Improvised Instructional Materials Availability and Utilization in Teaching of Biology
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.
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 materials and verbal explanation of concepts has 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.
Improvised Instructional Materials Availability and Utilization in Teaching of Biology
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 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 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.
Improvised Instructional Materials Availability and Utilization in Teaching of Biology
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:
- examine the extent of availability of improvised instructional materials for teaching Biology in Secondary Schools in Uruan Local Government Area
- 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.
- To what extent are improvised instructional materials available for the teaching of Biology in Secondary Schools in Uruan Local Government Area.
- To what extent are improvised instructional materials utilized by Biology teachers in teaching the subject in Secondary Schools in Uruan Local Government Area.