CHAPTER ONE

INTRODUCTION
1.1 BACKGROUND OF STUDY
Improvisation are those things that enables students to have mental picture of what
has been taught and to retain the message in their memory for a very long time e.g. Radio,
Television, Charts, Micro-Projectors, Still Pictures, Specimen e.t.c. It can be referred to as
those things that the classroom teacher uses to impact knowledge to pupils in the classroom
in order to achieve his objectives.
Ogunmola, (2002) opined that improvisation are those visual or audio-visual materials
which facilitate the assimilation of organization. Infact, for effective teaching and learning to
take place, importance of improvisation are can exist without adequate use of basic science
education programme can exist with adequate use of basic equipments examples of such
equipment are basic, monitor, keyboard, typewriter, mouse, scanner, printer, duplicating
machine e.t.c these science equipments are indispensable to a good basic science teaching
and training and learning.
It is no gain saying that interest in learning basic sciences increasing in Nigeria. Each
local government area is trying t o improve on the production of technology. This is justify
for basic science has totally assured great importance interest role of national power and
productivity. New trend of basic science teaching has shown a radical departure of traditional
expository mode, in favour of practical and inquiry method to the inclusion of problems
solving and active involvement of people in the open minded fielding practical exercise.
In view of this, it can therefore be assumed that unique facilities and equipment are
available in secondary school. For practical works pupils will not derive much from the
attempt to learn basic science. It has been stressed by Howard (2003) when he said what we
learn is what we do” doing what we learn in basic science requires the use of practical work.
We also have the bear in mind that at least some of the pupils would or may need to become
professionally basic list. Such pupils need the equipment to be able to develop necessary
practical skills. Beside, the basic sources of basic science experience is of course of direct
contact which objects and events it’s in nature outside the classroom.
In the realm of education, particularly in the teaching of basic sciences, the traditional
approach often emphasizes structured lectures, textbooks, and rote memorization. However,
educators are increasingly recognizing the value of incorporating improvisation techniques to
foster a deeper understanding of fundamental scientific concepts. Improvisation, typically
associated, can offer a unique and engaging avenue to enhance the teaching and learning of
basic science subjects (Ojeniyi, 2020).
Science is often seen as a subject that is dry and boring, but it can be made more
engaging and relevant to students by incorporating improvisation into the teaching.
Improvisation is the act of creating something new and unexpected, often in response to a
particular situation. It is a skill that can be used in a variety of contexts, including the
teaching of basic science. There are many benefits of using improvisation in the teaching of
basic science. Improvisation can help to make science more engaging and relevant to
students. When students are given the opportunity to improvise, they are forced to think on
their feet and use their creativity. This can help to make science more interesting and relevant
to them. Improvisation can help students develop critical thinking skills. Improvisation
requires students to think critically about the problem they are facing and to come up with
creative solutions. This can help them to develop critical thinking skills that they can use in
other areas of their lives. Improvisation can teach students how to work collaboratively.
Improvisation often requires students to work together to solve a problem. This can help them
to develop teamwork and collaboration skills that they can use in other areas of their lives.
Improvisation can help students develop problem-solving skills. Improvisation requires
students to identify the problem, come up with possible solutions, and test those solutions.
This can help them to develop problem-solving skills that they can use in other areas of their
lives (Olaniyi, 2018).
Specifically, some specific educational reasons to have equipment for teaching was
