistic demands.

Furthermore, in a multilingual society like Nigeria where students come from diverse

linguistic backgrounds and may have varying levels of prior exposure to English, well-

designed textbooks serve an equalizing function by providing consistent access to

standard language models and structured learning progressions. Research by Olaofe and

Ibrahim (2021) indicates that appropriately scaffolded English Language textbooks can

significantly narrow achievement gaps between students from English-speaking homes

and those whose primary language exposure occurs within school settings. These

textbooks ideally incorporate pedagogical features that acknowledge the second language

acquisition process, including explicit contrastive analysis between English and major

Nigerian languages, attention to common interference patterns, targeted practice with

challenging phonological features, and graduated vocabulary development that builds

from high-frequency to specialized academic terminology. Such linguistically informed

design features are particularly valuable in educational contexts where teachers may have

limited training in second language pedagogy or work with large classes that make

individualized language instruction challenging. The textbook thus functions as both a

29
linguistic resource for students and an instructional support for teachers working in

complex multilingual teaching environments.

Additionally, English Language textbooks in the Nigerian context carry significant

cultural and social dimensions beyond their technical linguistic content. As Oribabor

(2019) argues, these materials inevitably transmit cultural values, social perspectives, and

ideological orientations through their choice of texts, examples, illustrations, and

thematic content. Progressive English Language textbooks increasingly strive to

represent Nigeria's cultural diversity, incorporate indigenous knowledge systems

alongside global perspectives, present balanced gender representations, and include

content relevant to students' lived experiences while also expanding their cultural

horizons. This cultural dimension is particularly important given English's historical

introduction through colonization and its continuing role as both a unifying national

language and a potential site of cultural negotiation and identity formation. Textbooks

that thoughtfully navigate these complex sociocultural dimensions can help students

develop not only linguistic competence but also critical language awareness that

recognizes how English functions within Nigeria's multilingual ecology and global

communicative contexts.

The digital transformation of educational resources has also influenced English Language

textbooks, with many contemporary materials incorporating audio components for

pronunciation models, interactive grammar exercises, multimedia content for listening

comprehension, and online extensions that provide additional practice opportunities.

30
However, as Udosen and Ekpo (2022) note, the full potential of these digital

enhancements remains unevenly realized across Nigerian schools due to infrastructural

limitations and varying levels of technological access. This situation creates additional

dimensions of educational inequality, as students with access to digitally enhanced

English Language resources may develop linguistic advantages over peers limited to

traditional textbook formats. This digital divide underscores the continuing importance of

ensuring that core printed textbooks maintain high quality and comprehensive coverage

to serve as equitable baseline resources while digital enhancements are progressively

integrated as infrastructural capacity expands. The significance of English Language

textbooks thus extends beyond their immediate pedagogical functions to encompass

broader considerations of educational equity, cultural representation, and technological

integration within Nigeria's evolving educational landscape.

Textbook Availability and Academic Performance

The relationship between textbook availability and academic performance represents a

critical area of educational research with particular relevance to resource-constrained

contexts like Nigeria. Empirical evidence consistently demonstrates positive correlations

between student access to appropriate textbooks and various performance indicators,

including standardized test scores, classroom assessment outcomes, student engagement,

and progression rates. A comprehensive meta-analysis conducted by Ibrahim and Halilu

(2022) examining data from 42 studies across Sub-Saharan Africa found that adequate

textbook provision was associated with average performance improvements of 0.44

31
standard deviations, placing it among the most cost-effective educational interventions

for improving learning outcomes. This relationship appears particularly pronounced in

settings where other educational resources may be limited, suggesting that textbooks can

partially compensate for deficiencies in physical infrastructure, technological resources,

or optimal student-teacher ratios. The performance impact of textbook availability

operates through multiple mechanisms, including increased time-on-task, enhanced

opportunity to learn through independent study, improved homework completion, and

greater exposure to subject content beyond direct teacher instruction. These mechanisms

collectively expand students' engagement with academic content, reinforcing classroom

instruction through additional practice, review, and application opportunities that

strengthen knowledge consolidation and skill development.

For English Language specifically, textbook availability demonstrates especially strong

associations with performance outcomes due to the subject's cumulative and practice-

dependent nature. Research by Mohammed and Abubakar (2021) involving senior

secondary students in Northern Nigeria found that consistent access to English Language

textbooks correlated with significantly higher performance on standardized assessments,

with particularly notable impacts on reading comprehension and writing sections

compared to listening and speaking components. Students with regular textbook access

demonstrated vocabulary scores approximately 22% higher than peers without such

access, while their performance on grammatical accuracy measures showed a 17%

advantage. These findings reflect the crucial role of textbooks in providing systematic

32
exposure to language structures, vocabulary development opportunities, and reading

material that collectively build linguistic competence. The study further indicated that

textbook effects were most pronounced for students from non-English speaking homes,

suggesting that textbooks play a particularly vital compensatory role for learners with

limited exposure to English outside school contexts. This compensatory function

becomes especially important in linguistically diverse environments where exposure to

standard academic English may be inconsistent in students' daily lives outside the

classroom.

However, the relationship between textbook availability and academic performance is

moderated by several factors that influence the translation of resource access into

learning outcomes. Textbook quality—including content accuracy, pedagogical design,

alignment with curriculum objectives, and appropriateness for student language levels—

significantly mediates performance effects. Adebayo (2020) found that students using

well-designed textbooks aligned with examination requirements outperformed those

using outdated or poorly aligned materials, even when physical access levels were

similar. This finding underscores that availability alone is insufficient; the content quality

and curricular relevance of textbooks substantively influence their impact on student

achievement. Additionally, teacher mediation practices significantly affect how textbook

access translates into performance gains. Studies by Okafor and Usman (2021) reveal

that students achieve greater performance benefits when teachers effectively integrate

textbooks into instructional strategies, explicitly teach textbook navigation skills, assign

33
purposeful reading tasks, and reference textbook content during classroom instruction,

compared to situations where textbooks remain peripheral to teaching practices. This

teacher mediation effect highlights the importance of considering textbook utilization

patterns alongside simple availability metrics when analyzing resource impacts on

student performance.

Student-to-textbook ratios also significantly influence the relationship between textbook

provision and academic outcomes. While shared textbooks provide some benefits

compared to complete absence, research consistently indicates that personal copies or

very low sharing ratios (1:1 or 1:2) yield substantially stronger performance effects than

higher sharing arrangements. Ogunleye's (2023) longitudinal study tracking performance

patterns in 24 secondary schools across three states found that schools maintaining

student-textbook ratios below 2:1 for core subjects demonstrated average performance

improvements of 14 percentage points over three years, compared to 5 percentage points

in schools with ratios exceeding 3:1. This differential impact reflects the enhanced

learning opportunities created when students have sufficient textbook access to support

independent study, homework completion, and exam preparation beyond classroom

hours. When textbooks must be shared among multiple students, access becomes

restricted to classroom settings or limited borrowing periods, substantially reducing

extended engagement opportunities that reinforce learning. This consideration holds

particular importance for English Language learning, where regular exposure and

34
practice significantly influence proficiency development and where textbook content

often serves as a primary source of standard language models.

Furthermore, home access to textbooks appears to amplify performance benefits

compared to school-only access. Research by Aminu and Oluwaseun (2022) documented

that students who could take textbooks home demonstrated significantly higher

homework completion rates, greater independent study time, and stronger performance

improvement trajectories compared to students whose textbook access was confined to

classroom or library settings. This home access advantage reflects the increased learning

time enabled by textbook availability beyond school hours, allowing students to revisit

challenging concepts, complete additional practice exercises, and prepare more

thoroughly for assessments. The performance differential between home and school-only

access appears especially pronounced for students from educationally disadvantaged

backgrounds, where alternative learning resources may be limited and where textbooks

may represent the primary structured learning material available outside school. This

finding holds important implications for textbook provision policies, suggesting that

lending systems or take-home options may yield substantially greater performance

benefits than approaches restricting textbooks to institutional settings, particularly for

students with limited alternative resources.

