UNIVERSITY OF EDUCATION, WINNEBA
DEPARTMENT OF SCIENCE EDUCATION
INVESTIGATING THE USE OF IMPROVISED INSTRUCTIONAL MATERIALS IN
TEACHING ACIDS AND BASES CONCEPTS AMONG DIPLOMA IN BASIC
EDUCATION ONE STUDENTS IN ENCHI COLLEGE OF EDUCATION
JOSEPH PARKER
2011
UNIVERSITY OF EDUCATION, WINNEBA
DEPARTMENT OF SCIENCE EDUCATION
INVESTIGATING THE USE OF IMPROVISED INSTRUCTIONAL MATERIALS IN
TEACHING ACIDS AND BASES CONCEPTS AMONG DIPLOMA IN BASIC
EDUCATION ONE STUDENTS IN ENCHI COLLEGE OF EDUCATION
BY
JOSEPH PARKER
AUGUST, 2011
UNIVERSITY OF EDUCATION, WINNEBA
DEPARTMENT OF SCIENCE EDUCATION
INVESTIGATING THE USE OF IMPROVISED INSTRUCTIONAL MATERIALS IN
TEACHING ACIDS AND BASES CONCEPTS AMONG DIPLOMA IN BASIC
EDUCATION ONE STUDENTS IN ENCHI COLLEGE OF EDUCATION
BY
JOSEPH PARKER
(7090130386)
Dissertation submitted to the Department of Science Education, Faculty of Science
Education, to the School of Graduate Studies, University of Education, Winneba, in partial
fulfilment of the requirements for the award of a MASTER OF EDUCATION DEGREE in
Science Education of the UNIVERSITY OF EDUCATION, WINNEBA.
August, 2011
DECLARATION
Candidate’s Declaration
I, Joseph Parker, declare that this dissertation, with the exception of quotations and
references contained in published works which have all, to the best of my knowledge, been
identified and acknowledged, is entirely my own original work, and it has not been
submitted, either in part or in whole, to any institution anywhere for the award of another
degree.
………………………
Date………………….
(Joseph Parker)
Supervisor’s Declaration
I hereby declare that the preparation and presentation of this dissertation was supervised in
accordance with the guidelines on supervision of dissertations laid down by the University
of Education, Winneba.
……………………
Dr. K. D. Taale
(Supervisor)
Date………………………
ACKNOWLEDGEMENT
First and foremost, I would like to express my deepest appreciation to my
supervisor, Dr. K. D. Taale for his valuable constructive and insightful comments which
made the accomplishment of this dissertation come to a successful end. My special thanks
are extended to Dr. J.K. Eminah for taking his time to read through this script. I am most
grateful to him. I am also indebted to Mr. Desmond Tandoh of Enchi College Education for
the provision of the map of Western Region to make this work complete.
Moreover, I wish to express my sincere indebtedness to my parents, Mr. and Mrs.
Parker; and to my wife Sarah Armoh. Their concern, understanding and encouragements are
an integral part of this work.
Lastly, I would like to forward my earnest thanks to respondents for their
willingness to participate in the study and Samuel Nartey for reading through the script.
DEDICATION
To my beloved daughter, Antoinette Parker, I dedicate this work.
ABSTRACT
The primary objective of the study was to investigate the effectiveness of the use of
improvised instructional materials in teaching acids-bases concepts in Enchi College of
Education. The principal issues on which the study focused are the usefulness of improvised
instructional materials.
The framework outlined the preparation of three (3) major acids and two (2) bases
that can be improvised and the criteria that can be used in improvising them. The study was
an action research which aimed at identifying a problem and putting down the appropriate
interventional strategies to solve the identified problem.
The population for the study consisted of Diploma in Basic Education one students,
four (4) science teachers and one (1) administrator. Data was gathered through the use of
questionnaires and test items. The results of the study indicated that improvised
instructional materials produce the same learning effect as compared to the originally
produced instructional materials.
TABLE OF CONTENT
CONTENT
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ACKNOWLEDGEMENTS ….
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DEDICATION
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Significance of the study …. …..
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Research Questions ….
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LIST OF FIGURES ….
CHAPTER ONE
INTRODUCTION
Background to the study ….