summarized by Balogun (2000) as follows
1. It enables the learners to develop functional and manipulating skills
2. It enables the learner to develop problem solving skill and scientific attitude
The acquisition of these skills is the contribution of basic science education in the general
preparation of the youth with emphasis on activities based on child centered learning coupled
with pupils enrolment into school in the face of corresponding decline economy. It is against
the background that we can appreciate the significance of the question “the important role of
basic science equipment in secondary school
1.2 STATEMENT OF PROBLEMS
There are many problems and obstacles which hinder the effective teaching of basic
science in our secondary schools. Despite the importance attached to the subject there is no
secondary school in Surulere local government area where the range of resources available
for the teaching of basic science can be described as being in anyway adequate
 This arises as a result of inability of these materials especially now, due to foreign
exchange restriction and large populations of secondary schools students.
The aspects of this problems will be dealt with in this study which has the survey of
material resources required by the teaching of basic science, in secondary school in Surulere
local government area of Oyo state.
The following specific questions can be asked to ascertain whether the teachers in
secondary school improvised or substitute for importance of improvisation which are not
easily obtained.
Are there enough materials resources for basic teaching in secondary school? What are
the materials that can be improved?
1.3 PURPOSE OF THE STUDY
The purpose of this study is to survey the materials/resources available for the teaching
of basic science in secondary school in Surulere local government area of Oyo state.
The study will examine:
1. The availability of improvised resources in our schools.
2. How basic science teacher in secondary schools improvise for materials which are not
easily obtainable.
3. The type of materials that can be improvised.
1.4 SIGNIFICANCE OF THE STUDY
It is hope that the findings of this study will be beneficial to educational agencies in
surulere local government area.
It should be of great important to educational administrates in the distribution of
resources to schools. Furthermore, the result of the finding will be of great benefit to the basic
science teachers in other to impact the required basic science skills to the students.
1.5 RESEARCH QUESTION
1. Do basic science teacher exposed to the concept of improvisation?
2. Do basic science teacher consider improvisation as part of their professional
obligation?
3. How effective are teachers of basic science in the use of improvised teaching
materials in teaching?
4. What is the impact of improvisation on students’ academic performance?
1.6. Scope of the Study
This research work focus on the role of improvisation in teaching of Basic science in
some selected schools in surulere local government area.
1.7. DEFINITION OF TERMS
Terms that are related to the study are defined below in order to remove somatic ambiguity in
their usage.
Improvisation: Improvisation means the act of creating something or using something in
the absence of the ideal tools. Act of creating available locally made materials when the
real object is difficult to produce or procure
Academic Performance: This is regarded as the display of knowledge attained or skills,
shown in the school subjects such achievements are indicated by test scores or by marks
assigned by teachers. It is the school evaluation of students’ classroom work as quantified
on the basis of marks or grades.
Basic Science: This includes a little bit of information about a lot of scientific topics. These
topics among many are Geology, Introduction to Chemistry, Space, Kingdoms, Science
Basics, History of Earth, Cells and Genetics, Evolution, Research and Study Basics,
General Introductory Information, Weather and Climate, Plants, Energy, Compound,
Elements and Chemical Reactions, and The Biosphere.
 CHAPTER TWO
LITERATURE REVIEW
The review of relevant literature to the present study was carried out in turn as
indicated below. This is to further lay a solid foundation for the study, and it is treated under
the following subheadings:

