Influence of Improvised Instructional Materials Utilization on Biology Teaching In Secondary Schools

Influence of Improvised Instructional Materials Utilization on Biology Teaching In Secondary Schools
Influence of Improvised Instructional Materials Utilization on Biology Teaching In Secondary Schools

ABSTRACT: The purpose of this study was to examine Influence of Improvised Instructional Materials Utilization on Biology Teaching In Secondary Schools. Survey research design was adopted for the study. Two research questions were formulated for the study. The population of study was made up of all biology teachers in all the eight secondary schools which amounted to twenty four (24) Biology teachers and a sample size of eight (8) Biology teachers. A structured questionnaire was used as the instrument for data collection. The data collected was subjected to simple percentage statistical analysis.

The result of the statistical analysis showed that improvised instructional materials highly influence Biology teaching in secondary schools. School administration should encourage the teachers to improvised instructional material in all topics to teach where the ready-made ones may not be suitable or available. It therefore recommended that, the kind of improvisation material should be related to the lesson at hand to sustain the learners’ interest. Teachers should be made to attend courses on educational technology to equip them with the skill to use available local material to improvise for needed instructional materials. It was concluded that; improvised instructional materials utilization highly influenced Biology teaching in secondary schools. Improvised instructional materials do not highly influence teaching male and female students’ Biology separately.


Influence of Improvised Instructional Materials Utilization on Biology Teaching In Secondary Schools



 1.1 Background to the Study

Education, according to Coombs (2012) is a tool used to shape and transfer the general goal of a given society to her younger one. According to the author, education consists of two components. The author classified these components into input and output. Input consist of human and material resources and output are the goal and outcome of educational process, both the input and output form a dynamic  organic whole and if one want to investigated and asses the educational system in order to improve its performance, effect of one component on the order must be examined.

The overall importance of education in general and science education in particular to mankind cannot be over-emphasized. No  nation can afford to neglect science education at any level of education  and hope to thieve in any field of human Endeavour science education is imperative for useful living in any society.

Biology is a science subject that aim at helping students who are creative, patriotic, and responsible to contribute to the development of the nation Ezegbe (2003). Biology is indispensable to the scientific and technological development of any Nation. The study of Biology has been and will remain of tremendous importance to mankind because Biology is capable of explaining the natural Phenomena and everyday life occurrences. The role of Biology in technological and national development has been acknowledged the world over (Udofia & Udo; 2006). In spite of the importance of mathematic in national development and the efforts of stake holders to encourage the subject, students have continued to show poor achievement (combos, 2012).

Moreover, the study of Biology requires instructional materials. Orakwe (2000) refers to Biology instructional materials as information repositories from the society to transfer the desire information to the learner during classroom instruction. Agwu (2001) views instructional materials as those apparatus of teaching which may include textbook, work book, charts, audio visuals aids, chemical, specimen and other relevant thing that attract students attention, and which should only be introduced at the appropriate time by the teacher. Simply, instructional materials are those materials which a teacher puts into use to promote the effective of instructions and which also help him/her to communicate   more effectively to the learners.

Despite the various uses of instructional materials in the teaching and learning situation, it has been noted that most secondary schools instructional materials available are out dated  and insufficient and majority of the teachers have to teach without using them (Ekpo, 2009; Ibe, Bassey, 2008, Edie, 2006, Udo, Ntuk and Ekanem, 2002). This is where the teacher creativity and resourcefulness have to come in to enable him or her to provide self-made instructional materials (improvisation) in the teaching situation. The essence is to facilitate learning in the class. It is on this note that this study was conducted to examine the influence of improvised instructional materials utilization on Biology teaching in secondary schools.

Influence of Improvised Instructional Materials Utilization on Biology Teaching In Secondary Schools

1.2 Statement of the Problem

With poor funding of the educational system, it has become increasingly difficult to produce and acquire the instructional materials needed for effective teaching of Biology. As a result, a new direction to making instructional material available is emerging. This new trend is expressed as improvisation, it is designed to replace ready-made ones (Ibe-Bassey, 2008). It calls for the resourcefulness of the teacher in solving a problem (Gbamanja, 2002).

According to Esu, Enukoha and Umoren (2004) improvised instructional materials means fabricating materials made out of what is found in the immediate environment for the purpose of facilitating the teaching and learning process. Improvised materials are locally made materials intended to strongly appeal to sight. Improvised materials become necessary due to the acute shortage of teaching materials in the country and the poor principal status of the school budget.

The problem of this study is that there is an acute shortage of both the printed and audio visual materials for instruction and many teachers taught Biology without utilizing improvised instructional materials.  Given the above deplorable condition in our schools, there is need for the teachers of Biology to use improvised instructional materials. This was why this study sought to answer the question: does improvised instruction material utilization influence Biology teaching in secondary schools

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