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IMPROVISED INSTRUCTIONAL MATERIALS AVAILABILITY AND UTILIZATION IN TEACHING OF BIOLOGY IN SECONDARY SCHOOLS

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Abstract

This study examined Improvised Instructional Materials Availability and Utilization in Teaching of Biology in secondary schools in Uruan local Government Area. Two research questions were formulated in line with the specific objectives to guide the study. The survey research design was adopted for the study. The population of the study comprised all Biology teachers in secondary Schools in the study area. A sample size of 30 Biology teachers was selected for the study through a simple random sampling technique. The instrument for data collection in the study was “Improvised Instructional Materials Availability and Utilization Check list (IIMAUCL)”. The data collected were analysed using frequency counts and simple percentages. The result showed that Improvised instructional materials available and mostly utilized by Biology teachers in teaching the subject were model Skeleton for human skeleton in teaching human skeletal system, torch light for sun light in teaching eclipse, rope for tape in the study of ecology, straw as substitute for test tube holder, models as substitutes for standard materials and kerosene stove for burnsen burner. It was recommended among others that Biology teachers should constantly make use of improvised instructional materials in teaching the subject to facilitate students’ understanding of instructions and improve their academic performance. It was concluded that availability and Utilization of improvised instructional materials have a positive effect on the teaching and learning of Biology.

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TABLE OF CONTENTSCONTENTS PAGES

Title page - - - - - - - - - i

Certification - - - - - - - - - ii

Dedication - - - - - - - - - iii

Acknowledgement - - - - - - - - iv

Abstract - - - - - - - - - v

CHAPTER ONE: INTRODUCTION1.1 Background to the Study - - - - - 2

1.2 Statement of the problem - - - - - - 3

1.3 Purpose Of the study - - - - - - 4

1.4 Research Questions - - - - - - 4

1.5 Significance of the Study - - - - - - 5

1.7 Limitation of the Study - - - - - - 5

1.8 Definition of Terms - - - - - - 5

CHAPTER TWO: LITERATURE REVIEW2.1 The Concept of Improvisation of Instructional Materials - - - - - -- - 8

2.2 Availability of Improvised Instructional Materials and the Teaching of Biology - - - - - 10

2.3 Utilization of Improvised Instructional

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Materials and the Teaching of Biology. - - - - - 12

2.4 Summary of Literature Review. - - - - - 12

CHAPTER THREE: RESEARCH METHODS3.1 Research Design - - - - - - - 13

3.2 Area of the study - - - - - - - 14

3.3 Population of the study - - - - - - 14

3.4 Sample and Sampling Techniques - - - - 14

3.5 Instrument for Data Collection - - - - - 15

3.6 Validity of the Instrument - - - - - 15

3.7 Method of Data Collection - - - - - 153.8 Method of Analysis - - - - - - 15CHAPTER FOUR: RESULT AND DISCUSSION OF FINDINGS4.1 Presentation of the Result - - - - - 204.2 Discussion of Findings - - - - - - 21CHAPTER FIVE: SUMMARY, RECOMMENDATIONS AND CONCLUSION 5.1 Summary - - - - - - - - 225.2 Recommendations - - - - - - - 235.3 Conclusion - - - - - - - - - 23

REFERENCES - - - - - - - - 25

APPENDIX (S) - - - - - - - 28

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

The application of improvised instructional materials as alternative

materials in the teaching – learning process to supplement insufficient standard

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materials and verbal explanation of concepts have gained grounds in modern

educational practices. The selection and procurement of instructional materials

are strictly guided by the content of the curriculum and the teacher’s method of

instructional delivery.

Improvised instructional materials are those devices developed or

acquired by the teacher in place of standard equipment to facilitate the

transmission of knowledge and skills to the learners within an instructional

situation (Nwachuckwu, 2009). Teachers often make use of textbooks, charts,

models, graphics and locally sourced materials to facilitate learning. Instructional

materials are of several kinds. They are classified on the basis of the type of

sense they appeal to. Printed materials such as text books, laboratory manuals,

work books, cartons, photographs, maps charts, microfilm, Journals, model

specimens etc are visual materials. Those that stimulate the sense of hearing

such as radio, tape recorder, compact discs, record player etc. are classified as

audio materials. Instructional materials which appeal to both the sense of

hearing and sight are called audiovisual materials such as television, video

tapes and players, compact disc, still or motion pictures etc.

