THE EFFECT OF IMPROVISATION OF INSTRUCTIONAL MATERIALS FOR BIOLOGY INSTRUCTION IN SENIOR SECONDARY SCHOOLS IN EGOR LOCAL GOVERNMENT AREA OF EDO
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Abstract
This study employed a descriptive survey design to investigate the impact of improvisation of instructional materials on students' performance in biology at senior secondary schools in Egor Local Government Area, Edo State. A sample of 300 students
from five public senior secondary schools participated in the study. Data were collected using a structured questionnaire comprising two sections, including demographic information and questions related to the effectiveness of instructional materials in biology education. The analysis of data was conducted using descriptive statistics, with a criterion mean of 2.50 for assessing responses. The findings revealed that well-equipped biology laboratories significantly enhance student performance, and improvised instructional materials are crucial for improving the learning experience in biology. The study indicated that students who engaged with varied instructional materials exhibited greater interest and understanding of biological concepts. Additionally, teaching aids were found to improve motivation and knowledge retention compared to traditional teaching methods. The results underscore the need for creative improvisation by educators to address resource limitations and improve academic outcomes.
Based on the findings, it is recommended that biology teachers adopt innovative strategies, including the use of improvised materials, to enrich their teaching methods and foster student engagement. Enhancing laboratory facilities and providing access to
essential teaching aids can create a more stimulating learning environment. Additionally, teacher training programs should focus on equipping educators with the skills to effectively improvise instructional materials, enabling them to fully capitalize on practical experiences in biology education. By prioritizing these recommendations, stakeholders in education can significantly improve the quality of biology instruction and student performance.
from five public senior secondary schools participated in the study. Data were collected using a structured questionnaire comprising two sections, including demographic information and questions related to the effectiveness of instructional materials in biology education. The analysis of data was conducted using descriptive statistics, with a criterion mean of 2.50 for assessing responses. The findings revealed that well-equipped biology laboratories significantly enhance student performance, and improvised instructional materials are crucial for improving the learning experience in biology. The study indicated that students who engaged with varied instructional materials exhibited greater interest and understanding of biological concepts. Additionally, teaching aids were found to improve motivation and knowledge retention compared to traditional teaching methods. The results underscore the need for creative improvisation by educators to address resource limitations and improve academic outcomes.
Based on the findings, it is recommended that biology teachers adopt innovative strategies, including the use of improvised materials, to enrich their teaching methods and foster student engagement. Enhancing laboratory facilities and providing access to
essential teaching aids can create a more stimulating learning environment. Additionally, teacher training programs should focus on equipping educators with the skills to effectively improvise instructional materials, enabling them to fully capitalize on practical experiences in biology education. By prioritizing these recommendations, stakeholders in education can significantly improve the quality of biology instruction and student performance.
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