THE EFFECTIVENESS OF IMPROVISED APPARATUS AND EQUIPMENTS IN
INTEGRATED SCIENCE LABORATORIES FOR PRACTICAL TEACHING
CHAPTER ONE
1.1
INTRODUCTION
One of the most cited problems of Integrated Science teaching in schools has been the
lack of adequate science teaching materials. This occurs as a result of the inability of schools to
meet the cost of these materials due to insufficient funds to purchase all the necessary
equipments and apparatus needed for science teaching. Also schools where materials and
equipments are available still encounter the problem of insufficiency of these materials due to the
increase enrolment of students into those schools.
Perhaps, this explains why science educators like Adebimpe (1997), Nsofor (2001),
Onwioduiokit and Akinbobola (2005) suggested improvisation of materials for Integrated
Science teaching and learning. Improvisation or Substituting Integrated Science materials are
clearly an effort towards cost reduction in Integrated Science teaching. It involves teachers
making use of available materials as substitute for laboratory equipments where necessary.
Students are equally involved as much as possible in the production. Thus, the concepts of
improvisation in science teaching as come and stay with us. Mboto, Ndem and Utibe abasi
(2011).
According to Balogun (1982), no matter how generous and rich an education authority
might be, they are generally not always in a position to provide their schools with all they need.
Integrated Science is a trend in Science teaching, it can be seen as the integration of the
distinct disciplines i.e. Physics, Chemistry and Biology which makes up Science and it shows
the wholeness, unity and inter relationship between them. Most of the improvised materials in
these discrete subjects will fit into that of Integrated Science.
However, substitute for some laboratory equipments varies examples of them in the
teaching of Integrated Science are listed below:1. Burner
-
candle or kerosene stove.
2. Funnels
-
plastic bottle.
3. Beaker
-
ragolis wares as substitute.
4. Prism
-
a glass of water.
5. Cylindrical container
-
Bonvita tin. Sambo (2013).
Improvisation has been able to meet the request of many schools and answer many
questions raised by scholars on what, how much to order, how to use the apparatus most
effectively and how to store conviently because they are readily around and available for our use
but the effectiveness of the improvised apparatus have not been well noted but this study will
give adequate investigation on that.
1.2
BACKGROUND OF THE STUDY
Improvisation is as old as Science itself. Pemida (2003). Let’s cast our mind back to
pioneer scientist like Isaac Newton, Faraday, Lenz, Flemining, Madame curie, just to mention a
few made their discoveries. The discoveries were made by chance and by that time there were no
sophisticated equipments in existence, they ‘make do’ with what they found in their environment
and later developed them into all various kinds of laboratory materials we have today.
The concept of improvisation has become increasingly popular in the discourse of
scientific experiments. One of the activities in science is experimentation; it provides a forum for
practicalising the theoretical knowledge gained in the classroom and for demonstrating the
psychomotor skills of a teacher and learner.
However, many students see science as abstract and irrelevant to their lives due to lack of
enaging classroom laboratory equipment. Kolawole and Oginni (2009).
In Nigeria, performance of students in science subjects has often been dismal. Kolawole
and Oginni (2009). This poor performance is partly blamed on the increasing school enrolment
without a corresponding increase in teaching equipments due to the very high cost. It is
impossible to procure adequate equipment for teaching and learning and that brings about the
wake up in the responsibilities of teachers of sciences creating substitutes for laboratory
equipments from the available materials around them.
Lyons (2001) contended that learning was a complex activity that supremely tested
student’s motivation and physical conditions. Teaching resources, teacher’s skill and curriculum
played a vital role in child’s education.