Accordingly, the success of the teaching-learning process depends to a

large extent on the availability and utilization of relevant instructional materials to

facilitate instruction. Learning is facilitated when the learners make use of at

least three of the sense organs namely; seeing, hearing and touching. This

agrees with the popular Chinese proverbs that states: I hear- I forgot, I see- I

remember, I do- I understand (Ogwuazor, 2008). The need for improvisation in

the absence of standard instructional materials cannot be over-emphasized.

Improvisation occurs when the teacher on the ground of inadequacy or lack of

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standard instructional materials, makes a step or move to develop, construct,

design and utilize alternative instructional materials to aid his/her instructional

delivery and facilitate students’ understanding of concept taught. It is an

essential innovation in educational technology.

However, students at the secondary school level have invariably had their

imaginations Stretched too far due to the teachers excessive use of words to

convey meaning when instructional materials are not put to use. There are time

teachers teach but on learning takes place. This is because something was

missing that makes the students not to understand the lesson and therefore

learning did not take place. That constituted wasted time and energy. The

development of modern technology, science and the richness of the

environment have placed within the reach of teachers a vast array of improvised

instructional materials to provide for effective teaching and learning. Biology as a

science subject needs to be taught using variety of instructional materials, and

where standard materials are not readily available, the teacher should source for

alternative through improvisation to enhance his teaching and facilitate students’

understanding of lesson taught, especially those lessons that have practical

component. This will go along way to improve students’ academic performance

in the subject.

1.2 Statement of the Problem

One of the challenges to effective teaching and learning of science subjects in

schools is the inadequacy or lack of relevant instructional materials to aid

students’ understanding of instruction and teachers’ ignorance of improvisation.

Biology cannot be taught effectively without relevant instructional materials to

facilitate understanding among students. Apparently, it has been observed with

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dismay that most Biology teachers are still teaching verbally without relevant

instructional materials and have made no effort to improvise where standard

materials are not readily available. This development has serious consequences

on the effective teaching and learning of the subject. The need for improvisation

has become a matter of utmost necessity for effective teaching of Biology in

schools. There is no doubt that effective teaching of Biology in will be a mirage

without relevant instructional materials.

It is against this background therefore, that this study ‘’Improvised

instructional materials availability and utilization in teaching of Biology in

secondary schools in Uruan Local Government Area’’ becomes imperative.

1.3 Purpose of the Study

The main objective of this study was to examine improvised instructional

materials availability and utilization in teaching of Biology in Secondary Schools

in Uruan local Government Area. The specific objectives include to:

1. examine the extent of availability of improvised instructional materials for

teaching Biology in Secondary Schools in Uruan Local Government Area

2. examine the extent which improvised instructional materials are utilized by

Biology teachers in teaching the subject in Secondary Schools in Uruan Local

Government Area.

1.4 Research Questions

The following research questions were raised inline with the specific

objectives of the study.

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i. To what extent are improvised instructional materials available for the teaching

of Biology in Secondary Schools in Uruan Local Government Area.

ii. To what extent are improvised instructional materials utilized by Biology

teachers in teaching the subject in Secondary Schools in Uruan Local

Government Area.

1.5 Significance of the Study

The finding of the study would be of immense benefits to teachers,

students, educational planners and policy makers and researchers in the

following ways:

- The finding would help Biology teacher to be able to use improvised

instructional materials while teaching in the absence of standard material to

facilitate instruction and students’ understanding of lesson taught.

- Exposing the students to improvised instructional materials would help to

deepen their understanding and stimulate their interest in learning thereby

improving their academic performance.

- It would bring to the focus of educational planners the importance of using

improvised materials in teaching and learning in the absence of standard

materials.

- It would add to the body of existing literature on availability and utilization

of improvised instructional materials in the teaching of Biology and other

science subjects.

