Abstract
This study examines the effective utilization of instructional materials in the teaching and learning of English Language in Upper Basic Schools in Zamfara State, Nigeria. As the official language and primary medium of instruction in Nigerian schools, proficiency in English is essential for students' academic success and future opportunities. Yet, challenges such as poor infrastructure, lack of teacher training, and limited access to instructional materials hinder effective language instruction in many northern states. The research employed a descriptive survey design and gathered both qualitative and quantitative data from English language teachers and students in selected schools across Zamfara. Findings indicate that although a variety of instructional materials are available—such as flashcards, textbooks, posters, audio-visual aids, and digital tools—their utilization remains suboptimal due to logistical and pedagogical constraints. The study reveals that effective use of instructional materials enhances student engagement, comprehension, and retention, and plays a key role in improving academic performance. Recommendations include improved funding, teacher professional development, community engagement, and the integration of modern instructional technologies. This research contributes to educational development by highlighting the critical role of instructional materials in fostering equitable, effective, and inclusive learning in linguistically diverse environments.
Keywords: Instructional materials, Teaching and Learning, English Language, upper basic schools