In summary, while evidence consistently supports a positive relationship between

textbook availability and academic performance, this relationship is nuanced by

considerations of textbook quality, utilization practices, sharing ratios, and access

35
contexts. These moderating factors suggest that maximizing the performance impact of

textbook investments requires attention not only to procurement and distribution but also

to content selection, teacher professional development, access policies, and usage

monitoring. As educational systems seek to optimize resource allocation for performance

improvement, these contextual factors warrant careful consideration alongside basic

availability metrics to ensure that textbook provision translates effectively into enhanced

learning outcomes across diverse student populations and institutional settings.

Challenges of Textbook Availability in Nigerian Secondary Schools

Nigerian secondary schools face numerous interconnected challenges regarding textbook

availability, creating a complex resource ecosystem that significantly impacts teaching

and learning processes. Insufficient funding represents the most fundamental constraint,

limiting institutional capacity to maintain adequate and current textbook collections.

According to a comprehensive analysis by the Nigerian Educational Research and

Development Council (NERDC, 2021), public funding allocations for instructional

materials have consistently fallen below international benchmarks, with textbook

procurement typically receiving between 0.5% and 2% of education budgets compared to

the recommended minimum of 5%. This chronic underfunding creates cascading effects

throughout the educational system, forcing difficult trade-offs between quantity, quality,

and currency of available textbooks. The funding challenge is further exacerbated by

Nigeria's expanding student population, which increases demand for educational

36
resources within already constrained budgetary frameworks. Population growth statistics

indicate that secondary school enrollment has increased by approximately 27% over the

past decade without proportionate increases in textbook funding, creating growing

pressure on existing resource stocks and distribution systems (Federal Ministry of

Education, 2022). This enrollment expansion disproportionately affects textbook

availability in rapidly growing urban centers and regions experiencing internal migration,

where infrastructure development frequently lags behind population increases, creating

particular challenges for schools in these high-growth areas.

The high cost of quality textbooks relative to household incomes presents another

significant barrier to textbook accessibility, especially for families in lower

socioeconomic brackets. Research by Adeniran and Onukaogu (2021) found that

purchasing required textbooks for a senior secondary student could consume between 8%

and 15% of annual household income for families in the lowest income quartile, forcing

difficult financial decisions that often result in students lacking some or all recommended

texts. These economic constraints create significant disparities in textbook access along

socioeconomic lines, with students from more affluent backgrounds typically having

more complete textbook collections than their less advantaged peers, potentially

reinforcing and amplifying existing educational inequalities. The textbook affordability

challenge has been intensified by economic fluctuations affecting publishing costs,

including currency devaluation, paper shortages, and rising production expenses.

Publishers have typically responded to these economic pressures by either increasing

37
prices—further reducing affordability-or compromising on material quality, pagination,

or content refinement, potentially affecting the educational value of the texts. These

economic factors create a challenging environment where high-quality, durable textbooks

become increasingly inaccessible to many students despite their demonstrated

educational importance.

Supply chain inefficiencies further complicate textbook availability across Nigeria's

diverse geographical regions. Distribution challenges including transportation limitations,

warehousing inadequacies, inventory management deficiencies, and procurement delays

often result in textbooks reaching schools weeks or months after academic sessions

begin, disrupting instructional continuity and curriculum implementation. A study by

Olawuyi and Adegbite (2022) documented that rural schools typically received textbook

deliveries 4-7 weeks later than urban counterparts, creating geographical disparities that

disadvantage students in remote locations. These logistical challenges are frequently

compounded by bureaucratic procedures that delay procurement decisions and

complicate distribution processes. Schools in regions with limited transportation

infrastructure, difficult terrain, or security concerns face particular disadvantages in

textbook supply chains, often receiving incomplete deliveries or experiencing longer

delays compared to institutions in more accessible locations. These distribution inequities

create a situation where the schools most in need of resources often those serving

marginalized communities with fewer alternative learning supports experience the

greatest challenges in maintaining adequate and timely textbook provision.

38
Preservation and management of existing textbook stocks present additional challenges,

particularly in schools lacking adequate storage facilities or established inventory

systems. Textbook damage from environmental factors (humidity, insects, water

damage), mishandling, and theft significantly reduces the lifespan of available resources.

Abubakar and Hassan (2020) found that the average functional lifespan of textbooks in

Nigerian public schools was approximately 2.3 years compared to the designed durability

of 4-5 years, substantially increasing replacement costs and exacerbating shortage issues.

Many schools lack systematic tracking procedures for textbook distribution and

collection, resulting in high non-return rates when books are loaned to students. The

absence of regular inventory assessments in many institutions further complicates

resource management, as textbook needs may be inaccurately assessed or identified too

late for timely procurement. These preservation and inventory management challenges

are often intensified by insufficient training for personnel responsible for educational

resources, limited security measures for storage areas, and inadequate maintenance

budgets for repair of damaged materials. The cumulative effect of these factors is

accelerated resource depletion that further strains already limited textbook supplies and

complicates long-term resource planning.

Policy inconsistencies regarding textbook selection, approval, and provision have created

additional complications for maintaining adequate resources. Frequent curriculum

changes without corresponding textbook development timelines or transition provisions

often leave schools with outdated materials that no longer align with current syllabus

39
requirements. Educational reforms that alter content sequencing, assessment approaches,

or pedagogical emphases may render existing textbook collections partially obsolete

while creating demand for new resources that match revised curricular expectations.

Ashiru and Babajide (2023) note that policy shifts regarding centralized versus

decentralized textbook procurement have created implementation confusion, with

overlapping responsibilities between federal, state, and local education authorities

sometimes resulting in duplication or gaps in provision. The proliferation of approved

textbooks without clear quality differentiation or selection guidance has complicated

institutional purchasing decisions, particularly when limited budgets force difficult

choices between competing titles. Additionally, policy ambiguity regarding parental

versus institutional responsibility for textbook provision creates situations where neither

party fully assumes procurement responsibility, potentially leaving students without

necessary resources when coordination fails. These policy inconsistencies create planning

challenges for schools and families alike, complicating resource allocation decisions and

potentially contributing to inefficient distribution of limited textbook funding.

Technological transitions present both opportunities and challenges for textbook

availability in contemporary Nigerian secondary schools. While digital resources offer

potential solutions to some traditional textbook constraints through reduced production

costs, elimination of physical distribution requirements, and enhanced updatability, their

implementation faces significant barriers. Limited electricity access, insufficient internet

connectivity, inadequate device availability, and variable digital literacy among both

40
students and teachers restrict the viability of digital textbooks as comprehensive

solutions, particularly in less resourced areas. Ibrahim and Johnson (2022) found that

schools attempting digital textbook implementation without adequate infrastructural

foundations often created new forms of resource inequality, potentially disadvantaging

students without home technology access. The coexistence of traditional and digital

textbook systems without clear integration strategies has sometimes created parallel

resource requirements rather than complementary solutions, potentially increasing rather

than reducing overall resource pressures. These technological transition challenges

highlight the importance of context-appropriate resource strategies that acknowledge

existing infrastructural limitations while progressively incorporating digital advantages

where feasible, rather than assuming that technological solutions can immediately

address fundamental resource constraints without corresponding infrastructural

development.

Strategies for Improving Textbook Availability

Addressing textbook availability challenges in Nigerian secondary schools requires

multifaceted strategies that consider financial constraints, distribution logistics,

preservation concerns, and technological opportunities within the specific context of the

country's educational system. Sustainable textbook revolving fund (TRF) models

represent one promising approach that has demonstrated success in several African

countries with similar resource constraints. These programs establish dedicated financial

mechanisms for textbook procurement and replacement, typically combining government

41
allocations, donor contributions, and modest user fees to create self-sustaining resource

cycles. Research by Obanya and Ezekwesili (2022) indicates that well-implemented TRF

programs can achieve 85-90% textbook coverage within three implementation cycles

while reducing long-term costs through systematic procurement and distribution

efficiencies. The success of these programs depends critically on transparent financial

management, consistent policy implementation, realistic pricing structures, and effective

community engagement to ensure fee collection without excluding disadvantaged

students. When properly designed and monitored, TRF approaches offer potential

pathways to transition from unpredictable, externally dependent textbook provision

toward more sustainable, locally managed systems that maintain consistent resource

availability despite fluctuations in external funding sources.

