AN EXAMINATION ON TEACHERS PARTICIPATION IN IMPROVISATION OF INSTRUCTIONAL MATERIALS DURING THE TEACHING OF CHEMISTRY IN SECONDARY SCHOOL

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Chemistry is a fundamental discipline in the field of science. Chemistry has the potential to connect other sciences and to promote greater scientific literacy by serving as a fundamental building element for a variety of scientific disciplines (Tera, 2018). The fundamental gateway and the key to contemporary technology, medicine, engineering, and other disciplines are chemistry (Okeke & Nwandinigwe, 2020 ). The study of chemistry is essential for the development of the mental and intellectual skills required to observe, measure, and apply scientific attitudes and skills to natural phenomena. These skills include the capacity to think critically and the enthusiasm to learn. Modern Nigeria prioritises technological advancement through the application of science, and chemistry serves as a critical basic material for this endeavour. 

In Dike (2023), Njoku defines science as the rational and systematic examination of the environment through experimentation and observation, with the objective of comprehending the environment and utilising the resources of nature for human development. This suggests that in order to complete the STEM objectives at the secondary school level, the teaching process must be proactive, creative, and student-centered. Therefore, Nbina Viko and Birabil (2020) assert that one of the activities of science is experimentation. This activity provides a platform for the practical application of the theoretical knowledge that is acquired in the classroom, as well as the demonstration of the psychomotor skills of the teacher and students. It assists chemistry students in the comprehension of abstract and challenging concepts that are associated with the nature of science. Nevertheless, the availability of instructional materials is a determining factor in the process of experimenting in science (Ogwo, 2019). 

The absence of instructional materials and laboratories that are adequately outfitted are well-documented challenges in the field of science education (Njoku, 2021). This is consistent with the sentiments of Odigie (2021) and Dike (2023), who concurred that educational instructional materials and laboratories are inadequately equipped in educational institutions. Ibe (2019) believes that the utilisation of instructional materials to enhance the teaching and learning process is a beneficial advancement. This is consistent with Dike (2023), who posits that science educators should transcend the stereotyped science teaching-learning process and leverage the available materials in the environment to enhance the science teaching-learning process. Consequently, the utilisation of instructional materials to enhance instruction is essential for the effective teaching of science subjects such as chemistry. 

Conventional (standard) and local (improvised) are the two primary categories of instructional materials. The conventional instructional materials are laboratory apparatus that is either imported or manufactured in a factory for the purpose of teaching science. These items are standardised due to their ability to adjust to any environment and fulfil the same function regardless of their location. Examples include laboratory glassware, bunsen burners, laboratory compounds, and tripod stands. While local materials encompass a wide range of educational resources that are readily accessible from the environment, are highly relevant to the curriculum, and have a high degree of local content (Engida, 2022). They are employed as instructional materials for the purpose of instructing and learning. The teacher or pupils are responsible for their creation. Examples of improvised materials that serve as acid base indicators include sodium-rich materials, such as akanwu and ngu, and dyes from plants and florals (zobo). 

Ikwuanusi (2021) defines improvisation as the act or process of utilising alternative local instructional resources in the absence of a standard or pre-existing one. Landu (2020) defines improvisation as the utilisation of materials from the local environment, which are either designed by the instructor, students, or with the assistance of local personnel, to improve the quality of instruction. The importance of improvising local instructional resources in secondary schools to facilitate the teaching and learning of science, particularly chemistry, cannot be overstated. According to the 2018 national education policy, the provision and utilisation of instructional materials for teaching serve as a solid foundation for students' scientific and reflective thinking. It allows students to establish a connection between the abstract concepts they are taught and the real-world experiences they are familiar with. Additionally, it fosters the development of creative abilities, augments scientific inquiry, discovery, and investigative methods, and motivates students. Additionally, It affords students the opportunity to become familiar with resources in their environments, enables teachers to devise more cost-effective, efficient, and effective methods of simplifying the teaching and learning process, and provides a frame of reference on which students can focus their attention during classroom activities. 

The absence of instructional materials in the teaching of chemistry leads to rote learning. According to Oriade (2018), the absence of instructional materials can jeopardise the effective implementation of a curriculum, regardless of whether it is standard or improvised. Teachers are able to enhance their instruction by utilising local instructional resources. They enhance the clarity, interest, standardisation, and assimilation of the message for the learners (Onasanya & Adegbija, 2022). Reinforcement of the utilisation and provision of local instructional resources within the educational system is appropriate.

1.2 Statement of the Problem

The academic performance of students in the field of chemistry has been a significant issue of worry for chemistry educators and other individuals with a vested interest in the subject. Students' proficiency in all subjects is demonstrated through their performance in assessments and external examinations, following their exposure to effective teaching and learning methods implemented over a specific duration in both official and informal educational environments. Chemistry students are required to demonstrate a certain degree of proficiency and comprehension after completing the Senior Secondary chemistry curriculum for a duration of three years at their respective schools. 

