The purpose with the study reported on here was to establish the role of instructional resources in the learning of geography. Instructional resources are objects used by teachers to make learning meaningful. Studies have shown that learners perform poorly in geography. With this study we examined instructional resources for the teaching of geography in secondary schools: the case of the Plateau State, Nigeria. We used mixed methodology. We purposively selected the sampled population of 284 secondary school geography teachers from 195 secondary schools. Data collection involved observations, semi-structured interviews, and a survey questionnaire. Analysis of the data was done using descriptive and inferential statistics and content analysis. The findings revealed the following challenges faced by teachers: poor budgetary allocation to education, inadequate instructional resources, lack of resource rooms, poor electricity supply, lack of internet connection, negative teachers’ attitudes towards effective use of instructional resources and teachers’ lack of skills regarding geography improvisation. Some implications when teaching without instructional resources are a reduction in learners’ academic achievement, an increase in drop-out rates and an increase in behavioural problems. Positive implications of the use of instructional resources include making learning practical, realistic, and appealing, providing room for acquisition of skills, self-actualisation, knowledge, and self-confidence, and enable learners to participate actively in lessons. From the findings we recommend that teachers should be trained well in modern use of instructional resources such as the geographic information system (GIS), projectors, e-books, digital maps for innovative and technology-driven instruction, and an increase in budgetary allocation to education by the government for the construction of resource rooms, libraries, and laboratories. Parents and stakeholders should supply resources to schools. This study contributes to knowledge by promoting more accessible and engaging learning experiences, enhancing teaching effectiveness, and bridging the gap between abstract concepts and practical understanding, thereby fostering deeper information retention among diverse learners.

https://doi.org/10.15700/saje.v46n2a2559

ORCiD iDs of authors:
Felix Danjuma Tappi - https://orcid.org/0009-0007-0694-9275
Engin Baysen - https://orcid.org/0000-0003-4977-9652