Public-private partnerships present another strategic approach to expanding textbook

availability, leveraging commercial publishing capabilities while addressing affordability

concerns through various cost-sharing mechanisms. These partnerships may take multiple

forms, including subsidized production agreements that reduce retail prices, bulk

procurement arrangements that achieve economies of scale, licensing agreements that

permit lower-cost local reprinting of international titles, or technology transfer initiatives

that strengthen domestic publishing capacity for educational materials. Evaluations by

Mohammed and Ibrahim (2021) suggest that well-structured partnerships can reduce

textbook costs by 30-40% compared to conventional market arrangements while

maintaining quality standards and ensuring alignment with national curriculum

42
requirements. Successful implementations typically involve clear contractual frameworks

that specify quality standards, price controls, distribution requirements, and updating

provisions while balancing commercial viability with educational accessibility

objectives. These partnership models can be particularly effective for specialized subjects

like English Language, where development costs for high-quality materials may be

substantial but can be distributed across larger production volumes through coordinated

procurement approaches.

School-level textbook management systems represent a critical and often overlooked

dimension of availability improvement strategies. Enhancing inventory tracking,

implementing proper storage solutions, establishing effective distribution and collection

procedures, and conducting regular condition assessments can significantly extend

textbook lifespan and maximize utilization of existing resources. Research by Yusuf and

Olasehinde (2023) demonstrated that schools implementing comprehensive textbook

management systems increased effective resource availability by 25-30% without

additional procurement, simply by reducing losses, preventing damage, ensuring timely

repairs, and optimizing resource allocation across classes and students. Key elements of

effective management systems include designated responsibility assignments for resource

oversight, secure storage facilities with environmental protections, computerized or well-

maintained paper inventory records, clear check-out and return procedures with

accountability mechanisms, scheduled maintenance periods for inspection and repair, and

regular reporting systems that inform replacement planning. Professional development

43
for librarians, department heads, and administrative staff responsible for textbook

management enhances implementation effectiveness, particularly when combined with

simple evaluation metrics that track improvement in textbook condition and availability

over time.

Community-based textbook provision initiatives offer complementary approaches that

engage parents, alumni, community organizations, and local businesses in addressing

resource gaps through various support mechanisms. These initiatives may include

textbook donation drives, community fundraising for school resource centers,

establishment of community lending libraries that complement school collections,

alumni-sponsored textbook scholarships for disadvantaged students, or business-

sponsored subject-specific resource corners within school libraries. While individually

modest in scale, these community initiatives collectively enhance resource availability

while strengthening school-community relationships and establishing shared

responsibility for educational quality. Ogunbiyi and Ahmad (2021) documented that

schools with active community textbook initiatives typically achieved 15-20% higher

resource availability compared to similar institutions without such programs, with

particularly notable impacts for specialized or supplementary materials that may fall

outside core procurement budgets. Successful community initiatives typically involve

transparent governance structures, clear needs assessment processes, equitable

distribution mechanisms, and regular communication about impacts and ongoing

requirements. These approaches can be especially valuable for specialized subjects like

44
English Language, where additional practice materials, literary texts, or reference

resources beyond basic textbooks significantly enhance learning opportunities.

Digital and open educational resources (OERs) present emerging opportunities to

supplement traditional textbooks and address specific availability challenges, particularly

for senior secondary students developing independent study skills. These resources range

from fully developed digital textbooks to modular content collections, interactive practice

materials, and specialized tutorials addressing specific curriculum components. While

infrastructure limitations restrict exclusive reliance on digital resources in many Nigerian

contexts, strategic implementation of hybrid approaches can expand effective resource

availability, particularly for examination preparation, remedial support, and extension

activities beyond core curriculum coverage. Research by Adebayo and Ogundipe (2022)

found that schools implementing structured digital resource programs as textbook

supplements demonstrated statistically significant performance improvements compared

to control schools with similar traditional textbook access but without digital resource

integration. Effective implementation typically involves careful content curation aligning

with curriculum requirements, teacher professional development for digital resource

integration, scheduled access opportunities for students without home technology, and

offline access options to mitigate connectivity limitations. As technological infrastructure

gradually improves across the country, these digital approaches offer increasingly viable

pathways to enhance resource availability while potentially reducing long-term costs

compared to exclusively print-based solutions.

45
Alternative textbook formats represent another promising strategy for expanding

availability while addressing specific learning contexts and constraints. These formats

include simplified core textbooks focusing on essential content at lower production costs,

modular resources that can be flexibly combined according to specific curricular

emphases, durable study guides designed for multi-year use and focused on examination

requirements, or shared classroom resource sets supplementing individual materials.

Ajala and Ngozi (2023) documented successful implementations of alternative format

strategies that achieved near-universal access to essential content while reducing overall

costs by 35-45% compared to conventional individual textbook provision models. When

designed with clear pedagogical frameworks and curriculum alignment, these alternative

formats can effectively support learning outcomes while addressing financial and

logistical constraints that limit availability of comprehensive individual textbooks. These

approaches can be particularly valuable for English Language learning, where different

resource types can address specific language skill areas (grammar references, vocabulary

development materials, reading anthologies, writing guides) in complementary ways

rather than requiring comprehensive single volumes covering all domains.

Enhanced coordination among educational stakeholders represents a foundational

strategy underlying all specific interventions for improving textbook availability. This

coordination involves harmonized planning between curriculum development authorities,

examination bodies, textbook approval committees, procurement agencies, and school

administrators to ensure alignment between learning objectives, assessment approaches,

46
and available resources. It includes synchronization of curriculum revision timelines with

textbook development and distribution schedules to avoid periods where outdated

materials remain in use while new resources are being developed. Effective coordination

also encompasses clear communication about respective responsibilities among federal,

state, local, institutional, and household stakeholders regarding textbook provision to

prevent gaps or inefficient duplications in resource allocation. As Obinna and Danmole

(2021) observe, enhanced coordination does not necessarily require additional financial

resources but rather more effective utilization of existing capacities through improved

information sharing, collaborative planning, and streamlined implementation processes.

When effectively implemented, such coordination can substantially improve textbook

availability by addressing systemic inefficiencies that currently undermine resource

adequacy despite significant combined expenditures across various stakeholders within

the educational ecosystem.

Empirical Studies on Textbook Availability and Student Performance

Empirical research examining the relationship between textbook availability and student

performance in Nigeria and similar educational contexts has produced a substantial body

of evidence documenting significant correlations across various assessment measures,

subject areas, and student populations. A landmark longitudinal study by Okoye and

Adelabu (2020) tracked 1,200 senior secondary students across 25 schools in six states

over a three-year period, comparing performance trajectories between students with

consistent access to required textbooks and those with limited or inconsistent access. The

47
researchers found that students with comprehensive textbook access demonstrated

average performance improvements of 14.2 percentage points on standardized

assessments compared to 5.7 percentage points among those with limited access, after

controlling for prior achievement levels and socioeconomic factors. This performance

differential was most pronounced in content-heavy subjects requiring substantial

independent reading and sequential knowledge building, including English Language,

where textbook access correlated with improvements of 17.3 percentage points compared

to 6.1 points among students without consistent access. The study further revealed that

performance benefits were non-linear in relation to textbook completeness, with students

possessing all required textbooks showing disproportionately greater gains than those

with partial collections, suggesting possible threshold effects where comprehensive

resource access creates synergistic learning opportunities across subject areas.

Focusing specifically on English Language, Mohammed et al. (2021) conducted a

comparative analysis of performance patterns among 850 SS2 students across 14

secondary schools in Kwara and Kogi states, examining the relationship between

textbook availability and specific language skill domains. Their findings revealed

strongest correlations between textbook access and reading comprehension (r=0.67) and

writing performance (r=0.62), with somewhat lower but still significant correlations for

grammar mastery (r=0.54), vocabulary development (r=0.51), and listening

comprehension (r=0.42). These differential impacts likely reflect the particular

importance of textbooks in providing extended reading material, writing models, and

48
structured practice opportunities that develop literacy skills requiring sustained

engagement beyond classroom instruction. The study further documented that

performance differences between students with and without textbook access widened

over time, with gap measurements at the beginning of SS2 showing smaller differentials

than those observed during final examinations, suggesting cumulative effects as

continuous textbook access enables progressive skill development while limitations

create widening achievement gaps. This temporal dimension highlights the particular

importance of early and consistent textbook provision rather than last-minute

examination preparation resources, as language proficiency development requires

extended exposure and practice opportunities that cannot be effectively compressed into

short intervention periods.