1. Meaning of Teaching aids

2. Meaning of Improvisation

3. Teaching aids and Academic Achievement

4. Importance of Improvisation

5. Factors Affecting Improvisation of Teaching aids

6. Problems of Improvisation

7. Summary of Literature Reviewed

2.1. Meaning of Teaching aids
Teaching aids have been defined by various authors. For example, Obanya (1989)
viewed them as didactic materials thing which are supposed to make learning and teaching
possible. According to Abdullahi (1982), teaching aids are materials or tools locally made
or imported that could made tremendous enhancement of lesson impact if intelligently
used. Ikerionwu (Isola, 2010) referred to them as objects or devices, which help the
teacher to make a lesson much clearer to the learner. Teaching aids are also described as
concrete or physical objects which provide sound, visual or both to the sense organs during
teaching (Agina-obu, 2005). Teaching aids are in various classes, such as audio or aural,
visual or audiovisual. Thus, audio teaching aids refer to those devices that make use of the
sense of hearing only, like radio, audio tape recording, and television. Visual teaching
aids on the other hand, are those devices that appeal to the sense of sight only such as the
chalkboard, chart, slide, and filmstrip. An audio-visual instructional material however, is a
combination of devices which appeal to the sense of both hearing and seeing such as
television, motion picture and the computer. Among the teaching aids the classroom teacher
uses, the visuals outnumbered the combination of the audio and audio-visual.
2.2. Meaning of Improvisation
Improvisation means the act of creating something or using something in the absence
of the ideal tools. According to Webster’s dictionary (2004) improvisation is to provide,
select or make substitute for something not available to use as the basis of free invention.
Various authors have defined the concept 'improvisation' in different ways. Ogunbiyi,
Okebukola and Fafunwa (1990) Owolabi and Oginni 045 defines it as the act of substituting
for the real thing that is not available. Bajah (1991) takes it to be the use of substitute
equipment where the real one is not available. Kamoru and Umeano (2006) further define it
as the act of using materials obtainable from the local environment or designed by the teacher
or with the help of local personnel to enhance instruction. According to Ihiegbulem (2007), it
is the act of substituting for the standard equipment or instructional materials not available,
with locally made equipment or instructional materials from readily available natural
resources. National Teacher Institute in Omachi (2000) defines improvisation as the act of
using alternative materials and resources due to lack or insufficient hand teaching ads to
facilitate instruction from these opinions, improvisation entails the production of equipment
using available local and cheaper resources and the use of such equipment for effective
teaching.
Improvised Instructional Materials
Improvised instructional materials are those teaching and learning materials produced
using locally available resources with the help of experts(Ahmed, 2011). Improvised
instructional materials are teaching materials designed and produced from the available local
materials in order to promote effective teaching and learning in schools. They are materials
that are used in the absence of the original or the ideal objects to bring about the same
learning effect that the standard materials would have brought (Ahmed, 2008). The idea of
making use of available local resources for the shortfall to ensure that teaching and learning
progress simultaneously without hinges is referred to as improvisation (Eze, 2017).
Improvisation is the use of local resources in our environment to assist in the smooth
dissemination and transfer of knowledge from nes improvisation as making of substances
from local teachers to students. Eze (2012) de material found at home or school premises
when the real or original materials are not available. Improvisation is the act of using
alternative materials and resources due to lack rst-hand teaching aids to facilitate instruction
(Bajah, 2000). Improvisation is an act of using materials and equipment obtainable from local
environment, or designed by the teacher or with the help of local resource personnel (local art
and crafts experts) to enhance effective instruction. Improvisation appeals to the three
educational domains (cognitive, affective and psychomotor)(Bromide, 1982).Improvisation
could be regarded as the act of using alternative materials or equipment accessible from the
local environment or created by the teacher or with the help of local personnel to simplify
instruction(Shodeind, 2015). Improvisation demands adventures, creativity, curiosity and
perseverance on the part of the teacher. Such skills are only realizable through well-planned
training programme on improvisation (Onasanya, & Omosewo, 2011).
2.3. Types of Improvisation
Locally produced instructional materials can be of three types namely; Improvisation
by substitution, modification and construction (Adu & Adu, 2014).
1. Improvisation by Substitution/Miscellaneous Materials: A creative teacher
dedicates his time to producing materials that best be learning process.
Miscellaneous/substitutes are available local materials that can be used just as they
are collected any modification size or shape.
2. Improvisation by Modification/Duplicated Materials: In the absence of standard
materials, available local resources can be modified to serve the same purpose. For
instance, empty carton can easily be altered to serve the purpose of first aid box. In
the process of adjusting local recourses to serve a particular purpose, some
alteration will be made against its normal shape and size
3. Improvisation by Construction/Collected Materials: Construction is a process of
bringing different components together to form a meaningful whole. As the name
implies, a teacher will have to gather different resources, cuts, joins, pastes, and
sometime copy to produce an effective improvised instructional material. Example,
if a teacher wants to teach students some components of a car, empty carton can be
used as body of the car, bottle tops as tares, and so on.
Modes of Production of Instructional Materials
Instructional materials can be categorized based on their modes of production. The modes
include:
1. Ready-made materials (packages) from companies.