- It would serve as a reference material and a spring- board for further

research on instructional materials availability and utilization in Biology and

other science subjects.

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1.6 Limitation of the Study

The major factors that limit the scope of this study to Uruan Local

Government Area include insufficient fund, time frame for the completion of the

research and the researchers’ academic work-load among other extraneous

variables.

1.8 Definition of terms

The following terms used in this study were operationally defined by the

researcher as explained below:

Improvised instructional materials: These are locally sourced materials used

by teachers to facilitate instruction in substitution for the original or standard

materials not readily available or which cannot be brought to class due to their

nature or size.

Standard instructional materials: These are original materials used by

teachers to facilitate instruction.

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CHAPTER TWO

REVIEW OF RELATED LITERATURE

This chapter focused on the review of literature on key variables used in

the study and it is presented under the following headings:

- The Concept of Improvisation of Instructional Materials

- Availability of Improvised Instructional Materials and the Teaching of

Biology.

- Utilization of Improvised Instructional Materials and the Teaching of

Biology.

- Summary of Literature Review.

2.1 The concept of Improvisation of Instructional Materials

It is a fact that most commercially produced instructional materials are

costly to obtain. Many schools cannot afford expensive and commercially

produced materials. This has led to a situation where many teachers teach

without these facilities.

Akpan (2008) maintained that laboratory equipment and materials made

by commercial manufactures nowadays are very expensive. This constitutes a

severe setback to the teaching and learning of a science subject such as Biology

and the only solution is improvisation.

The concept improvisation has been variously defined by authors and

scholars. Nkang (2003) defined improvisation as the means of providing

substitutes to the real object or things. Obanya (2007) viewed improvisation as

didactic materials that are used to make teaching and learning comprehensive.

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According to Abdulahi (2008), improvised materials are materials locally

sourced which can make tremendous impact in lesson delivery if intelligently

used. Isola (2010) referred to improvised materials as objects or devices which

help the teacher to make a lesson much clearer to the learners. The teacher

can arrange students in the class into groups and ask them to collect several

cheaply available materials that can be useful for teaching and learning such as

bones of animals, empty and discarded cans, fruits utensils and household

items, cut pictures from magazines and newspapers and other items from their

environment. According to him, unlike the conventional laboratories and

classrooms with standard teaching-learning instructional materials and facilities,

the environment comprises a mixture of at times co-ordinated and most of the

time uncoordinated units of educational information gathering and

teaching/learning sites. According to Akpan (2008), improvisation is the act of

using alternative materials and resources to facilities instructions wherever there

is a shortage of some specific firsthand (standard) teaching aids.

However, instructional materials come in various classes such as audio,

visual and audio-visual. Accordingly, the audio instructional materials appeal to

the sense of visual, sight, and audio-visual appeal to both the senses of hearing

and sight. Umar (2007) reported that the visual materials out-numbered the

audio-visual. He maintained that improvised materials should meet some

approved standard of quality before they can be useful. The following conditions

are commonly considered in the improvisation of instructional materials:

- They should be cheap interms of cost.

- They should be relatively easy to make as compared to standard materials.

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- Materials for production should be locally available. They should be good

substitutes for standard equipment or materials and not objects ridicule in the

classroom during usage (Umar2007).

The relevance of improvisation to the teaching-learning process cannot be

over-emphasized. Nkang (2009) stated that improvisation is cheaper to fund

when cost reduction is considered. It is innovative and creative and therefore

should be encouraged. It ensures availability of teaching and learning materials.

It does not require experts who may not readily be available and affordable. It

encourages creative and innovative practice among teachers. According to

Ishaya (2007), the advantages of improvisation of instructional materials include;

- It enables the teacher and learners make proper use of their environment, this

is because in improvisation, the teacher mainly make use of the available

materials in the environment.

- The use of local materials reduce the cost of interms of financial expenditure in

buying ready-made materials.

- The development of resource materials that teachers need to be exposed to

the production of improvised instructional materials as substitutes for standard

materials using available resources most especially in this age of Information

and Communication Technology (ICT).

2.2 Availability of Improvised Instructional Materials and

The Teaching of Biology.

