Improvisation of instructional materials and junior secondary school students’ academic achievement in basic science in Rivers State, Nigeria

Abstract

The objective of this research was to investigate the impact of improvised teaching materials on the academic performance of junior secondary school students studying basic science in Rivers State, Nigeria. The study comprised eight research aspects, including four research questions, aims, and hypotheses. Using a quasi-experimental approach, 233 JSS II students enrolled in basic science for the study. The experimental group (71 males, 46 females) and control group (46 males, 70 females) underwent testing with the Improvised Basic Science Performance Test (IBSPET), comprising thirty objective test items. Descriptive and inferential statistics, including the independent and paired sample t-test, were employed. The results, at a 0.05 significance level, indicated a significantly positive difference in the performance of students taught basic science with improvised materials. Moreover, a notable gender difference was observed in the performance of male and female students using these materials. In conclusion, the study underscores the importance of instructor training in improvisational techniques, emphasizing the need for educators to engage in ongoing professional development opportunities like workshops and seminars to enhance their skills in developing and effectively utilizing instructional materials.