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Statement of the problem
Purpose of the study
Delimitation of the study
Limitation of the study
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Organization of the study ….
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CHAPTER TWO: LITERATURE REVIEW
Improvised materials
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Instructional materials that can be improvised for teaching acids and bases …
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Production of improvised acids and bases for teaching acids and bases
concepts
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The concept of attitude towards the production of improvised materials
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Problems faced by science teachers when improvising instructional
materials
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CHAPTER THREE: METHODOLOGY
Study area ….
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Research design …. ……
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Research population ….
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Sample and sampling procedure ….
Research Instrument
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Validity and reliability of the instrument ….
Reliability ….
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Data collection procedure
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Pre-intervention ….
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Intervention ….
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Post-intervention ….
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SECTION TWO: RESPONSES TO THE RESEARCH QUESTIONS…. ….
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Research Question One: What are improvised materials? ….
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Summary….
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CHAPTER FOUR: RESULTS AND DISCUSSIONS
SECTION ONE: BIODATA ….
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Research Question Two: What instructional materials can be improvised
by teachers during teaching of acids and bases? ….
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Research Question Three: What are the attitudes of science teachers towards
the production of improvised materials? ….
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Research Question Four: What problems are faced by science teachers
when improvising instructional materials? ….
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CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary ….
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Findings
Conclusion
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Recommendations
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Suggestions for further studies
REFERENCES ….
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APPENDICES
Appendix A: Questionnaire for Vice Principal (Academic) ….
Appendix B: Questionnaire for science teachers ….
Appendix C: Questionnaire for students ….
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LIST OF TABLES
1. Scores obtained after using original instructional materials to teach acids
and bases….
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2. Scores obtained after using improvised instructional materials to teach acids and
bases….
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3. Scores obtained from assessment of students after the use of both original
instructional materials and improvised instructional materials to teach acids and
bases ….
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Gender information of students ….
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Age distribution of the students
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The programme offered by students at senior high school …
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Grade obtained by students at the end of senior high school education … …
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8.
Views of science teachers on the meaning of improvised instructional materials. 42
9.
Views of students on the preparation of improvised instructional materials …
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10. Instructional materials that can be improvised by teachers during teaching of acids
and bases ….
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47
11. Views of students on instructional materials that can be improvised by teachers
during teaching of acids and bases ….
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49
12. Views of Vice Principal (Academic) on the attitudes of science teachers
towards the production of improvised materials
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13. Views of science teachers towards the production of improvised materials …
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14. Views of students on the attitude of science teachers towards the production of
improvised materials ….
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58
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15. Views of science teachers on problems they faced when improvising
instructional materials ….
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16. Views of students on the problems faced by science teachers when improvising
instructional materials ….
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70
LIST OF FIGURES
1. Map of Western Region indicating Aowin-Suaman District …
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5. Grade obtained by students at the end of senior high school education
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2. Pie chart on Gender distribution in first year
3. Age distribution of the students
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Programme offered by students at senior high school
6. Views of science teachers on whether discarded materials can be used for
improvisation …
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Views of science teachers on whether improvise materials can be obtained
from the local environment …
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44
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Belief that in the absence of original materials you can improvised
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Production of instructional materials from the locally available materials ….
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10. Views of science teachers whether orange juice can serve as an acid
11. Ash solution can be used as improvised base …
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13. Production of acid-base indicators using coloured flowers …
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12. Views of students on the use of tomatoes juice as an acid
14. Views of on production of instructional materials by science teachers
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15. View of science teachers on the production of improvised instructional materials
with students …
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16. Production of Instructional materials in collaboration with colleagues
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17. Production of improvised instructional materials to generate money for
the college
18. Science teachers use teaching and learning materials in classroom often
19. Things around us can be used for improvisation
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20. Science teachers come to classroom with improvised instructional materials …
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21. Science teachers prepare improvised instructional materials by themselves…
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22. Production of improvised materials to generate money for the college
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23. Preparation of improvised instructional materials by students
24. Science teachers engaged all the students during the preparation of improvised
instructional materials …
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25. Production of instructional materials from a resource centre
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26. Science teachers get financial assistance from the administration when improvising
instructional materials
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27. Science teachers buy improvised instructional materials from local
craftsmen
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28. Students assist science teachers during the collection of materials from the
environment ….
