ICT and the use of instructional materials improve teaching and learning and its importance for teachers in performing their role of creators of pedagogical environments. ICT and the use of instructional materials help a teacher to present his teaching attractively and able to learn for the learners at any level of educational programmes.
ICT in education improves engagement and knowledge retention: When ICT is integrated into lessons; students become more engaged in their work. This is because technology provides different opportunities to make it more fun and enjoyable in terms of teaching the same things in different ways.
ICT
Information Communication Technology (ICT) will mean all electronic system that has to do with information gathering, processing and disseminations. These include all forms of computer system (mainframe, mini, micropalm pilot etc.). Information technology is a technique and the equipment that facilitates the acquisition, recording, processing, storing, retrieval, transmitting and receiving information that has been processed using some electronic equipment and appropriate methods. Information Communication can be seen as the scientific, technological engineering and management techniques used in information handling and processing.

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The term Information Communication Technology originated from the coming together of three (3) technologies (micro electronics, computer and communications). Microelectronics are made from the reduction of electronic circuits on sting silicon chips so as to receive a small raw data and organize it into meaningful information. Computers are the major platform upon which Information Communication Technology stands on communication. The processes of telecommunication using telephone and telegraphic lines to send messages from one place to another, is the third aspect of Information Communication Technology. Computer is an electronic machine or a set of machines which accepts raw data presented to it in a specific format carries out some operations on the data and produces results in a specific format as information for:
i. Human decision making
ii. Signal to control some other machines or processes
iii. Further input into some other machines
A computer is any machine or device, under the control of a stored program, can accept data in a prescribed form, process the data and supply the results as information in a specific form. Computer comes from the word compute meaning calculate. It could be seen as a machine that performs arithmetic and logical operation quickly. They can store and process information and data and then made available to the users efficiently. With the general purpose of software, computer is no longer the domain of mathematicians, engineers and scientist. The name computer was later changed from computer to Information Technology (IT). Information technology is concerned with the handling and processing of information using electronic devices. It creates opportunity to handle, text and images, numbers and graphs, instruction, sound and music and to process information by organizing, storing and retrieving, sorting and analyzing, presenting and communicating. Computer can also be seen as an electronic machine operating under the control of instructions stored in its own memory that can accept data (input) manipulate the data according to specified rules (process) produce results (output), and store the results future use.
INSTRUCTIONAL MATERIALS
Instructional materials refer to those alternative channels of communication, which a classroom teacher can use to concretize a concept during teaching and learning process. Traditionally, classroom teachers have relied heavily on the 'talk-chalk' method during their teaching. But recently, instructional materials help to provide variations in the ways in which messages are sent across. In using instructional materials teachers and students do not only extend the range of sense organs we use but also extend the range of materials used for convening the same message through the same organ. For instance, in teaching a topic a teacher can manipulate real objects or use their stimulators. Instructional materials therefore constitute the media of exchange through which a message transaction is facilitated between a source and a receiver.
In addition to extending the range of materials that can be used to convey the same instructional message to learners’ instructional materials also facilitate the 'process' nature of communication. Infact it means that the receiver and the source share and exchange ideas, feelings in any communication.
Instructional materials are essential and significant tools needed for teaching and learning of school subjects to promote teachers ‘efficiency and improve students’ performance. They make learning more interesting, practical, realistic and appealing. They also enable both the teachers and students to participate actively and effectively in lesson sessions. They give room for acquisition of skills and knowledge and development of self- confidence and self- actualization. Teaching aids are those materials used for practical and demonstration in the class situation by students and teachers. Instructional materials are objects or devices that assist the teacher to present a lesson to the learners in a logical and manner. More so, instructional materials are visual and audio-visual aids, concrete or non-concrete, used by teachers to improve the quality of teaching and learning activities. Therefore, effective teaching and learning requires a teacher to teach the students with instructional materials and use practical activities to make learning more vivid, logical, realistic and pragmatic. Instructional materials are however, indispensable to the effective teaching and learning activities. Teaching aids are always useful in supporting the sense organs. Despite the fact that instructional materials are essential tools that can make learning practical and knowledge acquisition easier.
ACADEMIC ACHIEVEMENT
Academic achievement is often referred and debated in educational policies and discourses. Academic achievement as a deep and empirically tested knowledge about the factors that lay on the basis of school learning processes and which impact its development, but mainly about the learning processes difficulties”. Both national and international researchers talk about academic achievement but also about educational attainment, giving to these expressions different meanings. Academic achievement is often linked with successful student’s individual capacities and abilities and it can also be defined as the student’s school results, i.e., a student who being in the school system, public or private, with the convenient age, finishes a high school degree or equivalent, successfully, without neither interruptions nor failings”. Educational attainment is a wider concept when compared with academic achievement, as it also embraces other complex variables that are linked with the process of progressing through all schooling levels. Through a literature review, several factors contributing to academic achievement and educational attainment were identified. Collaborative work between qualified full time teacher librarians and curriculum teachers also impact students’ literacy, learning and problem solving. The work developed by school librarians could be an important predictor of students’ academic achievement and / or educational attainment as they can provide access to information, instruct students on information literacy competencies and build a stronger relationship with the whole educational community.
ICT, INSTRUCTIONAL MATERIALS AND ACADEMIC ACHIEVEMENT
International research shows that to improve student achievement, it is not enough for schools to provide access to icts; they must also provide real opportunities to use the technologies as well as adequate quality of access. Opportunities to use icts and instructional materials mean giving students a real chance to interact with the technology, which depends on multiple factors, including the number of Internet-enabled computers that are available to them. Quality of access has to do with the extent to which the available technology is easy to use and how fast and smoothly it operates. This is measured by indicators such as real Internet connection speeds and the ease of startup operations, data exchange and backups of personal data. Ensuring equity in the availability of icts and instructional materials are the basic conditions for reducing the gap in access, which is the first digital divide. Student use of icts and instructional materials not only depends on the available opportunities, but also on the type of activity that the new technologies are supporting in the school environment. Learning models that develop cognitive skills and allow for educationally relevant uses should be created and implemented. This leads to the second digital divide, which has to do not with differences in access but rather with differences in uses of icts and instructional materials and the ability to benefit from them. icts and instructional materials have been introduced in schools to transform teaching and learning processes and improve strategies for academic achievement.