It is an established fact that to genuinely actualize the objectives of

education especially as stated in the National Policy on Education (2004), school

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administrators must ensure that instructional materials are adequate for use in

the teaching-learning process. The availability of improvised materials in the

absence of standard materials make possible for effective teaching-learning

process.

Umar(2007) maintained that the inadequacy of improvised materials in

schools may not be unconnected with current population explain in Nigeria and

the resultant increase in school enrolment at all levels of education in the

country. He noted that the available instructional materials have been subjected

to over utilization leading to greater frequency of break-down. Ogunsaju(2008)

maintained that students cannot perform at their best in the absence of good

teaching materials. He noted that the skills of a teacher and other instructors

may be killed in the absence of adequate instructional materials and this can go

a long way to reduce output. He advocated the provision of improvised

instructional materials to supplement the inadequacy of standard materials.

According to Ajibola (2008), one of the challenges to effective teaching

and learning of Biology in schools is the limited number of functional instructional

materials and lack of provision for improvisation by teachers. This however has

a negative effect on the teaching and learning of the subject vis-a-vis students’

academic performance. In a study conducted by Olisaemeka (2007) on the

availability of improvised materials and students’ academic performance in

Biology in public secondary schools, it was found that availability of improvised

materials have a significant effect on students’ academic achievement.

Cash (2008) found that availability of improvised materials facilities

effective teaching and learning in schools. He maintained that there should be

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adequate provision of improvised materials where the standard ones are not

readily available in order to improve on the quality and quantity of learning.

2.3 Utilization of Improvised Instructional Materials and the Teaching of Biology.

Inspite of the inestimable value of improvised materials in the teaching-

learning process, their effectiveness in facilitating learners understanding of

instructional as well as improving their academic performance depends to a

greater extent on the utilization by teachers. Umar (2007) maintained that

effective utilization of improvised materials for teaching and learning will lead to

attainment of enhanced performance among teachers and students. This, he

noted, depends on the ability of the teacher to apply them using the right skills to

ensure their effectiveness.

According to Haban (2009), it is not only the inadequacy of instructional

materials that account for poor instructional delivery, but also the wrong

application of the available improvised ones by the teacher could also have a

resultant effect on students achievement in school. Accordingly, properly utilized

improvised instructional materials can accomplish the following objectives:

They supply a concrete basis for conceptual thinking and meaningful

word response to students.

They make learning experience more interesting.

They make learning more permanent.

Richards and Renadya (2008) observed that with the rapid development

of high technology, it is becoming essential for teachers to fully utilize improvised

materials in almost evenly lesson. According tom them, printed materials are

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becoming in capable of providing all round information to students hence, the

need for the teacher to improvise. Gbamajar (2009) maintained that a teacher is

said to have used improvisation approach if he runs round to get extra materials

to supplement standard materials that are not readily available, if he uses for

instance batteries instead of electricity and if he uses charts to present objects

not readily available in their original form he noted that improvised instructional

materials have potentials of making what is taught permanent in the minds of

leaner’s when intelligently utilized by the teacher. Akpan (2008) explains that

the teachers needs to apply the requisite skills to ensure that improvised

materials provide valid result and facilitate students’ understanding of instruction

during the teaching/learning process. According to him, they are many examples

of materials that can be improvised and utilized by teachers in teaching and

learning by students. The teachers need to acquire the requisite skills needed

for proper utilization of improvised materials to ginger students in lesson and

boost their academic performance. These include method of instruction, time

management, communication level and demonstration techniques. Inyang

(2009) maintained that availability of instructional materials does not necessarily

means that it can be effectively use by the teachers who are ill-informed of the

work ability of these materials. He noted that poor knowledge of students needs

an interest by, the teacher may affect the effectiveness of improvised materials.

This is why Ogwuazor (2008) argued that the way improvised materials

are utilized would determine their effectiveness. Apparently, availability of

improvised materials is not a complete panacea to solving the problem in

respect to the teaching-learning process, but their effective utilization by the

teachers. Ishaya (2007) conducted a study on relationship between improvised

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materials and students academic performance in Biology. He found that a

positive relationship between the utilization of improvised instructional materials

and students academic achievement in the subject. He maintained that what

was important in the utilization of improvised materials is their skillful application

by teachers to facilitate students’ understanding of instruction.