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29. Students assist science teachers in the preparation of improvised instructional
materials
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30. Views from students on the organization of field trip for materials collection by
science teachers
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CHAPTER ONE
INTRODUCTION
Overview
This chapter presents the background of the study, including the statement of the
problem, the purpose of the study, and the research questions that guided the study. Again,
it looks at the educational significance, limitations and organization of the study.
Background to the study
Science education imparts a method of inquiry and a systematic way of processing
knowledge about the physical world to the learners. For this reason, science education
provides part of the foundation for any knowledge-based effort to improve health, nutrition,
family planning, environmental, agriculture, and industry.
Science education has two broad purposes. The first purpose is to promote scientific
literacy among citizens on matters directly affecting their own lives and the society so that
they can make decisions based on information and understanding. This is essential for the
sustainable development of a modern, technological society. The second purpose is to build
up technological capability by equipping the future workforce with essential science-based
knowledge and skills, and by preparing students for scientific disciplines in higher
education and science-related careers. Given the potential benefits, the provision of quality
science education to all children will have far reaching consequences on a country's
development prospect.
Practical activities in science education are regarded as one of the necessary
elements to promote understanding of scientific principles. To accomplish this goal, the
equipment and experiment have to be carefully selected to give students the relevant
experiences that they may need. The understanding is enhanced if the examples are coming
from the daily life of the students.
Provision of relevant equipment is a necessary, but not sufficient condition for
successful science teaching. Other factors such as pre-service and in-service teacher
training, technical and educational suitability of equipment, distribution, maintenance and
supply of consumable instructional materials influence the quality of practical activities.
School environment has been described as an organization where resources are
produced, managed and organized in such a way that enables the students to acquire
desirable learning competencies. The process of managing and organizing resources is
called resource utilization. The utilization of resources in teaching brings about fruitful
learning because it stimulates students’ sense as well as motivating them.
Denyer (1998) in his study on science games in national curriculum in the United
Kingdom reported that games when used as a resource enable less able children to stay on
task and remain motivated for longer period. One of the problems confronting science
teachers in developing countries, like Ghana, is lack of materials for teaching and lack of
money to acquire desirable materials. There is a general genuine problem in teaching
science in developing countries and that resourceful teachers need to look for alternatives
that can help them carry on with their work (Bajah, 1991; Gbamanja, 1998; Loko, 1998).
Many candidates entering the teaching field cite their love for children and their
desire to make a difference as their primary motivation. As soon as they are confronted with
the reality of the teaching experience and the challenge of little or no support from the
primary stakeholders from whom they should expect support, they quickly forget that
investing in the children is their primary motivation. A clear focus on the primary
motivation for entering teaching should undoubtedly compel committed teachers to become
resourceful in the midst of little or no support. Such teachers should explore all possible
resources, materials and equipment that would enable them to carry on with their primary
task of teaching and creating learning for their beloved students. In the absence of ideal
resources, the teachers would improvise.
Science as a field of the study has a controlling influence over people’s life. The
study of science enables humans to understand the nature and things around them. Despite
the role of science as a discipline in the curriculum in Ghanaian schools, students have
difficulty in answering some questions relating to some science concepts. For instance,
students were not able to respond to some questions the researcher posed after treating acids
and bases concepts with them. They were not able to state the colour of litmus paper in acid
and base, cite examples of acids and bases and state the local substitutes of acids and bases
during the evaluation stage after the researcher had taught acids and bases.
The issue pertinent to this research is the need for students learning science in
developing countries to begin to see science as an everyday practical reality, not just as a set
of scientific procedures and activities with no relationship to real life.
Students often tend to see science as difficult to understand and its main ideas as an abstract
and remote from everyday life experiences (Braud, 1999). This means that more should be
done to make science friendlier and more real to them.
Despite the role of science as a discipline in the people’s life in our societies, students still
do not have interest in the study of science. Statistics of students’ performance in science
from junior high school through senior high school, colleges of education and up to the
university level are low indicating that students interest in the studying of science are low.
For instance the statistics of the students admitted into Enchi College of Education in
2008/2009 academic year indicated that 160 out of 175 students admitted had grade E in
integrated science. Probably lack of students’ interest in science may be as a result of
science teachers’ inability and lack of interest in the improvisation of instructional
materials.