The academic performance of chemistry students in Nigeria, as demonstrated in external assessments, has consistently been unsatisfactory due to a lack of comprehension and dedication. Science educators, particularly chemistry teachers, are deeply concerned about this ongoing issue. The declining performance of chemistry students in public examinations has largely been attributed to the teachers' inadequate subject knowledge, ineffective teaching methods, lack of commitment, and poor dedication to their duties. 

Onasanya and Omosewa (2020) identified several problems contributing to students' underperformance in Chemistry. These factors include ineffective teaching methods, insufficient laboratory facilities, and a lack of suitable learning resources in schools, despite the growing number of students. Additional factors contributing to low performance in chemistry are the abstract character of the subject, student and teacher variables, the complexity of concepts, and the absence of instructional tools during chemistry education (Nnoli, 2019). Inadequate funding of schools impedes the school administration from supplying chemistry teachers with sufficient instructional materials required for teaching Chemistry. 

To compensate for the lack of standard teaching resources caused by insufficient financing, it is advisable to motivate instructors to utilise the materials that are locally available in order to effectively and successfully implement the senior secondary school chemistry curriculum. Teaching materials enhance the understanding of the sense of touch, thought, and sight. They clarify chemistry concepts, reducing their abstractness and volatility. These materials engage students' interest and connect chemical concepts to their everyday activities in various settings such as homes, markets, farms, schools, and other aspects of their lives. Based on the above, this study seek to examine teachers participation in improvisation of instructional materials during the teaching of chemistry in secondary school.

1.3 Objectives of the Study

The main objective of this study is to examine teachers participation in improvisation of instructional materials during the teaching of chemistry in secondary school in Kogi State. Other objectives of this study are:

1.Determine whether the improvisation of instructional materials aids the effective teaching of Chemistry in Dekina Local Government Area Of Kogi State.

2.Determine the extent of Chemistry teachers participation in improvising instructional materials in Dekina Local Government Area Of Kogi State.

3.Determine the attitude of teachers participation in improvising instructional materials for the teaching of Chemistry in Dekina Local Government Area Of Kogi State.

4.Find out the problems faced by teachers towards improvisation of instructional materials for the teaching of Chemistry in Dekina Local Government Area Of Kogi State.

1.4 Research Questions

The following research questions will be answered in this study:

Does the improvisation of instructional materials aids the effective teaching of Chemistry in Dekina Local Government Area Of Kogi State?

What is the extent of Chemistry teachers participation in improvising instructional materials in Dekina Local Government Area Of Kogi State?

What are the attitude of teachers participation in improvising instructional materials for the teaching of Chemistry in Dekina Local Government Area Of Kogi State?

What are the problems faced by teachers towards improvisation of instructional materials for the teaching of Chemistry in Dekina Local Government Area Of Kogi State.?

1.5 Research Hypothesis

Ho: The extent of teachers participation in improvisation of instructional materials in teaching of chemistry in public secondary school in Dekina Local Government Area Of Kogi State is high.

Ha: The extent of teachers participation in improvisation of instructional materials in teaching of chemistry in public secondary school in Dekina Local Government Area Of Kogi State. Is low.

1.6 Significance Of The Study

The findings from this study shall provide relevant information as regards to the need of producing and utilizing locally made instructional materials to the classroom teachers for effective teaching-learning process in Chemistry. The research is also a documentary evidence of what is available and the deficiencies, at present in terms of teaching materials in most of post-primary schools.

Findings from this study will be very significant to government as it will help them to identify where, when and how to assist and motivate teachers in the improvisation of instructional materials in teaching. Also, the curriculum planners will benefit from this study as the study will enable them to make provisions for teachers in the production of instructional materials in social studies curriculum.

The research work will enable students to appreciate the importance of locally made instructional materials in learning social studies. It will also motivate the students to increase their performance in chemistry.

1.7 Scope Of The Study

This study focuses on the examine teachers participation in improvisation of instructional materials during the teaching of chemistry in secondary school in Kogi State. Hence the study will be delimited to some selected secondary schools in Dekina Local Government Area Of Kogi State.

1.8 Limitations Of The Study

The researcher encountered minor obstacles when conducting the study, as with any human endeavor. The significant constraint was the scarcity of literature on the subject due to the nature of the discourse, so the researcher incurred more financial expenses and spent more time sourcing for relevant materials, literature, or information and in the data collection process, which is why the researcher resorted to a limited choice of sample size. Furthermore, the researcher did this investigation alongside other academic activities. Furthermore, the sample size was limited because only a few respondents were chosen to answer the research instrument, therefore the results cannot be generalized to other secondary schools outside the state. Despite the constraints encountered during the research, all elements were minimized in order to provide the best results and make the research effective.

1.9 Definition Of Terms

Instruction: Defined as the deliberate arrangement of experience to help a learner achieve a desirable change in behaviour.

Instructional Materials: Refers to devices or materials which present a body of information and largely self-supporting in the teaching/learning process.

Improvisation: Entails the utilization of equipment using available local and cheaper resources and the use of such equipment for effective teaching.