Abstract:
This study aimed to investigate the impact of improvised instructional materials on the
performance of senior high school students in biology. A sequential-exploratory mixedmethod
research design was employed, and data from four senior high schools were
conveniently selected from the Cape Coast Metropolitan Area. The sample consisted of
136 students and 16 biology teachers. Tests, questionnaires, and focused group
interviews were used to collect data for analysis. The study sought to answer three
research questions: (1) What are the views of teachers and students about the extent to
which improvised instructional materials affect students’ achievement in biology? (2)
what challenges do biology teachers face in improvising instructional materials? and
(3) what is the impact of improvised instructional materials on student achievement in
biology? SPSS software was used to organize the data into frequencies, means and
charts. The findings showed that improvised instructional materials are a key factor that
promotes academic achievement in biology. However, biology teachers face several
challenges, including monetary problems, lack of motivation, and lack of knowledge
and skills in improvisation. The study also revealed that improvised instructional
materials had a significant positive impact on students' learning outcomes (p-value =
0.00). Overall, the study highlights the importance of improvised instructional materials
in enhancing students' academic achievement in biology, and the need for biology
teachers to be adequately equipped with the necessary knowledge and skills to
improvise instructional material.
Description:
A Dissertation in the Department of Science Education, Faculty of Science Education, Submitted to the School of Graduate Studies, in partial fulfilment
of the requirements for the award of the degree of Master of Philosophy (Science Education) in the University of Education, Winneba
APRIL, 2023