Research has shown that effective use of instructional materials arouse students’
interest (Agwagah, 1999; Uzoegwu, 2001). It is therefore expected that in the absence of the
commercially made instructional materials for the teaching and learning of science, teachers
should improvise. Ezegbe (1999) emphasized the importance of the use of the objects or
materials in our environment in achieving set objectives.
The importance of instructional materials in the teaching and learning process
cannot be over-emphasized; hence they make teaching and learning more lively, meaningful
and understandable. In support of the above fact, Uzoegwu (2001) maintained that teachers
should employ instructional materials in their teaching in order to make sure that teaching is
more permanent in the minds of the learners.
Agwagah (1999) rightly noted that instructional materials, if used effectively can arouse
interest, foster stimulation, self activities, increase retention ability, make the subject matter
relevant to life and lessen the burden of teaching. In spite of the emphasis on the use of
instructional materials in the teaching and learning process, research has shown that science
tutors in some Colleges of Education teach without the use of instructional materials like
acid-base indicators, acids, bases, microscope, etc. for the simple fact that they are not
available in Colleges of Education.
Ugwu and Ogbu (1998) and Asadu and Ameh (2002) noted that lack of instructional
materials is one of the major constraints in the teaching and learning of science in postsecondary schools. This problem can be attributed to a number of factors such as the
laissez-faire attitude of some science teachers, insufficient knowledge on the skills and
strategies for improvisation as a result of disruption in the academic programmes and lack
of financial support from the administrators to encourage teachers improve needed
materials.
It is against this background, therefore, that the researcher is interested in identifying
some appropriate improvised instructional materials for the teaching acids and bases so as
to arouse students’ interest and enhance their performance in the study of acids and bases in
science. It is also of interest to the researcher to identify problems teachers encounter in the
improvisation of instructional materials.
Statement of the problem
There are varieties of resources which the science teacher can use to enrich learning.
Some of these resources are metre rules, measuring tapes, rain gauge, indicators, beam
balance, acids, bases, and measuring cylinders. These resources should be provided in
quality and quantity in the classroom for effective teaching-learning process (Umeoduagu,
2000). The inadequacy of teaching material resources, laboratory equipment, reagents and
chemicals has been of serious concern to science educators of which science tutors in Enchi
College of Education is of no exception. Many Colleges of Education in Ghana, with the
exception of some selected colleges for science programmes, lack many instructional
materials for teaching and learning of science and Enchi College of Education falls into this
category.
“Acids” and “bases” are topics in science that run through junior high school, senior
high school, colleges of education, and the syllabuses of the universities in Ghana. Students’
inability to understand the associated subject matter at the college of education level will
make these teacher trainees handicapped in teaching it at the lower levels of the educational
ladder.
Science tutors in Enchi College of Education find it difficult to teach acids-bases
concepts as a result of inadequate instructional materials. This inadequacy affects the
students’ academic performance negatively. This came to light when Diploma in Basic
Education One students were tested by the researcher through a short quiz after the students
have been taught acids and bases. The students were not able to state the effects of acids and
bases on litmus paper as demanded by the researcher.
Again, the majority of the students were not able to state some of the sources of organic
acids. This shows that the students lack some fundamental knowledge related to acids and
bases. Also, Chief Examiner’s report for 2009 in science released to the college by
University of Cape Coast indicated that, students nation-wide who attempted answering
questions relating to acids and bases interchanged the examples of inorganic and organic
acids. For this reason, the researcher undertook this action research to explore the use of
improvised materials in the teaching and learning of acids and bases.
Purpose of the study
Improvisation in the context of this study means the local instructional materials within the
environment that are useful in the teaching and learning process (Ehikioya, 1998). It is the
act of providing relevant local materials for instruction by the teacher or the students, when
commercially made instructional materials are not readily available.
The main purpose of the study was to use improvised instructional materials to teach
acids and bases’ concepts to students in Enchi College of Education to overcome learning
difficulty on acids and bases concepts.
Significance of the study
The researcher finds interest in identifying some appropriate improvised instructional
materials for the teaching of acids- bases concepts in science so as to improve students’
interest in the study of acids and bases in Enchi College of Education.