Kemp and Dayton (2009) found that the use of improvised instructional

materials in the absence of standard materials promote significant academic

gains for both the teacher and students. He noted that students cannot have

better understanding of concepts in the absence of relevant instructional

material and where the teacher makes no effort to improvise.

Wales (2007) maintained that skillful utilization of improvised materials by

teachers will certainly help to improve the academic performance of students.

2.4 Summary of Review of Related Literature

The literature for this study have been logically reviewed to reflect the

specific variables of study. The review covers the concept of improvisation of

instructional materials, availability of improvised instructional; materials and the

teaching of Biology, Utilization of improvised instructional materials and the

teaching of Biology.

From the review, it was found that availability and utilization of improvised

instructional materials have significant relationship with the teaching of Biology

vis-à-vis students’ academic achievement in schools. However, no known study

have been reported on availability and utilization of improvised materials and

teaching of Biology in the study area, thus opening a gap which the present

study intended to fill.

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CAPTER THREE

RESEACH METHOD

This chapter presents the research design, population of the study,

sample and sampling techniques, instrument for data collection, validation of

instrument, method of data collection and method of data analysis.

3.1 Research Design

The survey research design was adopted for the study. This was

considered must suitable since small sample was used to make inferences on

the target population and result generalized.

3.2 The Study Area

The study was carried out in Uruan Local Government Area of Akwa Ibom

State. The headquarters of Uruan Local Government Area is at Idu. The history

of Uruan as a political-administrative entity dates back to the native

administration period of the early 1950s when Uruan county council under Uyo

division of the old Calabar province, was created. Uruan earned its present

status as a distinct local government area on may 3, 1989 when the Federal

Military Government announced its creation.

Uruan Local Government Area, with a total landmass of 422.4sq. km, lies

between latitudes 40521 and 50101N and longitudes 70551 and 80101E. Uruan

local government area is bounded in the North by Itu Local Government area, in

the West by Uyo Local Government Area, in the south by Nsit Atai, Ibesikpo

Asutan and Okobo Local Government Areas, and in the East by Odukpani Local

Government Area of Cross River State. It has three clans, 52 villages, 11 wards

and human population of about 139,000 (Obot, 2006).

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The most remarkable tourism attraction of the area is the Akwa Ibom

owned Ibom Hotel and Resort Centre at Nwaniba. The centre is completed with

a golf course; lawn terms courts, swimming pools, a restaurant, chalets and

water-front, which lead to the Atlantic ocean. There are also shettered beaches

at Esuk Odu and Issiet Adudia. The cultural displays of the area include Ekpo,

Asian Ubo Ikpa and Nkim Itong festivals. Lying in the rain forest belt, the Local

government area abounds with wildlife, oil and raffia palms and timber. The

coastal plains that open into the Atlantic Ocean are endowed with aquatic life

including fishes, shrimps, oysters and crabs. The area is rich in mineral deposits

including petroleum, salt and limestone. The famous Issiet Beach market

provides the bulk of the sea foods which are consumed in the state capital and

beyond.

The people of Uruan are predominantly farmers and traders by

occupation and Christians by religion. There are many schools in the area

ranging from pre-primary to secondary schools.

3.3 Population of the study

The target population of the study comprised all Biology teachers in

secondary schools in Uruan Local Government Area.

3.4 Sample and Sampling Technique

A sample size of 30 Biology teachers was used for the study. The sample

was drawn from ten (10) secondary schools in the study area. Three (3)

teachers were selected from each school. The simple random sampling

technique was adopted.

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3.5 Instrument for Data Collection

The major instrument for data collection in the study was ‘’Improvised

Instructional Materials Availability and Utilization check list (IIMAUCL).’’ The

instrument was structured into two parts-one and two. Part one sought

respondents’ demographic data while part two was designed to examine

improvised instructional materials availability and utilization by teachers.

