1.1 Introduction
Integrated science improvisation according to Balogun (2012), is the act of using alternative materials or equipment obtained from the local environment or designed by the teacher or with the help of local personnel to facilitate instruction (Balogun, 2012). Improvisation demands creativity, adventure, and curiosity on the part of the teacher (Mensah, 2015). Many science teachers are not able to improvise science education equipment due to lack of skills (Akuna & Callaghan, 2016). Improvised academic learning also utilizes alternative resources to facilitate instruction whenever there is lack or shortage of some specific first hand material to enhance classroom instruction. Improvisation is not just mere substitution of the lacking instructional material with what is available but must serve the purpose of the original material.
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitation of the study and Definition of terms.
1.2 Background of Study
Over the years, the need for improvisation of instructional materials in teaching and learning cannot be overemphasized as far as teaching and learning is concerned. For teaching and learning to have meaning and effective, there must be adequate materials for the process. Thus, improvised materials should be able to convey special instructional message as the original materials.
According to Tukur, (2012), improvisation is the making of substitute from local materials found at home or school premises when the real or original materials/equipment is not available. They are materials that are used in the absence of the original or ideal objects to bring about the same learning effect that the standard materials would have brought (Ahmed, 2008).
According to Ogunmola, (2002) cited 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 integrated science education programme can exist with adequate use of integrated equipments. These science equipments are indispensable to a good integrated science teaching and training and learning.
It is no gain saying that interest in learning integrated sciences increasing in Nigeria. Each local government area is trying t o improve on the production of technology. This is justifying for integrated science has totally assured great importance interest role of national power and productivity. According to the new trend of integrated science, teaching has as 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.
Oladejo, et al., (2011) examined on the effect of using improvised instructional materials on academic performance of secondary school science students in Oyo State, Nigeria and revealed that there is a significant difference in the achievement of students taught using improvised instructional materials, and those in the conventional instruction. Thus, the students taught with improvised materials obtained the higher achievement score. They therefore concluded that the utilization of improvised instructional materials promote and enhance effective teaching-learning process (Oladejo, et al., 2011).
The relevance of this theory is emphasizing the need for Integrated Science teachers to make provisions through various strategies of improvisation and ensure availability of relevant instructional material for the effective teaching of History subject. Thus, use of artificial or improvised instructional materials will enhance the senses of the learners and will provide them the opportunity to appreciate the theories and historical events presently been taught by the teacher.
The acquisition of these skills is the contribution of integrated 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 the study sought to assess the Importance of Improvisation in Teaching Integrated Science in Some Selected Secondary School in Egor Local Government Area.
1.3 Statement of Problems
Investigation revealed that there are many problems and obstacles which hinder the effective teaching of integrated science in our secondary schools. Despite the importance attached to the subject there is no secondary school in Egor local government area in Edo state where the range of resources available for the teaching of integrated 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 pupils.
The aspects of this problems will be dealt with in this study which has the survey of material resources required by the teaching of integrated science. In secondary school in Egor local government area of Edo state.
1.4 Aim and Objectives of Study
The aim of the study is to examine the Importance of Improvisation in Teaching Integrated Science in Some Selected Secondary School in Egor Local Government Area. In achieving this aim, the following specific objectives were laid out as follows:
- To identify the type of materials that can be improvised by secondary schools integrated science teacher;
- To examine the availability of improvised facilities in our schools; and
- To determine how secondary schools integrated science teacher improvise for materials which are not easily obtainable;
1.5 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- Are there enough materials resources for integrated science teaching in secondary schools?
- Do teachers in secondary school improvise for importance materials which are not easily obtained?
- Do students in secondary school easily remember topic taught with improvised materials than those topics taught without improvised materials?
- Do students in secondary school find it easy to put into practice what they are taught with the use of improvised material?
- Does the importance of improvisation led to better performance of students in secondary school?
- What are the materials that can be improved in secondary schools?
- To what extent is the importance of improvisation in the teaching of integrated science in secondary school?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: Students does not easily remember topics taught with the use of improvised learning materials than those taught without the use of instructional materials.
- H1: Students easily remember topics taught with the use of improvised learning materials than those taught without the use of instructional materials.
Hypothesis Two
- H0: Students in secondary schools find it difficult to put into practice those topics and lessons taught with the use of instructional materials.
- H1: Students in secondary schools find it easy to put into practice those topics and lessons taught with the use of instructional materials.
Hypothesis Three
- H0: Improvised learning materials when properly used during teaching does not enhance and lead to better performances of pupils during given assignment, test and examinations.
- H1: Improvised learning materials when properly used during teaching enhance and lead to better performances of pupils during given assignment, test and examinations.
1.7 Significance of Study
The findings of this study will be beneficial to educational agencies in Egor local government area of Edo state. It would 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 integrated science teachers in other impact the required integrated science skills to the pupils.
1.8 Scope of Study
The scope of the research is focused on the Importance of Improvisation in Teaching Integrated Science in Some Selected Secondary School in Egor Local Government Area of Edo State. The study will cover many materials resources available for the searching of integrated science and the type of materials that can be substituted or improvised.
This study is therefore intended to show through the use of questionnaires and the availability of standard and improved integrated science equipment or facilities in ten (10) randomly selected secondary schools in the study area.
1.9 Limitations of the Study
During the course of this study, many things militated against its completion, some of which are:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Establishment Policies: Establishment policies posed a serious limitation as most staffs are not ready to release information needed for this research work. There were lots of information needed from the staffs of this establishment to enhance the study which took them time to release or they did not release at all for security purposes, hence the scope was reduced.
- Research Material: availability of research material is a major setback to the scope of the study.
- Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
- Lack of Initial Cooperation from Respondents: A particular limitation of this work came as a result of the respondent refusal to offer their cooperation at the initial time they were contacted. This contributed in making the success of this research study difficult.
1.10 Definition of Terms
Integrated Science:
It is a revolutionary programme provided by many universities of the world. The programme is devoted to providing a wide range of knowledge in various fields of science. There are no exclusive rights for this programme, and every institution can provide its own explanation.
Improvised:
To make or do something using whether is available, usually because you do not have what you really want.
Teacher:
A teacher (also called a school teacher or, in some contexts, an educator) is a person who helps students to acquire knowledge, competence or virtue.
Problems:
Problem is defined as a matter or situation regarded as unwelcome or harmful and needing to be dealt with and overcome.
Junior Secondary School:
The Junior School experience of the child culminates in the BECE (Basic Education Certification Examination). This is the final test that determines if the child will proceed to the senior school.
Learning:
Learning is the process of acquiring new or modifying existing knowledge, behaviors, skills, values, or preferences
Teaching:
A teacher is a person who helps others to acquire knowledge, competences or values. Informally the role of teacher may be taken on by anyone.
1.11 Organization of the Study
This research work is organized in five chapters, for easy understanding, as follows: Chapter one is concern with the introduction, which consist of the (background of the study), statement of the problem, objectives of the study, research questions, research hypotheses, significance of the study, scope of the study etc.
Chapter two being the review of the related literature presents the theoretical framework, conceptual framework and other areas concerning the subject matter.
Chapter three is a research methodology covers deals on the research design and methods adopted in the study.
Chapter four concentrate on the data collection and analysis and presentation of finding.
Chapter five gives summary, conclusion, and recommendations made of the study.