It would also interest the researcher to identify problems teachers’ encounter in the
improvisation of instructional materials.
The study would again be used to help enhance the understanding of acids and bases
concepts. The study would help to reveal the attitudes of science teachers towards
improvisation.
Research Questions
The following research questions guided the study.
1. What is meant by improvised materials?
2. What instructional materials can be improvised by teachers during teaching of acids
and bases at Enchi College of Education?
3. What are the attitudes of science teachers towards the production of improvised
materials at Enchi College of Education?
4. What problems are faced by science teachers when improvising instructional
materials at Enchi College of Education?
Delimitation of the study
The use of improvised instructional materials in teaching some science concepts is
an issue that needs to be addressed in Enchi College of Education. The study was supposed
to have covered the entire students in the college and all “acids-base”; however, the study
was restricted to diploma in basic education one students in Enchi College of Education and
also the sources and the properties of acids and bases to enhance effective and intensive
research because the topic “acids-bases” concepts which the researcher intend to use
improvised instructional materials to enhance its understanding is found in diploma in basic
education syllabus.
Limitation of the study
Any research would not be free from problems. Thus in the course of this study, the
most challenging and facing problems were;
 very few respondents were not willing to give reliable information demanded
by the research questionnaire. Since some respondents discussed the
questions before answering the questionnaire.
 absence of very few samples at the time of interventional period.
Organization of the study
The study has been divided into five chapters. Following this chapter is the second
chapter which deals with the review of related literature.
Chapter Three outlines the methodology of the study while the fourth chapter presents the
results and discussions of the study, and the fifth chapter, conclusions and recommendations
of the study.
CHAPTER TWO
LITERATURE REVIEW
This chapter reviews the literature with emphasis on the meaning, advantages and
disadvantages of improvised materials, instructional materials that can improvised when
teaching acids and bases, teachers’ attitude towards the
production of improvised
instructional materials and the problems science teachers face when improvising science
instructional materials.
Improvised materials
Improvised materials are materials that are used in the absence of the real, original
or delicate objects to bring about the same learning effect that the real or complicated
materials would have brought. These materials can be invented or produced from readily
available materials within the environment. A critical characteristic of a good basic school
science programme is that the children are given the chance to experiment and to carry out
their investigation.
Science instructional materials or equipment are essential, therefore they are needed
by teachers to demonstrate and undertake co-operative investigation. Hence science
equipment can be improvised from inexpensive materials from the locality in the absence of
the original materials. The use of locally produced instructional materials in the teaching
learning situation has many advantages. Some of the advantages according to Arhin and
Asimah (2006) include the fact that;
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They are cheaper to produce or buy because the raw materials are obtained from
local sources.
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They can present objects and models in either two or three dimensional views.
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They can be used to teach large classes.
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They encourage class participation since majority of the raw materials can be
sourced by the students themselves.
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They motivate learners through participatory activities during production.
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They also arouse the interest of the learners because they are made from raw
materials they see daily in their environment.
A very vital opportunity of using improvised materials for experiments is that, it enables
children to participate fully in the actual construction of the apparatus and gives them ideas
about how such materials work. By using improvised materials in teaching brings home and
clarifies unfamiliar concepts and principles of science to students.
Concern about loss, breakages and repairs are minimized because instructional materials are
made locally using materials commonly found in the environment. It helps in the acquisition
of appropriate manipulative skills since improvised materials can easily be replaced or
repaired when damaged. More so, when science teachers improvise instructional materials
for their teaching, their potentials are developed.
Some of the disadvantages associated with improvised instructional materials
according to Arhin and Asimah (2006) include the fact that:

They may be expensive so there may not be enough for the lesson.

Available materials may not be suitable or appropriate for the lesson.

Learning could be boring or frustrating when the materials are not giving the
expected results.
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Improvised materials from the environment may be dangerous and therefore not
acceptable to the learners.

Improvised materials bring about lowering of standards.
The method of teaching science requires every science teacher to provide enough materials
in the teaching of science to enable students to learn by using all their senses, since children
have different needs that need to be satisfied equally.
Therefore, where the schools are isolated or inaccessible, instructional materials can be
improvised to enhance science teaching and learning.