Employing experimental methodologies, Bamidele and Oyedeji (2022) conducted a

controlled intervention study involving 16 secondary schools randomly assigned to

treatment and control conditions. Treatment schools received complete sets of English

Language textbooks maintaining a 1:1 student-to-book ratio, while control schools

continued with existing resource arrangements averaging 3:1 sharing ratios. After a full

academic year, students in treatment schools demonstrated significantly higher

achievement on standardized English assessments, with mean scores 11.2 points higher

than control groups. Performance gains were most pronounced for students previously

identified as average or below-average achievers, suggesting that textbook access

particularly benefits learners who may require additional support and practice

49
opportunities. The study also documented secondary effects including increased

homework completion rates (27% higher), improved classroom participation (teachers

reported 34% more student-initiated questions), and higher student confidence in

academic English usage as measured by self-efficacy scales. These behavioral changes

illustrate how textbook availability influences not only direct performance outcomes but

also intermediary learning behaviors that support academic achievement.

Qualitative research provides complementary insights into the mechanisms connecting

textbook availability with performance outcomes. Adekoya's (2023) in-depth case studies

of six secondary schools with varying resource profiles revealed that textbook

availability shapes instructional practices in ways that significantly influence learning

experiences. Teachers with reliable textbook access reported spending 40% less class

time on basic content delivery (copying notes, dictating definitions) and correspondingly

more time on interactive teaching, deeper discussion, and practice activities. Student

interviews indicated that textbook ownership fostered greater learner autonomy, enabling

preview and review activities that enhanced classroom comprehension and retention. The

study identified textbooks as critical mediating tools that structure independent study

time, particularly important in contexts where large class sizes limit individualized

teacher attention. These qualitative findings illuminate the pedagogical pathways through

which textbook availability translates into performance improvements, highlighting both

instructional efficiency gains and enhanced opportunities for student-directed learning.

50
Research examining textbook availability's impact across different school contexts

reveals important interaction effects with other educational variables. Afolabi and

Nwankwo's (2022) comparative analysis of 32 schools across urban and rural settings

found that textbook availability showed stronger correlations with performance in

schools with less experienced teachers (r=0.73) compared to those with highly

experienced staff (r=0.58), suggesting that textbooks may partially compensate for

limitations in teacher expertise or preparation. Similarly, textbook effects appeared more

pronounced in schools with larger class sizes, limited library facilities, or fewer

supplementary learning resources, indicating that textbooks play particularly crucial roles

in resource-constrained environments. However, the study also demonstrated that

textbook benefits were maximized when combined with adequate teacher guidance on

effective textbook utilization, appropriate homework assignments leveraging textbook

content, and integrated classroom references to textbook materials. These findings

underscore that textbook provision yields greatest performance impacts when

implemented within coherent instructional systems rather than as isolated interventions.

International comparative studies provide broader contextual perspectives on textbook-

performance relationships in developing educational systems. The UNESCO Global

Education Monitoring analysis (2023) examining data from 42 countries identified

textbook provision as among the most cost-effective interventions for improving learning

outcomes in resource-constrained environments, with particular significance for language

subjects serving as instructional mediums. Nigeria's textbook-performance correlations

51
aligned closely with regional patterns while showing somewhat stronger effects for

English Language compared to mathematics or sciences, likely reflecting the subject's

cumulative nature and its gateway function for accessing content across the curriculum.

Cross-national analyses further suggest that textbook impacts vary with overall system

resources, with stronger correlations in contexts where alternative learning materials are

limited and where textbooks represent primary rather than supplementary resources for

content access. These comparative findings reinforce the contextual nature of resource

effects while confirming the particular importance of textbook availability in

environments similar to Nigeria's educational system.

Recent research has increasingly examined digital resources as complements or

alternatives to traditional textbooks, yielding mixed findings regarding performance

impacts. Okebukola and Davidson's (2023) quasi-experimental study comparing digital,

print, and hybrid resource provision across 18 senior secondary schools found that while

digital-only approaches produced modest performance improvements (5.4% higher than

control groups), hybrid models combining core print textbooks with supplementary

digital resources yielded substantially stronger results (14.7% improvement). These

findings suggest that while digital resources offer valuable advantages including

currency, interactivity, and multimedia content, they function most effectively as

enhancements rather than complete replacements for traditional textbooks in contexts

where digital infrastructure remains uneven. The study further documented significant

implementation challenges for digital-only approaches, including access inequities,

52
technical difficulties, and teacher adaptation requirements that complicated consistent

utilization. These emerging findings indicate that while technological evolution continues

to reshape educational resource landscapes, traditional textbooks remain fundamental

performance drivers that can be enhanced rather than replaced by digital complements

within Nigeria's current educational infrastructure.

Appraisal of Literature Reviewed

The reviewed literature establishes consistent evidence for significant relationships

between English Language textbook availability and senior secondary school student

performance across diverse Nigerian educational contexts. Research findings consistently

demonstrate positive correlations between adequate textbook provision and various

performance measures, with particularly strong effects for reading comprehension,

writing proficiency, and overall English Language achievement. Multiple studies

employing diverse methodologies—including longitudinal tracking, quasi-experimental

interventions, comparative analyses, and qualitative investigations—have yielded

convergent conclusions regarding both the significance and mechanisms of textbook

effects on academic outcomes. The research collectively identifies several key pathways

through which textbook availability influences performance, including increased learning

time through independent study, enhanced conceptual reinforcement through additional

practice, improved content coverage, and greater opportunity for self-directed review and

preparation. These findings align with broader educational resource theory emphasizing

the critical role of instructional materials in mediating curriculum implementation and

53
supporting knowledge construction, particularly in second language learning contexts

where consistent exposure to standard language models significantly influences

acquisition processes.

However, several limitations and gaps merit consideration when interpreting this research

base. Most studies have employed correlational rather than true experimental designs,

creating challenges in establishing definitive causal relationships due to potential

confounding variables, including school management factors, teacher quality, student

motivation, and home educational support. The predominance of self-reported textbook

access measures in many studies introduces possible measurement reliability concerns,

while limited longitudinal tracking beyond immediate academic years constrains

understanding of textbook effects on longer-term language proficiency development.

Additionally, relatively few studies have systematically examined interaction effects

between textbook availability and specific pedagogical approaches, limiting insights into

how teaching methods might maximize or minimize resource impacts on performance

outcomes. Future research would benefit from more randomized controlled trials,

objective verification of textbook access and utilization patterns, longer tracking periods

to assess sustained effects, and closer examination of pedagogical interactions that

optimize textbook benefits for diverse learner populations.

Emerging research directions evident in recent literature include increasing attention to

digital resource integration, examination of cost-effectiveness comparisons between

alternative resource provision models, exploration of textbook design features most

54
strongly associated with performance outcomes, and investigation of differentiated

resource needs across various student proficiency levels and learning contexts. These

evolving research emphases reflect recognition that textbook availability represents a

necessary but insufficient condition for optimal performance outcomes, with questions of

resource quality, utilization patterns, instructional integration, and student engagement

mediating the translation of availability into achievement. As educational systems

increasingly navigate hybrid resource environments combining traditional and digital

materials, research exploring optimal configurations for different learning contexts and

student populations will become increasingly valuable for evidence-based policy and

practice development.

The literature reviewed provides strong foundational support for educational policies

prioritizing adequate English Language textbook provision while highlighting the

importance of complementary attention to quality standards, teacher development for

effective resource utilization, equitable access considerations, and strategic integration

with broader instructional approaches. The particular significance of English Language

textbooks within Nigeria's educational system emerges clearly from this research base,

reflecting both the subject's fundamental importance as a medium of instruction and its

cumulative skill development requirements that benefit substantially from the structured

learning support and extended practice opportunities that well-designed textbooks

provide.

