Effects of Instructional Materials on the Academic Performance of Pupils in Selected Private Schools

This study aimed to determine the extent of the use of instructional materials and examine their relationship to the academic performance of pupils in selected private schools in Angono, Rizal, during the School Year 2024–2025. The respondents consisted of 70 teachers, representing 70% of the total teacher population in the selected private schools, all of whom were class advisers. A descriptive survey research design was employed using a researcher-made questionnaire checklist to gather data on the extent of instructional materials as perceived by the teachers in terms of pupils’ interest to learn, class participation, and performance in assessment tools. Findings revealed that the extent of instructional materials was rated to a great extent in terms of enhancing pupils’ interest to learn, class participation, and performance in assessment tools. However, the results further showed that there was no significant relationship between the extent of instructional materials and the level of pupils’ academic performance. The study also revealed that there was no significant difference in the teachers’ perception of the extent of instructional materials when grouped according to age, sex, civil status, position title, length of service, educational attainment, and in-service training attended. Based on the findings, it was recommended that school administrators continue to provide and improve a wide range of instructional materials—such as visual aids, manipulatives, digital tools, and multimedia resources—to support diverse learning styles and promote active classroom engagement.