Instructional materials utilisation in secondary schools in Acowa and Akore town councils, Kapelebyong district

Art and Design education is critical in fostering creativity and practical skills among secondary school learners. However, in rural Ugandan districts like Kapelebyong, inadequate instructional materials hinder effective skills acquisition. This study investigated the relationship between instructional materials and skills acquisition in Art and Design among secondary school students in Acowa and Akore Town Councils, Kapelebyong District. Employing a descriptive cross-sectional design with a concurrent mixed-methods approach, data were collected from 301 quantitative respondents and 7 qualitative informants via questionnaires, interviews, and observations. Quantitative data were analyzed using descriptive statistics, correlation, and regression; qualitative data underwent thematic analysis. Results indicated a moderately high utilization of instructional materials (mean = 2.71, SD = 0.808), with traditional resources such as clay and paints widely used, while digital tools were underutilized. Students’ skills acquisition was rated good (mean = 2.74, SD = 0.758), with stronger competence in drawing and painting than in digital design. Correlation analysis revealed a strong, positive, and statistically significant relationship between instructional materials and skills acquisition (r = 0.888, p < 0.05). Regression results showed instructional materials significantly predicted skills acquisition, explaining 78.9% of the variance (R² = 0.789, F = 1120.284, p = 0.000). The study concludes that adequate provision and effective use of instructional materials enhance learners’ creativity, participation, and mastery in Art and Design. Recommendations include increased resource provision, integration of ICT tools, teacher training, and policy support to improve skills acquisition in rural secondary schools.