55
56
 CHAPTER THREE

METHODOLOGY

This chapter describes the method and procedure that was used in the study. The

methodand procedures are as follows:

a. Research Design

b. Population of the Study

c. Sample and Sampling Procedure

d. Research Instrument

e. Validity of instrument

f. Reliability of Research Instrument

g. Method for Data Collection

h. Method of Data Analysis

Research Design

This study is descriptive research that adopted the ex-post-facto research design.

Thisdesign is considered to be appropriate because the data that were used are already in

existence. The variables of the study were not manipulated as they were only observed

and described.

Population of the Study

Blaikie (2009) defines a research population as an aggregate of all cases that conform to

some designated set of criteria. The population of the study comprise of Sixty (60)

57
English teachers teaching SS1, SS2 and SS3 in the ten (10) public school and five (5)

private Senior Secondary Schools in Ilorin West Local Government Area, Kwara State

Sample and Sampling Procedure

The respondents would be sampled using the purposive sampling technique. The targeted

sample size was thirty (60) respondents. The sample will be taken from SS1, SS2 andSS3

English teachers of fifteen (15) schools in Ilorin West Local Government Area,

KwaraState.

Research Instrument

The self-structured questionnaire is the instrument designed for this study. The research

instrument contains 14 items to elicit relevant information from the respondents.

Validity of the Instrument

The self-structured questionnaire that was used as research instrument was designedand

shown to the researchers' supervisor. This is done to ensure that the questions asked

areappropriately in line with the research variables for the study. Their corrections and

comments will be effected before production offer final draft for study.

Reliability of the Instrument

In order to ensure the internal consistency of the instrument, the test-retest reliability will

be used by taking a sample from the target population. The questionnaire will be

administered to the sample population between intervening periods of two weeks.

58
Method of Data Collection

Data for the study will be collected through the administration of the research instrument.

The questionnaires will be administered by the researcher to the selected senior

secondary school teachers from each sampled school which made up a total of 60

respondents. The researcher will take permission from authorities of each school where

the instrument will be administered. The researcher would collect the questionnaires

immediately after they were completed to ensure higher rate of return.

Method of Data Analysis

Data obtained from this research will be analyzed using simple percentages. This simple

statistical tool is suitable for this study as it gives clear and easily comprehensible results

from the analysis of the responses collected from the instrument.

59
 CHAPTER FOUR
RESULTS AND DISCUSSION
This chapter presents and analyses the data collected on textbook availability and its

relationship with students’ academic performance in English in senior secondary schools

in Ilorin West LGA. The analysis is presented in sections based on the research

questions. Frequencies and percentages are used, and interpretations follow each table.

Section A: Demographic Information

Table 4.1: Gender of Respondents
Gender Frequency Percentage (%)
Male 9 45.0
Female 11 55.0
Total 20 100
The table shows that 11 respondents (55.0%) were female, while 9 respondents (45.0%)

were male. This indicates that female students slightly outnumbered male students in the

study sample.

Table 4.2: Class of Respondents

Class Frequency Percentage (%)
SS1 6 30.0
SS2 7 35.0
SS3 7 35.0
Total 20 100
The class distribution reveals that SS2 and SS3 students each accounted for 35.0% of the

respondents, while SS1 students made up 30.0%. This shows that all senior classes were

fairly represented in the study.

60
Table 4.3: School Type of Respondents
School Type Frequency Percentage (%)
Public 18 90.0
Private 2 10.0
Total 20 100
The majority of respondents (90.0%) were drawn from public schools, while only 10.0%

were from private schools. This suggests that the study focused mainly on public school

students, reflecting the population structure of the area.

Table 4.4: Location of Respondents’ Schools

Location Frequency Percentage (%)
Urban 12 60.0
Rural 8 40.0
Total 20 100
The data shows that 12 respondents (60.0%) were from urban schools, while 8

respondents (40.0%) attended rural schools. This indicates that both urban and rural

perspectives were considered, with a slight dominance of urban schools.

Students’ Questionnaire

Research Question One:

How available are English language textbooks in senior secondary schools in Ilorin

West LGA?

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Table 4.1: Availability of English Language Textbooks
S/ Statement SA A SD D Total
N
1 My school provides sufficient 7 7 3 3 20
English language textbooks for (35%) (35%) (15%) (15%) (100%)
students.
2 Most students in my class have 6 10 2 2 20
personal copies of the recommended (30%) (50%) (10%) (10%) (100%)
English language textbooks.
3 The school library has enough 7 6 4 3 20
English language textbooks for (35%) (30%) (20%) (15%) (100%)
students to use.
4 Teachers provide alternatives such 9 6 1 4 20
as photocopies or soft copies when (45%) (30%) (5%) (20%) (100%)
textbooks are unavailable.
5 Lack of textbooks has affected my 3 6 4 7 20
ability to study English language (15%) (30%) (20%) (35%) (100%)
effectively.
The results reveal that half of the students (50%) agreed that most students own personal

copies of recommended textbooks, while 70% acknowledged that teachers often provide

alternatives when books are unavailable. However, responses were mixed on the

adequacy of school provision and library holdings, indicating that availability is

inconsistent. Interestingly, only 45% admitted that lack of textbooks has hindered their

English learning, suggesting that while shortages exist, some coping mechanisms are in

place.

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Research Question Two:
What is the relationship between textbook availability and students’ academic
performance in English language?
Table 4.2: Relationship Between Textbook Availability and Academic Performance
S/ Statement SA A SD D Total
N
6 Having access to textbooks has 12 8 0 0 20
improved my English language (60%) (40%) (0%) (0%) (100%)
skills.
7 Students with English textbooks 8 6 4 2 20
perform better than those without in (40%) (30%) (20%) (10%) (100%)
exams.
8 The use of textbooks has helped me 14 6 0 0 20
improve my reading and (70%) (30%) (0%) (0%) (100%)
comprehension skills.
9 I struggle with English language 4 7 4 5 20
assignments due to a lack of (20%) (35%) (20%) (25%) (100%)
textbooks.
10 Regular use of textbooks in class 10 10 0 0 20
leads to better understanding of the (50%) (50%) (0%) (0%) (100%)
subject.

An overwhelming majority (100%) confirmed that textbook access improves their skills,

and 70% credited textbooks with enhancing reading and comprehension. Similarly, 70%

agreed that students with textbooks perform better in exams. Yet, 55% admitted

63
struggling with assignments when books were lacking. These findings show a strong

positive link between textbook access and performance.

Research Question Three:

How do socio-economic factors and school type influence students' access to English
language textbooks?
Table 4.3: Influence of Socio-Economic Factors and School Type
S/ Statement SA A SD D Total
N
11 My parents can afford to buy all 9 10 0 1 20
required English textbooks. (45%) (50%) (0%) (5%) (100%)
12 Public school students have fewer 6 9 4 1 20
textbooks compared to private (30%) (45%) (20%) (5%) (100%)
school students.
13 Some students depend on 7 13 0 0 20
borrowing textbooks because they (35%) (65%) (0%) (0%) (100%)
cannot afford their own copies.
14 The government provides enough 1 9 7 3 20
textbooks to public schools. (5%) (45%) (35%) (15%) (100%)
15 Financial difficulties have affected 4 8 2 6 20
my ability to get the required (20%) (40%) (10%) (30%) (100%)
textbooks.
A strong majority (95%) said their parents could afford textbooks, but 100%

acknowledged that some peers rely on borrowing due to financial challenges. About 75%

agreed public school students have fewer textbooks than private school students, and

50% believed government provision is insufficient. These results highlight socio-

economic inequality in access.

64
Research Question Four:
To what extent do digital learning resources and teachers' instructional strategies

affect students' English language performance?

