This study investigated the Effect of Instructional Materials on students? performance in Hausa Language in senior secondary schools in Kaduna State, Nigeria. The study was conducted with the objectives to: determine the effect of instructional materials on students? performance in Hausa language in senior secondary schools, investigate the effect of instructional materials on students? performance in Hausa language among male and female in senior secondary schools in Kaduna State; and examine the teacher?s effective use of instructional materials on students? performance in Hausa language in rural and urban areas in Senior Secondary Schools in Kaduna State. Quasi-experimental research design involving pre-test and post-test was employed in the study. The population of the study was made up of 15,840 Hausa language students. The sample for this study comprised of 30 male and 48 female students for experimental group and 53 males and 41 females student for the control group. A self-made instrument titled "Hausa language performance test (HLAPT)" was used for data collection. The instrument was pilot tested and the reliability index of the instrument was 0.87. Data collected was presented in a tabular form and responses were analyzed using descriptive statistics such as mean and standard deviations to respond to the research questions, while t-test was used to test the three hypotheses at 0.05 level of significance. Findings revealed that there was significant difference in the effect of instructional materials on students? performance in Hausa language in senior secondary schools considered (p-value of 0.003 < 0.005). There was significant difference in the effect of instructional materials on the performance of male and female students (p-value of 0.000 < 0.005). Also, finding show that there was significant difference in the effect of instructional materials on the academic performance of students in rural and urban senior secondary schools in Kaduna State (p-value of 0.004 < 0.005). Recommendations was made in the light of the findings from this study government and the relevant stakeholders should make instructional materials available both quantitatively and qualitatively that would support Hausa language learning in schools. Also, teachers should take cognisance of gender differences while planning for classroom instruction.