3.6 Validation of Instrument

To ensure the content and construct validities of the research instrument,

copies of the ‘IIMAUCL’ were given to the research supervisor and two other

experts in test and measurement to assess the suitability of the instrument for

the research. Their inputs and professional recommendations were integrated in

the final copy of the instrument.

3.7 Method of Data Collection

The researcher visited the selected schools and solicited permission from

the authorities to use the schools for the study. With due approval from the

school authorities, the researcher met with the research subjects (Biology

teachers) and briefed them on the objectives of the study. The researcher then

administered to the respondents copies of the research instrument during the

break time. Completed copies of the instrument were retrieved from the

respondents for appropriate statistical analysis.

3.8 Method of Data Analysis

The data generated from the study were analyzed using frequency counts

and simple percentages.

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CHAPTER FOUR

DATA ANALYSIS, RESULTS AND DISCUSSION OF FINDINGS

This chapter presents the results and the discussion of findings. The

research questions were analyzed using frequency counts and simple

percentages.

4.1 Presentation of Results.

4.1.1 Research Questions one: To what extent are improvised instructional

materials available for the teaching of Biology in Secondary Schools in Uruan

local government area?

Table 1: Analysis of responses on the extent improvised instructional materials

are available for the teaching of Biology in Secondary Schools in Uruan Local

Government Area using frequency counts and simple percentages.

S/N Improvised instructional materials Availability RateReadily Available

Not Available

1. Model skeleton for human skeleton in teaching human skeletal system

23 (77%) 7 (23%)

2. Torch light for sun light in teaching of eclipse.

20 (67%) 10 (33%)

3. Rope for tape in the study of ecology 16 (53%) 14 (47 %)

4. Straw as substitute for pipette. 22 (73%) 8 (27%)

5. A pair of scissors as substitute for test tube holder.

26 (87%) 4 (13%)

6. A piece of yam tuber for living tissue in teaching of osmosis.

18 (60%) 12 (40%)

7. Models as substitute for standard 26 (87%) 4 (13%)

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materials.8 Kerosine stove as substitute for

burnsen burner in conducting experiments.

28 (93%) 2 (7%)

N=30

Figures outside the mean of in bracket represent the number of

respondents, while those enclosed in bracket are percentages.

Table one shows the improvised instructional material available for teaching

Biology in secondary schools in Uruan Local Government Area.

In item 1, 23(77%) teachers agreed having model skeleton as substitute for

human skeleton in teaching human skeletal system whereas 7 (23%) disagreed.

In item 2, 20 (67%) teachers agreed having torch light as substitute for

sun-light in teaching eclipse, while 10 (33%) did not.

In item 3, it was found that 16 (53%) teachers had rope as substitute for in

the study of ecology, whereas 14 (47%) did not.

In item 4, it was gathered that 22 (73%) teachers had straw as substitute

for pipette while 8 (27%) did not.

In item 5, it was gathered that 26 (87%) teachers had a pair of scissors as

substitute for test tube holder whereas 4 (13%) did not.

In item 6, it was found that 18 (60%) teachers had a piece of yam tuber

for a living tissue in teaching of osmosis while 12 (40%) did not.

In item 7, it was found that 26 (87%) teachers had models as substitute

for standard materials not reading available while 4 (13%) did not.

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Finally, in item 8, 28(93%) teachers had kerosene stove as substitutes for

burnsen while 2(7%) did not.

4.1.2 Research Questions Two: To what extent are improvised instructional

materials utilized by Biology teachers in teaching the subject in Secondary

Schools in Uruan Local Government Area.

4.1.3 Table 2: Analysis of responses on the extent improvised instructional

materials are utilized by Biology teachers in teaching the subject in

Secondary Schools in Uruan Local Government Area.

