Email this article Impact of Improvised Instructional Materials in Teaching and Learning of Biology among School Students in Jema’a Local Government Area
Abstract
This research delved into the Impact of Improvised Instructional Materials in the Teaching and Learning of Biology among secondary school students in Jema’a Local Government Area of Kaduna State. The study aimed to assess the availability of instructional materials in these schools, investigate whether teachers' professional qualifications influenced academic performance in Biology, explore the extent to which teachers utilized these materials, and examine students' interest in biology lessons when instructional materials were employed. The research design involved a sample of seventeen (17) secondary schools, selected randomly through the stratified random sampling technique. The study's sample size comprised 200 senior secondary school biology students from the randomly selected schools. The study's findings revealed that biology teachers in Jema’a Local Government Area possessed the necessary educational qualifications for teaching biology. Moreover, students' academic achievement in Biology was found to be independent of teachers' skills and experience. Based on the results, it is recommended that biology teachers enhance their teaching methods, focusing on improvisation and practical classes. The presentation of biology content significantly influences student learning. Additionally, students should be educated on the relevance of biology, motivated to develop a positive attitude toward the subject. Furthermore, government support is crucial to encourage teachers to stay and grow in their profession, leveraging accumulated experience for enhanced classroom achievement and societal development.
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