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This study is aimed at assessing the use of workbook in the reading culture and performances of students in junior secondary schools in Abeokuta using Integrated Science. The workbook is a form of programmed learning or programmed instruction meant to supplement traditional classroom teaching. We hypothesized that there would not be significant differences  Questionnaires were administered to thirty teachers and thirty students. Students’ samples were chosen at random while the Integrated Science teachers available in the six schools selected for the project completed the teachers’ questionnaire. The data collected were subjected to t-test and correlation analysis. A significant difference was established in the reading culture (16.55 @ p≤ 0.5) and the academic performance (8.66 @ P ≤ 0.5 as assessed by teachers&12.041@ P ≤ 0.5 as assessed by students) of students before and after the introduction of workbook. It shows that the use of workbook is found to improve significantly the reading culture and the performance of students in Integrated Science. The use of workbook should be extended to other subjects in the school curriculum.

An assessment of the use of workbook on the reading culture and performance of students in integrated science in Abeokuta, Nigeria