2. Material improvised by experts in visual literacy.

3. Teacher-made (inexpensive) materials.

Ready-made instructional materials are usually being produced by companies (private

and public) such as McMillan, Longman, etc. These kind of materials are expensive owing to
the fact that, the primary purpose of establishing any business organization is to make profit.
On the second part, the materials made by experts in visual literacy using local resources are
moderately expensive. This is for the fact that the resources being used for the production are
usually found in the immediate environment. Lastly, when a teacher could not lay hands on
any of the two options (Ready-made instructional materials and materials made by experts in
visual literacy), then, there is need to look at the resources available, modify (improvise) them
to serve the same purpose. Improvised products are inexpensive compared to buying ready-
made instructional materials. This has been diagrammatically explained in figure 1.

Fig. 1: A Diagram Depicting Modes of Production of Instructional Materials

2.4. Teaching aids and Academic Achievement

There have been several studies on teaching aids and academic achievement. For
instance, Momoh (Isola, 2010), conducted a research on the effects of instructional
resources on students’ performance in West Africa School Certificate Examinations
(WASCE) in Kwara State. He correlated material resources with academic achievements
of students in ten subjects. Data were collected from the subject teachers in relation to the
resources employed in the teaching. The achievements of students in WASCE for the past
five years were related to the resources available for teaching each of the subjects. He
concluded that material resources have a significant effect on student’s achievement in each
of the subjects. In the same manner, Moronfola (1982) carried out a research in Ilorin Local
Government Area of Kwara State. She used questionnaires to collect data on the material
resources available for the teaching of some selected subjects in ten secondary schools and
related these to students’ achievements in each of the selected subjects and to the amount of
resources available for the teaching of the subjects.
 Finding showed a significant effect of material resources on the students’ academic
performance in these subjects.
In the same vein, Popoola (1990) investigated the effect of instructional resources on
the academic achievements of students in Ogun State. Five secondary schools in Abeokuta
were used for this study. Questionnaires were designed to elicit responses on teaching aids
that were available for the teaching and learning of each of the three school subjects he
examined. He collected WASC examination results for five years and compared
achievements of students in schools with adequate material resources and achievements of
students in schools with inadequate material resources. He found a significant difference in
the achievements of the two sets of students. The schools with adequate teaching aids
performed better than those with inadequate teaching aids.
2.5. Importance of Improvisation
Improvised materials help to arouse and sustain learners' optimism and enthusiasm;
access expert assistance and technical support; stay informed of innovative dence to share
ideas with other teachers; interpret research anddevelopments; have con statistical data;
diplomatically handle students' resistance; align improvised materials with curriculum
guidelines and timelines; and develop materials to cater for individual learner's needs in
overcrowded classrooms. The use of improvisation in teaching makes the concept more
practical and subsequently reduces abstractions. Locally produced instructional materials
encourage creative expression and foster experimentation, sensitive to tactile and visual
experience (Balogun., Barth & Tanko, 2000). Again, they are cost effective, because they
could be obtained from the local environment. They are generally very safe to use during
demonstrations and experiments; it might not be icting injuries, which means it could be
hazard free. Improvisedcapable of in instructional materials give teacher/students the pride
of using their talents, allows a teacher to reproduce his potentials, in concrete form and
increase teacher's knowledge of the subject matter (Shodeind, 2015)
Improvisation serves the following purposes in the education system:
 Provision of opportunity for creativity:- Through improvisation the learner can be