Mohammed (2013) said that students tends to remember 20% of what they hear, 40% of
what they see, 60% of what they practice and 80% of what they hear, see and practice which
makes practical the most effective tools for teachers to disseminate learning to students and the
high cost of laboratory equipments should not be an excuse because we have various substituent
available around us. The point was further corroborated by Abudullahi (1982) in Mboto et al
(2011) when he stated that scientific materials used in teaching enable the students to become
actively involved intellectually, perceptually and physically in the learning process. They are
however of the opinion that for an improvised materials to be valid, the material should provide
the desired results expected, improve lesson effectiveness and reduce to minimum the risks
associated with the usage of the equipments. Many concepts in Science are abstract in nature and
the equipments for the study of these concepts in our schools are absolutely lacking, thereby
making practical teaching of such concepts difficult and rare.
This study is therefore undertaken to fill these gaps. It would equally investigate the
effects of improvisation of materials on students learning viz- a - viz students achievement and
retention of the concepts.
1.3
STATEMENT OF THE PROBLEM
It is an open secret that a teacher is meant to impact the required stuff to his students.
However, one of the reasons for the poor quality of teacher and poor academic performance of
students in science is the inadequacy cum lack of instructional materials for demonstration and
the abstract nature of most of the concepts in sciences. The problem therefore is that students and
teachers see these concepts as difficult ones – difficult to teach and to learn. Hence, he need for
improvisation. It is therefore the problem of this study to explore how improvisation could be
used to enhance teaching and learning of Integrated Science. It would equally look at the extent
to which improvisation aids student’s retention of concepts and improve their academic
achievement in science.
1.4
PURPOSE OF THE STUDY
The purposes of this study include:
--- To determine the effect of the improvised materials on the students retention of science
concepts.
--- To investigate the effect of improvised materials on secondary school students’ mean
academic achievement in Integrated Science.
--- To determine whether there is gender disparity in achievement when science are taught with
improvised materials.
1.5
SIGNIFICANCE OF THE STUDY
The findings of this study will be of benefit to both teachers and students. It will sensitize
teachers and students of Integrated Science to maintain effectively their laboratory equipments
and to use the available materials as substitutes for non-available laboratory equipments. This is
necessary so that Integrated Science students can be exposed to relevant practical skills which
students must acquire for problem solving. It would also enhance good performance in junior
secondary school certificate examination.
The outcome of this study would provide school administrators/ school principals some
useful information or clues on possible causes and solution to student under achievement in
Integrated Science.
The findings of this study will sensitize the Integrated Science students on the importance
of laboratory work and its possible link with their overall Integrated Science achievement in
junior school certificate examination. This will make them give Integrated Science practical
lessons more attention than they may have been doing.
1.6
HYPOTHESIS
The following null hypothesis were formulated and tested at an alpha level of 0.05.
HO1: There is no statistically significant difference in the mean retention scores between students
taught with improvised materials and those taught without improvised materials.
HO2: There is no statistically significant difference in the mean achievement scores between
students taught with improvised materials and those taught without improvised materials.
HO3: There is no statistically significant difference in the mean achievement scores between the
male and female students taught with improvised materials and those taught without improvised
materials.
1.7
SCOPE OF THE STUDY
The study will investigate the effectiveness of improvised apparatus and equipments in
Integrated Science laboratories for practical teaching in selected junior secondary schools in
Abeokuta North Local Government Area of Ogunstate. It suggest ways by which teachers of
Integrated Science can improvise and make effective use of simple materials at their disposal for
practical teaching.
1.8
DEFINITION OF TERMS
IMPROVISATION: - This is the art of using local available materials as a replacement for
laboratory equipment or materials when they cannot be found within one’s reach or at one’s
disposal.
APPARATUS: - These are tools that are needed for carrying out a particular activity or task.
EFFECTIVENESS: - Producing the result that is wanted or intended.
EQUIPMENTS: - They are the instruments or materials needed for a particular purpose or
activity.
INTEGRATED SCIENCE: - This is a combination or almagated science subjects comprising
of the three cores of science subjects which are Physics, Chemistry and Biology.
LABORATORY: - This is a place or building where scientific activities are being carried out to
solve scientific problems.
PRACTICAL TEACHING: - This is a teaching method which involves manipulation of skills
and techniques and the use of concrete materials as instructional materials.