Table 4.4: Effect of Digital Resources and Instructional Strategies

S/N Statement SA A SD D Total
16 I use digital textbooks or online 5 2 7 6 20
resources to study English. (25%) (10%) (35%) (30%) (100%)
17 My teacher encourages use of 5 5 4 6 20
digital learning materials. (25%) (25%) (20%) (30%) (100%)
18 E-learning resources are a good 6 9 1 4 20
alternative to printed textbooks. (30%) (45%) (5%) (20%) (100%)
19 Teachers provide extra 11 6 1 2 20
explanations when textbooks are (55%) (30%) (5%) (10%) (100%)
unavailable.
20 Lack of access to digital resources 6 7 2 5 20
affects my ability to study English (30%) (35%) (10%) (25%) (100%)
effectively.
While 75% considered e-learning resources a useful alternative, only 35% reported

personally using them. Teachers’ support is evident, with 85% agreeing that teachers

provide extra explanations when textbooks are unavailable. However, reliance on digital

tools remains low, largely due to accessibility constraints.

65
Teachers’ Questionnaire
Section A: Demographic Information
Table 4.1: Gender of Respondents
Gender Frequency Percentage (%)
Male 3 60.0
Female 2 40.0
Total 5 100
The table shows that male teachers (60.0%) outnumbered female teachers (40.0%). This
indicates that more male teachers participated in the study sample.
Table 4.2: Academic Qualification of Respondents
Qualification Frequency Percentage (%)
NCE 1 20.0
B.A./[Link] 2 40.0
B.A. Ed 1 20.0
M.A. Ed 1 20.0
Ph.D 0 0.0
Total 5 100
Most teachers held a first degree (40.0%), while 20.0% each had NCE, B.A. Ed, or M.A.

Ed. None had a Ph.D. This shows that the sample was academically qualified, with the

majority having professional education degrees.

66
Table 4.3: School Type of Respondents
School Type Frequency Percentage (%)
Public 4 80.0
Private 1 20.0
Total 5 100
Most of the respondents (80.0%) were from public schools, while only one teacher

(20.0%) was from a private school.

Table 4.4: Location of Respondents’ Schools

Location Frequency Percentage (%)
Urban 3 60.0
Rural 2 40.0
Total 5 100
The table shows that 60.0% of teachers worked in urban schools, while 40.0% were from

rural schools.

Table 4.5: Teaching Experience of Respondents

Years of Experience Frequency Percentage (%)
1–5 years 1 20.0
6–10 years 2 40.0
11–15 years 1 20.0
Above 15 years 1 20.0
Total 5 100

67
The majority (40.0%) had between 6–10 years of teaching experience, while 20.0% each

had 1–5 years, 11–15 years, or above 15 years of experience. This suggests a balanced

mix of relatively new and highly experienced teachers.

Section B: Availability of English Language Textbooks

Table 4.6: Availability of Textbooks
S/ Statement SA A D SD Total
N
1 Textbooks are adequately available 0 2 3 0 5
in my school. (0%) (40%) (60%) (0%) (100%)
2 Students have personal copies of 0 3 1 1 5
recommended textbooks. (0%) (60%) (20%) (20%) (100%)
3 The school library has sufficient 0 2 1 2 5
textbooks for student use. (0%) (40%) (20%) (40%) (100%)
4 Textbook supply is more consistent 1 3 1 0 5
in private schools than in public (20%) (60%) (20%) (0%) (100%)
schools.
5 Lack of textbooks disrupts 5 0 0 0 5
effective lesson delivery. (100%) (0%) (0%) (0%) (100%)
The results reveal that only 40% agreed that textbooks were adequately available, while

60% disagreed. Although most students had personal copies (60%), libraries were

reported as inadequately stocked (60% disagreed/strongly disagreed). Importantly, all

teachers (100%) strongly agreed that lack of textbooks disrupts lesson delivery, showing

a major instructional challenge.

68
Section C: Influence on Student Academic Performance
Table 4.7: Influence on Student Performance
S/ Statement SA A D S Total
N D
6 Students with textbooks perform better in 3 2 0 0 5
English. (60%) (40%) (100%)
7 Regular use of textbooks improves 4 1 0 0 5
comprehension. (80%) (20%) (100%)
8 Textbooks support independent study. 2 3 0 0 5
(40%) (60%) (100%)
9 Inadequate textbooks lower academic 3 2 0 0 5
performance. (60%) (40%) (100%)
10 Textbooks align with curriculum and 1 4 0 0 5
exams. (20%) (80%) (100%)
All teachers unanimously agreed that textbook availability is critical for academic

performance. A large majority (80%) said regular use boosts comprehension, while 100%

affirmed that textbooks aid independent study. Similarly, all respondents agreed that

inadequate textbooks lead to low performance. This underlines the strong positive

relationship between textbook access and students’ English achievement.

69
Section D: Socio-Economic Factors and School Type
Table 4.8: Socio-Economic and School Type Influence
S/ Statement SA A D SD Total
N
11 Most students can afford textbooks. 0 0 4 1 5
(0%) (0%) (80%) (20%) (100%)
12 Public school students face more 5 0 0 0 5
challenges than private school (100%) (100%)
students.
13 Parents’ income affects textbook 2 3 0 0 5
ownership. (40%) (60%) (100%)
14 Government textbook distribution 1 2 1 1 5
favors urban schools. (20%) (40%) (20%) (20%) (100%)
15 Schools supplement shortages with 2 2 1 0 5
photocopies/notes. (40%) (40%) (20%) (100%)
The majority (80%) of teachers believed students cannot afford textbooks. All

respondents (100%) strongly agreed that public school students face greater textbook

challenges compared to private school students. Furthermore, 100% agreed that parents’

income directly affects ownership, while many noted that schools cope with shortages

through photocopies and notes.

70
Section E: Role of Digital Resources and Teacher Strategies
Table 4.9: Role of Digital Resources and Strategies
S/ Statement SA A D SD Total
N
16 I use digital resources for English 1 1 1 2 5
lessons. (20%) (20%) (20%) (40%) (100%)
17 Students have access to digital 0 0 3 2 5
resources. (60%) (40%) (100%)
18 I integrate ICT tools into teaching. 1 1 3 0 5
(20%) (20%) (60%) (100%)
19 Students benefit academically 1 3 1 0 5
from digital textbooks. (20%) (60%) (20%) (100%)
20 I adjust teaching strategies based 0 4 1 0 5
on textbook availability. (80%) (20%) (100%)
Teachers reported very limited use of digital resources. While 40% said they personally

use them, 100% agreed that students largely lack access. However, most (80%) adjust

their teaching strategies when textbooks are scarce, showing flexibility. Despite low ICT

integration, 80% acknowledged that digital resources, where available, benefit student

learning.

Discussion of Findings
The findings from both the student and teacher questionnaires present a consistent picture

of the challenges and opportunities surrounding the availability of English Language

textbooks in senior secondary schools in Ilorin West Local Government Area. One of the

most striking outcomes from the study is that both groups confirmed the inadequate

provision of textbooks in schools. While half of the students reported that most of their

71
classmates owned personal copies of the recommended textbooks, a considerable number

acknowledged that school libraries did not have enough books to serve their needs.

Teachers reinforced this perception, as the majority disagreed that textbooks were

adequately available in their schools, and all of them unanimously asserted that shortages

in textbooks seriously disrupted effective lesson delivery. This agreement between

students and teachers points to the fact that the availability of English Language

textbooks remains a systemic issue, rather than an isolated problem in a few schools.

Another important finding from the study is the strong consensus on the influence of

textbooks on academic performance in English. Students overwhelmingly affirmed that

textbooks improved their skills, especially in reading and comprehension, with seventy

percent crediting textbooks as a major factor in their ability to understand lessons.

Similarly, teachers confirmed that textbooks not only improve comprehension but also

foster student-centered learning and independent study, which are essential for building

confidence in language use. Both groups also agreed that inadequate textbook supply

contributes directly to low academic performance, showing that textbooks are not

supplementary but fundamental to achieving learning outcomes in English. In this way,

the responses from both students and teachers clearly established a positive link between

textbook availability and student performance.

Socio-economic conditions emerged as another major factor shaping students’ access to

textbooks. Many students acknowledged that they or their peers depended on borrowing

72
because of financial constraints, and some reported that financial difficulties had affected

their ability to own the required English Language textbooks. Teachers strongly

supported this view, with all of them agreeing that parental income levels play a decisive

role in determining whether students are able to acquire their textbooks. Beyond the issue

of individual affordability, there were also systemic disparities between school types.