challenged to develop something which may turn out to be an improvement of
what originally intended.
 Development of skill on the psychomotor domain as the learner practices.
Improvisation may be presented as a regular student’ activities.
 Demonstration and illustration of principle which may otherwise be difficult to
 conceptualize. This is capable of aiding understanding and therefore makes for
effectiveness in the cognitive domain
 Provision of alternative to unavailable equipment so that effectiveness may still be
attained. This is very important as it provides continuity in the planned activities. If
lack of equipment is allowed to disrupt planned science programme, interest in
science teaching and learning may be adversely affected
 Improvisation reduces the money spent on the purchase of equipment in
educational institutions;
 Ensures the realization of lesson objectives;
 Improvisation helps in solving the problem of lack of equipment in educational
institutions;
 It gives room for a teacher to demonstrate his creative skills;
 It gives room for the use of cheap local materials as alternatives to the
expensive foreign ones;
 Improvisation encourages students towards the development of creative abilities;
 Improvisation provides strengthen enquiry, discovery and investigative method in
sciences
 It provides a frame of reference on which students can key their attention during
classroom activities.
 It enables teacher to think of cheaper, better and faster methods of making
teaching learning process easier for students;
 Improvisation affords students the opportunity of becoming familiar with
resources in their environment.
Without a gainsaying, experimental work in sciences always create a lasting picture in
the memory of students, and discourage memorization of laws and theories. Concrete
experiments help students see how the scientific concepts work in reality, particularly the
kinesthetic learners will benefit from performing the experiment themselves Owolabi (2003)
suggested that students should be given opportunity to discover and invent things; hence the
teachers should allow the students to acquire skills that will make them learn on their own.. It
must be noted that learners achieved more when they are allowed to manipulate apparatus
rather than mere listen or observe teachers’ idea.
2.6. Factors Affecting Improvisation of Teaching aids
 Balogun (2002) identified two main constraints militating against the successful
improvisation of Science equipment. These are the technical and the human factors
respectively. While the technical factors relate to the question of degree of accuracy and
precision that is possible with the improvised equipment, the human factor relates to the
teachers’ skill in developing the resources while providing the appropriate learning
experience to the learners.
Also, Maduabunmi (2003) reported lack of adequate professional training as a major
problem militating against the effective use of local resources for Science teaching.
Oyediran (Isola, 2010) then stressed the need for a definite well planned training programme
of improvisation for teachers. He suggested regular meaningful workshop on improvisation
technique for Science teachers to improve and up-to- date their competence. In addition
students should be provided opportunity to tap their creative and imaginative talent in
constructing simple pieces of apparatus and science clubs. Action vest into local plants with
the primary purpose of extracting useful chemical could be of access to the scince and help to
conserve our foreign exchange used to produce chemical reagents.
Factors that can affect the improvisation of teaching aids. Some of the most important
factors include:
 The availability of resources: The availability of resources, such as materials and
time, can greatly affect the ability to improvise teaching aids. If there are limited
resources, teachers may need to be creative in finding ways to use what they have.
 The creativity of the teacher: The creativity of the teacher is also an important factor.
Teachers who are able to think outside the box and come up with new ideas are more
likely to be successful in improvising teaching aids.
 The age and ability level of the students: The age and ability level of the students
should also be considered when improvising teaching aids. Younger students may
need more concrete and hands-on activities, while older students may be able to
handle more abstract concepts.
