Impact Of Supplementary Materials On Students' Academic Achievement At Primary Level

Abstract

The study aimed to find out the effect of supplementary materials on the academic achievement of students at the primary level in District Charsadda, KP, Pakistan. This study was conducted using a quantitative research method with a descriptive–correlational research design. All government primary school teachers and students of District Charsadda were the population of the study. A simple random sampling technique was used to select 120 teachers who teach Primary school students. The data were collected by using a structured questionnaire; academic achievement data from students were obtained from schools' academic records and examination score proformas. Statistical tests included frequencies, percentages, means, standard deviations, and correlation analysis. The results of the study showed that many schools had charts and flashcards, worksheets, visual aids, and activity-based teaching materials, but there were no significant differences between urban and rural schools. The study also revealed that teachers felt that supplementary materials were mostly educational and that they generally had a positive perspective on students' learning, participation, motivation, and achievement in the classroom due to the use of these materials. The findings also indicated that supplementary materials at the primary level were positively correlated with the students' learning achievement at the level of significance of 0.05. The study recommended that the provision of supplementary instructional materials, enhancement of teacher training programmes, and the promotion of learner-centred instructional practices in primary schools should be ensured by the government authorities, school administrators, and policy makers, respectively.