Both students and teachers agreed that public school students face greater difficulties in

obtaining textbooks compared to those in private schools. Teachers added that

government distribution of textbooks often favours urban schools, leaving rural schools

at a disadvantage. These findings collectively show that economic inequality and

differences in school type have a direct impact on students’ access to learning resources,

and by extension, their performance in English.

The findings further revealed how teachers and students respond to these challenges. In

cases where textbooks were unavailable, many students reported that their teachers

provided photocopies, soft copies, or additional explanations to fill the gap. Teachers

themselves acknowledged this practice, confirming that they often supplement shortages

with class notes or handouts. This suggests that while textbook shortages remain a

persistent challenge, teachers are actively employing coping strategies to ensure that

students still receive instruction. However, the reliance on such alternatives also

highlights gaps in the system, as these methods cannot fully replace the depth and

consistency that textbooks provide in supporting structured learning.

73
The role of digital resources emerged as both a challenge and an opportunity. Only a

small proportion of students reported using digital learning resources such as online

materials or e-books, and teachers acknowledged that their students had very limited

access to these resources. Even among teachers, use of ICT tools and digital textbooks

was low, with only a few integrating them into their lessons. Despite this, both teachers

and students agreed that digital resources could serve as a good alternative to printed

textbooks and that they had potential to improve learning. The limited uptake of digital

resources, therefore, does not appear to stem from a lack of interest, but rather from

constraints such as poor access to technology, limited infrastructure, and possibly

inadequate training for both teachers and students.

Overall, the study demonstrates a strong convergence of views between students and

teachers. Both groups consistently emphasised the centrality of textbooks in achieving

academic success in English, acknowledged the widespread problem of inadequate

supply, identified socio-economic and school-type disparities as key obstacles, and

recognised the limited but promising role of digital resources. The fact that these findings

align across both groups strengthens the validity of the conclusions drawn. It also shows

that the challenges of textbook availability are systemic and widely acknowledged by all

the key stakeholders involved in English Language education.

The implications of these findings are significant. The strong positive link between

textbooks and academic performance suggests that improving textbook availability

74
would likely result in measurable improvements in students’ English performance. The

recognition of socio-economic barriers indicates that policies must address equity,

ensuring that public schools, rural schools, and children from low-income backgrounds

are not disadvantaged. The limited use of digital resources points to an opportunity for

policy makers and school administrators to invest in infrastructure and training that

would allow digital tools to complement printed textbooks. Finally, the coping strategies

employed by teachers providing photocopies, additional explanations, and alternative

materials show both resilience and resourcefulness, but they also point to a need for

systemic solutions rather than temporary fixes. Taken together, the findings confirm that

textbook availability remains a critical determinant of students’ performance in English

in Ilorin West LGA. Both students and teachers understand the importance of textbooks,

recognise the challenges created by shortages, and identify socio-economic and

infrastructural barriers that hinder equitable access. While teachers’ coping strategies and

students’ willingness to adapt provide short-term solutions, the long-term improvement

of English Language learning in the area will require deliberate interventions in textbook

provision, socio-economic support, and integration of digital resources into classroom

practice.

75
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

Summary

This study investigated the availability of English Language textbooks and their

influence on students’ academic performance in senior secondary schools in Ilorin West

Local Government Area. The research was guided by four major questions: the extent of

textbook availability, the relationship between textbook availability and academic

performance, the influence of socio-economic factors and school type on access to

textbooks, and the role of digital resources and teachers’ instructional strategies in

supporting English Language learning.

The demographic data revealed that both male and female students participated in the

study across SS1, SS2, and SS3, with more respondents drawn from public schools and

urban areas. Similarly, the teacher respondents were fairly balanced in terms of gender,

possessed adequate academic qualifications, and represented both urban and rural

schools, with the majority teaching in public institutions.

Findings from the students’ questionnaire showed that textbook availability is

inconsistent. While many students owned personal copies of textbooks, libraries were not

adequately stocked and government provision was reported as insufficient. Teachers

76
confirmed this, with most of them disagreeing that textbooks were adequately available

and unanimously asserting that shortages disrupted effective teaching.

Both students and teachers strongly agreed that textbooks play a crucial role in students’

academic performance. Students reported that textbooks improved their reading,

comprehension, and overall English Language skills, while teachers confirmed that

textbooks supported independent learning, improved comprehension, and aligned with

the national curriculum and examination standards. Both groups further agreed that lack

of textbooks contributed significantly to low academic performance.

Socio-economic factors were also found to influence access to textbooks. Students

reported that some of their peers depended on borrowing textbooks because of financial

difficulties. Teachers affirmed this, indicating that parental income determined textbook

ownership, and that public school students face greater challenges than those in private

schools. It was also observed that government textbook distribution policies seemed to

favour urban schools, further deepening inequalities.

Finally, while digital resources such as online books and e-learning platforms were

recognised as useful alternatives, both students and teachers reported very limited access

to them. Teachers did, however, indicate that they adjusted their teaching strategies when

textbooks were not available, providing photocopies, handouts, and extra explanations to

bridge the gap. This highlighted both the resilience of teachers and the urgent need for

systemic solutions.

77
Conclusion

The study concluded that the availability of English Language textbooks in Ilorin West

senior secondary schools is inadequate and unevenly distributed. This inadequacy has a

direct negative impact on teaching and learning, and consequently, on students’ academic

performance in English. Both students and teachers strongly recognised the critical

importance of textbooks, noting that they enhance comprehension, support independent

learning, and contribute to better academic outcomes.

Socio-economic conditions, parental income levels, school type, and geographical

location all emerged as significant factors influencing students’ access to textbooks.

Public schools and rural schools were found to be the most disadvantaged, while students

from private and urban schools had relatively better access. These disparities highlight

broader issues of inequality in the education system.

Digital resources have potential to complement textbooks but are currently underutilised

due to infrastructural and accessibility challenges. Teachers have been resourceful in

employing coping strategies such as photocopies, class notes, and supplementary

explanations, but these methods cannot fully replace the role of textbooks. Overall, the

findings demonstrate that improving textbook availability and access remains a key

factor in raising the standard of English Language learning in Ilorin West LGA.

78
Implications of the Study

The findings of this study have several important implications for educational practice,

policy, and further research. The confirmation that textbook availability directly

influences students’ academic performance in English Language implies that the

government, school administrators, and parents must recognise textbooks as core learning

resources rather than supplementary materials. The disparities identified between public

and private schools, as well as between urban and rural schools, imply that equity must

be at the centre of resource allocation policies. Furthermore, the limited adoption of

digital resources highlights the need for investment in ICT infrastructure and training so

that schools can harness technology to bridge gaps in textbook provision. For teachers,

the study reinforces the importance of adapting instructional strategies when faced with

resource shortages, while for policymakers, the findings stress the urgency of designing

policies that ensure equal opportunities for all learners.

Recommendations

Based on the findings of this study, the following recommendations are made:

1. Improved Provision of Textbooks: Government, in collaboration with school

authorities, should ensure adequate and timely supply of English Language

textbooks to both public and private schools, with special attention to rural areas

where shortages are more pronounced.

79
2. Equitable Distribution Policies: Policies on textbook distribution should be

designed to eliminate inequalities between public and private schools, and

between urban and rural schools. Priority should be given to disadvantaged

groups to bridge existing gaps.

3. Parental Support and Affordability: Parents should be encouraged to prioritise

the purchase of recommended textbooks for their children. Government and

NGOs could introduce subsidy schemes or textbook loan programs for students

from low-income households.

4. Library Development: Schools should invest in strengthening their libraries,

ensuring that sufficient English Language textbooks are available for all students

to use. Libraries should also include digital resources to complement physical

books.

5. Integration of Digital Resources: Efforts should be made to expand the use of e-

learning platforms and digital textbooks. Government and school managements

should invest in ICT infrastructure, internet access, and digital literacy training

for both teachers and students.

6. Teacher Support and Training: Teachers should be provided with continuous

professional development on how to integrate ICT tools and digital resources into

their teaching, making them less dependent on limited print textbooks.