 The subject matter: The subject matter being taught can also affect the type of
teaching aids that are used. Some subjects lend themselves more easily to
improvisation than others.
 The learning environment: The learning environment can also play a role in the
improvisation of teaching aids. If the environment is conducive to learning, such as a
quiet and well-lit room, teachers will be more likely to be able to focus on creating
and using teaching aids.
Some specific examples of how teachers can improvise teaching aids:
 Use everyday objects as props: Many everyday objects can be used as props in the
classroom. For example, a shoebox can be turned into a puppet theater, or a ball of
yarn can be used to demonstrate a concept in math.
 Use recycled materials: Recycled materials can be used to create a variety of teaching
aids. For example, old magazines can be cut up and used to make collages, or empty
cardboard boxes can be used to make dioramas.
 Use technology: Technology can also be used to create teaching aids. For example,
teachers can create videos or presentations to teach a concept, or they can use online
resources to find games and activities.
 Collaborate with other teachers: Teachers can collaborate with each other to create
teaching aids. This can be a great way to share ideas and resources.
2.6.1. Problems of Improvisation
Improvisation help in forcing students to think critically about the scientific concepts,
yet there are many obstacles associated with the use of improvised materials. Balogun (1982)
explained the two militating factors of improvisation as technical and human factors. Low
degree of accuracy and precision affects some improvised materials are termed as “technical
factor”. While the human factors problems are attributed to skillfulness, creativity and
competence
Accuracy and precision play a prominent role in science experiment, otherwise much
error recorded during practical work will render the findings impotent, useless and
unacceptable. Owolabi (1999) identified some common errors that can affect the accuracy in
science practical results as, Environmental, Instrumental, Personal and Experimental errors.
Technical factors are problems associated with instrumental errors which result from
inevitable errors during the manufacturing process. The problem of inconsistency in
measurement will resulted to low level of reliability of the instrument. Iwuzor (2000) posited
that the problem is more crucial at the secondary school levels and tertiary institutions where
more sensitive experiments and observations are carried out. Personal errors can also lead to
low degree of accuracy. Scientists referred to this as human factor. These are problems
associated with teachers’ professional competency, creative ability and commitment..Once
the teachers begin to understand the principle behind improvisation, they can begin to
improvise their own tools, though a lot of teachers lack confidence in their ability to design
their own experiments (Okebukola, 1998).
2.7. Solutions to improvisation of instructional materials:
  Use everyday objects as props: Many everyday objects can be used as props in the
classroom. For example, a shoebox can be turned into a puppet theater, or a ball of
yarn can be used to demonstrate a concept in math.
 Use recycled materials: Recycled materials can be used to create a variety of teaching
aids. For example, old magazines can be cut up and used to make collages, or empty
cardboard boxes can be used to make dioramas.
 Use technology: Technology can also be used to create teaching aids. For example,
teachers can create videos or presentations to teach a concept, or they can use online
resources to find games and activities.
 Collaborate with other teachers: Teachers can collaborate with each other to create
teaching aids. This can be a great way to share ideas and resources.
 Get creative: There are many ways to improvise teaching aids. The most important
thing is to be creative and think outside the box.
 Be flexible: Things don't always go according to plan, so it's important to be flexible
when improvising teaching aids. If something doesn't work, be willing to try
something else.
 Have fun: Improvisation should be fun for both the teacher and the students. If you're
not enjoying yourself, it will be difficult to create effective teaching aids
2.8. Benefits of improvisation in classroom
Improvisation is the act of creating and performing without prior preparation. It can be
used in many different contexts, including the classroom.