S/N Improvised instructional materials

Rate of Utilization

Always Rarely Not at all

1. Model skeleton for human skeleton in teaching human skeletal system

12 (40%) 10 (33%) 8 (27%)

2. Torch light for sun light in teaching of eclipse.

20 (67%) 8 (27%) 2 (7%)

3. Rope for tape in the study of ecology

7 (23%) 20 (67%) 3 (10%)

4. Straw as substitute for pipette. 22 (73%) 4 (13 %) 4 (13%)

5. A pair of scissors as substitute for test tube holder.

18 (60%) 7 (23%) 5 (17%)

6. A piece of yam tuber for living tissue in teaching of osmosis.

1 (3%) 3 (10%) 26 (87%)

7. Models as substitute for standard materials.

20 (67%) 3 (10%) 7 (23%)

8 Kerosine stove as substitute for burnsen burner in conducting experiments.

12 (40%) 4 (13%) 1 (47%)

* Figures not enclosed in brackets represent the number of respondents, while

those enclosed in brackets are percentages.

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Table two shows the rate which improvised instructional materials are

utilized by teachers in teaching Biology in secondary schools in Uruan Local

Government Area.

In item 1, 12 (40%) teachers always use model skeletal for human

skeleton in teaching human skeleton system, 10 (33%) rarely make use of it,

while 8 (27%) did not.

In item 2, 20 (67%) teachers always use torch light as substitute for sun

light in teaching eclipse, 8(27%) rarely used it while 2 (7%) did not make ue of

the material.

In item 3, it was found that 7(23%) teachers always make use of rope as

substitute for tape in the study of ecology, 20 (67%) rarely made use of it, while

3(10%) did not make use of the material at all.

In item 4, it was gathered that 22 (73%) always make use of straw as substitute

for pipette, 4(13%) rarely use it while 4(13%) did not make use of it.

In item 5, it was found that 18(60%) teachers always use a pair of

scissors as substitute for test tube holder,7(23%) rarely use it, while 5(17%) did

not.

In item 6, it was found that 1(3%) teacher always make use of a piece yam tuber

for a living tissue in teaching osmosis, 3(10%) rarely make use of while 26(87%)

did not make use of the material.

In item 7, it was found that 20(67%) teachers always make use of models as

substitute for standard materials, 3(10%)rarely use the materials, while 7(23%)

did not.

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Finally, in item 8, it was found that 12(40%) teachers always use

kerosene stove as substitute for burnsen burner in conducting experiment,

4(13%) rarely make use of it, while 14(47%) did not use at all.

4.2 Discussion of findings

Results of data analysis in table one revealed that the improvised

materials mostly available for teaching Biology in the study area were model

skeleton, torch light as substitute for sun light, rope as substitute for standard

tape, straw as substitute for pipette, a pair of scissors as substitute for test tube

holder, a piece of yam tuber for living tissue in teaching of osmosis, models as

substitute for standard materials and kerosene stove as substitute for burnsen

burner in conducting experiments.

In table two, it was found that Biology teachers in the study area mostly

utilized model skeleton, torch light, rope, straw; a pair of scissors, models and

kerosene stove as improvised instructional materials. The findings are supported

by cash (2008) who found that availability of improvised materials has a

significant effect on student’s academic achievement in Biology. The findings

also backed that of Abdulaiha (2007) who found that availability and utilization of

improvised materials facilitate effective teaching and learning in schools. The

findings are supported by Kemp and Dayton (2009) who found that the use of

improvised instructional materials in the absence of standard materials promote

significant academic gains for both the teacher and students.

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CHAPTER FIVE

SUMMARY, RECOMMENDATIONS AND CONCLUSION

This chapter presents the summary of the findings, recommendations and

conclusion.

5.1 Summary

This study examined improvised instructional materials availability and

utilization in teaching of Biology in secondary schools in Uruan Local

Government Area. The findings revealed that improvised instructional materials

available and mostly utilized by Biology teachers in teaching various concepts

were model skeleton for human skeleton in teaching human skeletal system,

torch light for sun light in teaching eclipse, rope for tape in the study of Ecology,

straw as substitute for pipette, a pair of scissors as substitutes for test tube

holder, models as substitutes for standard materials and Kerosene stove as

substitute for burnsen burner in conducting experiments.

5.2 Recommendations

Based on the findings of the study, the following recommendations were made:

1. Biology teachers should constantly make use of improvised materials in

teaching the subject to facilitate students’ understanding of instruction and

improve their academic performance.

