摘要：Indigenous instructional resources are the local or native resources which the teachers use to make lessons more meaningful and understandable. However, lack of instructional resources and inappropriate utilization could contribute to poor performance of students. Therefore, this study investigated (i) the types of indigenous instructional resources that are available for basic technology (ii) if basic technology teachers use indigenous instructional resources (iii) influence of gender in using indigenous instructional resources by teacher in secondary school in Kwara State. The survey method was adopted, and data was collected using a researcher-design questionnaire to gather necessary information which inference was drawn from. The sample of this study was selected using the simple random sampling techniques. 312 respondents. The finding revealed that the available indigenous instructional resources are being utilized by basic technology teachers and there was no significant difference between male and female teacher utilization of indigenous instructional resources for teaching basic technology. The study concluded that indigenous instructional resources are being utilized by basic technology teachers in secondary school in Kwara State. This implies that lessons taught with the guide of indigenous instructional material arouse learners’ interest to understand what is been taught. It was therefore recommended that need to evolve policy actions that will increase access to indigenous instructional resources and actions to improve its quality.