There are many benefits to using improvisation in the classroom. Here are a few:
 It can help students learn to think on their feet. Improvisation requires students to be
able to think quickly and creatively in order to respond to unexpected situations. This
is a valuable skill that can be applied to many different areas of life.
 It can help students develop their creativity. Improvisation requires students to come
up with new ideas and solutions. This can help them to become more creative
thinkers.
 It can help students build confidence. Improvisation can be a daunting task, but it can
also be very rewarding. When students are able to successfully improvise, it can boost
their confidence and self-esteem.
 It can help students learn to collaborate. Improvisation often requires students to work
together to create a performance. This can help them learn to cooperate and work as a
team.
  It can help students learn to take risks. Improvisation requires students to be willing to
take risks and try new things. This can help them to become more resilient and open
to new experiences.
There are also some challenges associated with using improvisation in the classroom. Here
are a few:
 It can be difficult to plan for. Improvisation is by its nature unplanned, so it can be
difficult to know how a lesson will go. This can be a challenge for teachers who like
to have a lot of control over their lessons.
 It can be difficult for students who are shy or introverted. Improvisation requires
students to be comfortable speaking up and taking risks, which can be difficult for
some students.
 It can be difficult to assess student learning. It can be difficult to assess student
learning in an improvisational setting. This is because students may not be able to
demonstrate their knowledge and skills in the same way as they would in a traditional
setting
Despite these challenges, the benefits of using improvisation in the classroom outweigh
the risks. Improvisation can be a valuable tool for helping students learn and grow.
2.9. Summary of Literature Reviewed
There is a general agreement that the most appropriate function of education (basic
science inclusive) in the junior secondary school curriculum is to provide opportunities for
developing competencies in student’s area of scientific and vocational choice (Okoro, 1993;
Okorie and Ezeji, 1988; FRN, 2004: Osuala 1981; UNESCO, 1978). The effective
implementation of this curriculum presupposes the availability of adequate teaching aids.
Unfortunately, a recurring problem besieging basic science since its inception has been the
absence of adequate facilities. Majorie and Brown (1969) had warned that teachers should not
use inadequate facilities and equipment as an excuse to resort to poor teaching; instead they
should learn to improvise teaching aids. Improvisation in school has long been a subject of
interest to both education and curriculum developers. Ibe (1992) sees improvisation of
teaching aids as the preparation and the provision of alternatives to real materials as teaching
aids. He went further to emphasize that where the teaching aids are to be improvised,
emphasis should be laid on using cheap, locally available materials. The present system of
junior secondary education in Nigeria has emphasized the study of Basic science at the first
tier of the two tier secondary education system.
With references to the purchase of science equipment and the problem associate with
it, series of workshop have been organized by curriculum development agents, science
professionals, association and ministry of education to stimulate the practice of improvisation
in teaching and learning processes. With respect to science teaching, Science Teacher
Association of Nigeria (STAN) (2005) believes that homemade visual aids are very important
and have several advantages in that they are cheaper, effective and they help to dispel the
nation problems of imported materials from overseas.
Quite recently, series of articles on improvisation have appeared in science journal
(e.g. Oladimeji 2008 and Balogun 2002). The campaign for the practice of improvisation is
due to the lacks of funds to buy even the very few items that the teacher may need to buy.
In addition, no government can provide for all the need of the schools and due to the
depressed value of naira against foreign currency such as dollars, the price of imported
science materials have became high. Thus there may be scarcity of design are imported, thus
the need for improvisation.
 CHAPTER THREE