80
 7. Monitoring and Evaluation: Regular monitoring should be carried out by

education authorities to ensure that textbook policies are effectively implemented,

and to identify schools where urgent interventions are required.

8. Community and NGO Involvement: Non-governmental organisations,

community associations, and donor agencies should be encouraged to support

schools by donating textbooks and digital resources to improve access for

students.

By implementing these recommendations, stakeholders in the education sector can help

to reduce disparities, ensure more equitable access to learning resources, and ultimately

improve the academic performance of students in English Language across Ilorin West

LGA.

Limitations of the Study

Despite the significance of the findings, the study was limited in several respects. First,

the study focused only on senior secondary schools in Ilorin West LGA, which restricts

the generalisation of the findings to other local governments or states in Nigeria. Second,

the sample size was relatively small, particularly for the teacher respondents, which may

not fully capture the diversity of teacher experiences. Third, the study relied on self-

reported questionnaires, and as such, the responses were based on the perceptions of

students and teachers, which may be subject to bias. Additionally, the study concentrated

mainly on textbook availability without deeply examining other complementary

81
resources such as audio-visual aids, language laboratories, and teaching aids that could

also influence English Language performance.

Suggestions for Further Studies

Based on the limitations and findings of this study, the following suggestions are made

for future research:

1. Further studies should expand the scope beyond Ilorin West LGA to cover other

local governments and states in Nigeria for a broader and more generalisable

understanding of textbook availability and its influence on performance.

2. Researchers should adopt a larger sample size, particularly for teacher

respondents, to capture more diverse perspectives.

3. Future studies could employ a mixed-methods design, combining questionnaires

with interviews and classroom observations, to provide deeper insights into how

textbook availability affects teaching and learning processes.

4. Research should explore other instructional resources, such as audio-visual aids,

digital platforms, and language laboratories, to assess how they complement or

substitute textbooks in enhancing English Language performance.

5. Comparative studies could be carried out between rural and urban schools, or

between public and private schools, to better understand the dynamics of resource

allocation and its impact on learning outcomes.

82
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 APPENDIX
EKITI STATE UNIVERSITY IN AFFILIATION WITH KWARA STATE
COLLEGE
OF EDUCATION, ILORIN, KWARA STATE, NIGERIA

QUESTIONNAIRE ON THE EFFECT OF AVAILABILITY OF ENGLISH

LANGUAGE TEXTB00KS ON THE PERFORMANCE OF SENIOR
SECONDARY SCHOOL STUDENTS
Dear Respondent,
The questionnaire is designed to find out the “Effect of Availability of English
Language Textbooks on the Performance of Senior Secondary School Students: A
case study of selected schools in Ilorin West Local Government Area of Kwara State.
Please give your opinion as it concerns the problem posed in this research, thanks for
your anticipated cooperation.

Yours faithfully,

Adebayo Timileyin
The Researcher

Section A: Demographic Data

Instruction: kindly write or tick () in the appropriate space to indicate your response to
each of the questions in each section.
1. Name of School:………………………………………………………………
2. Gender: Male [ ] Female [ ] BA ) [Link]. [ ]
3. Class: SS 1 [ ] SS2 [ ] SS3 [ ]
4. School Type: Public[ ]
5. School Location: Urban School [ ] Rural School [ ]
Please indicate the extent to which you agree or disagree with the following statements
by ticking () the appropriate option. SA – Strongly Agree, A - Agrce, SD - Strongly
Disagree, D - Disagree.

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Section B:
How available are English language textbooks in senior secondary schools in Ilorin
West LGA?
S/N STATEMENT S A SD D
A
1. My school provides sufficient English language textbooks for 7 7 3 3
students.
2. Most students in my class have personal copies of the 6 10 2 3
recommended English language textbooks.
3. The school library has enough English language textbooks for 7 6 4 4
students to use.
4. Teachers provide alternatives such as photocopies or soft copies 9 6 1 4
when textbooks are unavailable.
5. Lack of textbooks has affected my ability to study English 3 6 4 7
language effectively.
2. What is the relationship between textbook availability and students' academic
performance in English language?
S/N STATEMENT SA A SD D
6. Having access to textbooks has improved my English language 12 8 - -
skills.
7. Students with English textbooks perform better than those without 8 6 4 2
in exams.
8. The use of textbooks has helped me improve my reading and 14 6 - -
comprehension skills.
9. I struggle with English language assignments due to a lack of 4 7 4 5
textbooks.
10. Regular use of textbooks in class leads to better understanding of 5 5 - -
the subject.

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3. How do socio-economic factors and school type influence students' access to
English language textbooks?
S/N STATEMENT SA A SD D
11. My parents can afford to buy all the required English language 9 10 - 1
textbooks for me.
12. Public school students have fewer textbooks compared to private 6 9 4 1
school students.
13. Some students depend on borrowing textbooks because they 7 13 - -
cannot afford their own copies.
14. The government provides enough textbooks to public schools. 1 9 7 3
15. Financial difficulties have affected my ability to get the required 4 8 2 6
English textbooks.

4. To what extent do digital learning resources and teachers' instructional strategies

affect students' English language performance?
S/N STATEMENT SA A SD D
16. I use digital textbooks or online resources to study English 5 2 7 6
language.
17. My teacher encourages the use of digital learning materials for 5 5 4 6
English language learning.
18. E-learning resources are a good alternative to printed textbooks. 6 9 1 4
19. Teachers provide extra explanations when textbooks are 11 6 1 2
unavailable.
20. Lack of access to digital learning resources affects my ability to 6 7 2 5

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study English effectively. Thank you

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 QUESTIONNAIRE FOR TEACHERS
Section A: Demographic Information
Please tick (✔) the appropriate option.
1. Gender: ☐ Male ☐ Female
2. Highest Academic Qualification:
☐ NCE ☐ B.A./[Link] ☐ B.A. Ed ☐ M.A. Ed ☐Ph.D
3. School Type: ☐ Public ☐ Private
4. School Location: ☐ Urban ☐ Rural
5. Teaching Experience:
☐ 1–5 years ☐ 6–10 years ☐ 11–15 years ☐ Above 15 years
6. Class Level Taught (tick all that apply):
☐ SS1 ☐ SS2 ☐ SS3
Section B: Availability of English Language Textbooks
Please indicate your level of agreement with the following statements:

S/ Statement SA A D SD
N

1 English Language textbooks are adequately available in my school. - 2 3 -

2 My students have personal copies of recommended English textbooks. - 3 1 1

3 The school library has sufficient English textbooks for student use. - 2 1 2

4 Textbook supply is more consistent in private schools than in public 1 3 1 1

schools.

5 Lack of textbooks disrupts effective lesson delivery. 5 - - -

Section C: Influence on Student Academic Performance

S/ Statement SA A D SD
N

6 Students with textbook access perform better in English Language 3 2 - -

assessments.

7 Regular use of textbooks during lessons improves students' 4 1 - -

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 comprehension.

8 Textbooks support student-centered learning and independent study. 2 3 - -

9 Inadequate textbooks contribute to low academic performance in 3 2 - -

English.

10 Textbook content is well aligned with the national curriculum and 1 4 - -

exams.

Section D: Socio-economic Factors and School Type

S/ Statement SA A D SD
N

11 Most of my students can afford to buy their textbooks. - - 4 1

12 Students in public schools face more textbook challenges than those in 5 - - -

private schools.

13 Parents' income level affects students’ textbook ownership. 2 3 - -

14 Government textbook distribution favors urban schools. 1 2 1 1

15 My school supplements textbook shortages with photocopies or class 2 2 1 -

notes.

Section E: Role of Digital Resources and Teacher Strategies

S/ Statement SA A D SD
N

16 I use digital resources (PDFs, apps, online books) for English Language 1 1 1 2
lessons.

17 My students have access to digital English learning resources. - - 3 2

18 I integrate ICT tools into my teaching to make up for textbook 1 1 3 -

shortages.

19 Students benefit academically from using digital textbooks. 1 3 1 1

20 I adjust my teaching strategies based on the availability of textbooks. - 4 1 -

Thank you

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