2. Teachers should endavour to improvise materials that are scarced or too

large to be taken into the classroom for instruction.

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3. Nature corner and resource center should be provided in schools so that

teachers can obtain improvised materials in the absence of standard

materials in order to improve students’ understanding of instruction.

5.3 Conclusion

Based on the findings of the study, it could be concluded that availability

and utilization of improvised instructional materials have a positive effect on the

teaching and learning of Biology in secondary schools in the study area.

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References

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Abdulwahalo, L. U. (2007). Availability and Utilization Of Print And Non-Print Instructional Materials In Technical And Vocational Schools In Sokoto State. International Journal of Research in Education, 3(2): 127-133.

Ajibola, S. T. (2008). Some Aspects of School Management, Ibadan: Education industries Ltd.

Akpan, W.U. (200). Instructional Materials Utilization and Students’ Academic Performance in Integrated Science. International Journal in Education, 3(4):120-128.

Cash, C. T. (2008). A Study of the Relationship between School Buildings, Achievement and Students’ Behaviors. London: Blackstuney Press.

Federal Government of Nigeria (2004). National Policy on Education. Lagos: NERDC Press.

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Ishaya, T. B. (2007). Effects of Instructional on Academic Performance of Secondary School Students in Agricultural Science in Jialingo, Nigeria: International of Research in Education, 4(1&2): 90-94.

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Isola, I.O.(2010). Effects of Instruction on Secondary School Students’ Achievement in History. International Journal of Research and Reviews, 6(1): 27-34.

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APPENDIX

Department of Biology Education,College of Education, Afaha Nsit, Akwa Ibom State.19th May, 2017.

LETTER OF INTRODUCTION / PERMISSION FOR CANDIDATE TO CARRY OUT RESEARCH WORK

Udofia, Blessing Augustine is a final year student of the Department of

Biology, College of Education, Afaha Nsit. She is undertaking a research work

on “Improvised Instructional Materials Availability and Utilization in Teaching of

Biology in Secondary Schools in Uruan Local Government Area”.

It would be highly appreciated if you could grant her permission to carry

out the study in your school. All information gathered will be treated with utmost

confidentiality.

Thank you so much for your co-operation.

Yours faithfully

Blessing Augustine Udofia(Researcher)

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IMPROVISED INSTRUCTIONAL MATERIALS AVAILABILITY AND UTILIZATION CHECK LIST (IIMAUCL).

PART ONE: DEMOGRAPHIC DATA OF RESPONDENTInstruction: Please tick ( ) or fill in as it is applicable to your case.

1. School: …………………………………………………………………………..

2. Area of specialization:…………………………………………………..

3. Teaching qualifications (s): ……………………………………………….

NCE( ), B. Ed./B.SC ( ), M.ED./M.SC ( ), any other, specify

V gender: male ( ) female ( )

Part two: Availability/ Utilization of Improvised Instructional Materials by

Teachers.

Instruction: please tick ( ) in appropriate column the option which is applicable

to your case.

SECTION A. IMPROVISED INSTRUCTIONAL MATERIALS AVAILABLE FOR TEACHING BIOLOGY.

S/N Improvised Instructional Materials Available Not Available Model skeleton for human skeleton in

teaching human skeletal systemTorch light for sun light in teaching of eclipse. Rope for tape in the study of ecology Straw as substitute for pipette. A pair of scissors as substitute for test tube holder.A piece of yam tuber for living tissue in teaching of osmosis.Models as substitute for standard materials.Kerosine stove as substitute for

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burnsen burner in conducting experiments.

SECTION B: UTILIZATION OF IMPROVISED MATERIALS BY TEACHERS

S/N Improvised Instructional Materials Rate of Utilization Always Rarely Not at all

Model skeleton for human skeleton in teaching human skeletal systemTorch light for sun light in teaching of eclipse. Rope for tape in the study of ecology Straw as substitute for pipette. A pair of scissors as substitute for test tube holder.A piece of yam tuber for living tissue in teaching of osmosis.Models as substitute for standard materials.Kerosine stove as substitute for burnsen burner in conducting experiments.