RESEARCH METHODOLOGY

3.0 Introduction
This chapter presents the research design, population and sample, research instrument,
validity and reliability of the instruments, method used for data collection and data analysis.
3.1 Research Design
The research design that was employed for this study was a descriptive survey. This
method entails the use of direct observation in the collection of data. In descriptive research, it
has to do with the collection of information from a representative sample upon which influence
were drawn about the perception or opinion of the target population.
3.2 Population of the Study
The population consist all students in the selected secondary schools Surulere Local
Government Area of Oyo State.
3.3 Sample and Sampling Techniques
A simple random sampling technique was used to select the participants of the study
which were be taken from the secondary school students of Surulere Local Government Area
of Oyo State.
However, since everyone cannot participate in this study, stratified random sampling
techniques was employed as a method of selecting a representative sample of 100 respondents,
that is twenty students from each of the five sampled schools. The schools include:
1. Baptist Secondary Grammer School, Oko
2. Muslim Comprehensive High School, Oko
3. First Baptist Academy, Oko
4. Juli Standard College, Oko
5. Osu Grammer School, Oko
3.4 Research Instrument
The instrument that was used for data collection in this study was a researcher’s
structured questionnaire. The structured questionnaire was sub-divided into two (2) sections (A
and B). Section A contains the respondents bio-data while section B contains items that pertain
to the role of improvisation in teaching of Basic science in some selected schools in surulere local
government area, on the basis of these items, the study sought to answer research questions of
the study.
3.5 Validity and Reliability of the Instrument
To ascertain the validity of the instrument, questionnaire was drafted, submitted to the
supervisor who vetted the questionnaire items, made necessary corrections and the final draft
was re-submitted to the supervisor who adjudged that the instrument has content and face
validity and therefore suitable for use in the study. The reliability of the instrument was made
and 6.9 coefficients (r) were determined.
3.6 Administration of the Instrument
The questionnaire was personally administered to the students by the researcher by
taking the questionnaire directly to the selected secondary schools and sampled areas after
due permission had been given by the schools’ authorities. They were distributed to the
respondents who filled them after they have been briefed of the purpose of the study by the
researcher.
Their responses were ticked appropriately and immediately to avoid any mix-up. All
the questionnaire were carefully collected and properly arranged for analysis.
3.7 Method of Data Collection
The researcher went to the study area with questionnaire items for distribution so as to
elicit response from the respondents in an enabling and conducive atmosphere suitable for both
the researcher and the respondents, after the researcher had distributed the questionnaire items,
the researcher wait for some while so that the respondents will take their time in choosing their
options and collects them individual from the respondents so as to proceed with the analysis of
the data gotten from the study area.
3.8 Method of Data Analysis
Descriptive analysis was used for the research question in conjunction with tables and
percentages were applicable. For the analysis simple percentage method (%) were employed
to examine the role of improvisation in teaching of Basic science in some selected schools in
Surulere local government area.
 EKITI STATE UNIVERSITY
IN AFFILIATION WITH
EMMANUEL ALAYANDE COLLEGE OF EDUCATION
INTEGRATED SCIENCE DEPARTMENT
IMPROVISATION IN TEACHING OF BASIC SCIENCE IN SOME SELECTED SCHOOLS
IN SURULERE LOCAL GOVERNMENT AREA
Dear Respondents,
This questionnaire is specifically designed for academic research purpose.
The respondents are assured that any information supplied will be treated with utmost
confidentiality. Thank you
SECTION A
Age: 16-20 years ( ), 21-25 years ( ) 26 and above ( )
Sex: Male ( ) Female ( )
SECTION B
S/N ITEMS S A SD D
A
Do basic science teacher exposed to the concept of
improvisation?
1 Basic science teacher were familiar with the concept of improvisation
2 Basic science teachers believe that improvisation can be used to enhance
student learning in science.
3 I have received training or professional development on how to use
improvisation in my teaching.
4 They feel comfortable using improvisation in teaching.
5 I believe that the benefits of using improvisation in basic science teaching
outweigh the challenges.
Do basic science teacher consider improvisation as part of
their professional obligation?
6 Basic science teachers have a professional obligation to incorporate
improvisation into their teaching
7 Use of improvisation regularly in my basic science teaching
8 Improvisation is an essential skill for effective basic science teaching.
9 Improvisation helps to create a more engaging and stimulating learning
environment for basic science students
10 Would be more likely to use improvisation in basic science teaching if
there is more training and support
How effective are teachers of basic science in the use of
improvised teaching materials in teaching?
11 I believe that improvised teaching materials can be as effective as
traditional teaching materials in basic science classrooms
12 I use improvised teaching materials regularly in my basic science teaching
13 Improvised teaching materials help me to create more engaging and
hands-on learning experiences for my basic science students.
14 I believe that my students learn more effectively when I use improvised
teaching materials in my basic science classes.
15 I would be more likely to use improvised teaching materials if I had more
access to resources and materials.
What is the impact of improvisation on students’ academic
performance?
16 Improvisation helps to create a more engaging and stimulating learning
 environment for students
17 Improvisation helps students to develop critical thinking and problem-solving
skills
18 Improvisation helps students to learn more effectively and retain information
more effectively
19 Improvisation helps students to develop creativity and innovation
20 Improvisation helps to foster a more positive and collaborative learning
environment