ABSTRACT
This study investigated the effects of Instructional Graphics on Academic Performance and Attitude of Basic Science students in Dutsin-ma Zonal Inspectorate of Educational, Katsina State. Quasi-experimental design involving pre-test and post-test was used for data collection. The population comprises of 15,555 students. A sample of 120 subjects of both males and females in the ratio of 60:60, were selected by stratified random sampling and assigned into the experimental and control groups with equal representation (i.e. 30 males and 30 females per group). The instruments used for data collection are; Basic Science Performance Test (BSPT) and Students' Attitude to Instructional Graphics Learning Strategy Questionnaire (SAIGLSQ) with reliability coefficient of 0.83 and 0.79 respectively. Five null hypotheses were stated in line with the research questions raised. The data collected were analyzed using simple percentage and t-test statistics and at a significant level of p≤ 0.05. Findings from the analysis of the data showed that, there was significant difference in the mean scores of experimental and control group in favour of experimental group. There was no significant difference in the mean scores of male and female students exposed to instructional graphics learning strategy and there was significant difference on the attitude of students after being taught Basic Science using instructional graphics learning strategy. Hence, instructional graphics is positively related to Basic Science study. Based on these findings, it was recommended that Basic Science teachers should use instructional graphics in teaching Basic Science students especially at at JSS level.