Instructional materials that can be improvised for teaching acids and bases
Scientific literacy of the population is a necessary condition for fast technological,
environmentally sound development in a country. To achieve this, science education must
be available to all. The main role of science education in the education system in Ghana is
to produce informed citizens, rather than new scientists. The prevalent opinion among
science educators and scientists is that practical work in science education increase
comprehension for scientific principles and their application in the real world. Modern
teaching methods in particular emphasize “learning by doing” and “hands-on approaches”.
For practical work in science teaching, some specialized equipment and facilities are
needed, which in many developing countries are rarely available.
Practical work holds a central place in the teaching of science. The intended purposes of the
use of hands-on practical activities include: development of scientific concepts and
provision of opportunities for investigations. In addition, experiences gained from practical
activities are important in motivating students and developing attitudes such as curiosity,
objectivity and willingness to evaluate evidence.
In colleges of education in Ghana, the three main science subjects: chemistry,
biology and physics require their own equipment and materials. The amount of practical
work in science classes, the availability of equipment and consumable materials are
important concerns for science teachers.
Arhin and Asimah (2006) noted that wood ash, dry cocoa pods, dry cassava peels, lime
juice, vinegar, palm wine, tomato juice are some of the instructional materials that can be
used for teaching acids and bases concepts.
The production of improvised instructional materials had undergone several reviews and
processes by experts from various fields of studies and have developed and produced in line
with the needs of their area of specialization and resources available in their locality.
In the area of science specifically, citric acid, lactic acid, ascorbic acid, potassium
hydroxide, and calcium hydroxide can be improvised from locally available materials to
teach acids and bases.
Production of improvised acids and bases for teaching acids and bases concepts
Arhin and Asimah (2006) have enumerated procedures that need to be followed
when science teachers want to improvise citric acid, lactic acid, ascorbic acid,
potassium hydroxide, calcium hydroxide from locally available materials to teach acids and
bases concepts.
Production of improvised citric acid
Collect about ten (10) lime juice or lemon juice or orange juice (citrus fruits) and wash the
fruits with water. Cut each fruit into two parts and squeeze each fruit to extract the juice into
a beaker. Filter the extracted citrus juice using a piece of cloth or cotton wool and a funnel
to get required acid for science activities.
Production of improvised ascorbic acid
Collect about ten (10) big tomatoes fruits and wash the fruits with water. The fruits are then
cut into two parts and squeeze each fruit to extract the juice into a beaker.
Filter the extracted citrus juice using a piece of cloth or cotton wool and a funnel to get
required acid for science activities.
Production of improvised lactic acid
Open a tin of milk and leave it overnight. The milk would be converted into lactic acid.
Potassium hydroxide and calcium hydroxide are some of the bases that can be
improvised for teaching acids and bases concepts.
Production of improvised potassium hydroxide
Burn either dry cassava peels or dry plantain peels or dry cocoa pods into ash and put the
ash into a beaker and add water to it. Stir the mixture very well and filter the mixture by
using a piece of cloth or cotton wool and a funnel to get the base for science activities.
Production of improvised calcium hydroxide
Collect quick lime which is used for white washing buildings. Put five (5) spoonful of
powdered quick lime into a bottle and add 100ml of water to it. Stir the mixture for some
time and allow the mixture to settle. Decant or pour the clear liquid which is the calcium
hydroxide for science activities.
The concept of attitude towards the production of improvised materials
Teacher attitude was defined as expectation of a positive or negative outcome of
using improvisation in the classroom based on their perception of how the academic and
social community would respond to improvisation in the curriculum. The attitude scale of
the survey was designed to measure the participant’s anticipation of a positive or negative
consequence as a result of success in completing the task (Fennema & Sherman, 1976;
Wehr-Flowers, 2006). Attitude was included because teacher attitude toward the subject
matter influences what is taught, how it is taught, and who is expected to be able to learn it
(Darling-Hammond, 2005). Social perspectives of the aims of education in regard to
subject matter often affect what and how teachers choose to teach (Kelly, 2009).
Therefore, the ways teachers perceive improvisation valued in their social context in
addition to their own value of it may influence their attitude.
In addition to social consequences, teacher perspectives about who is capable of
learning using improvisation may influence their attitude. According to Goldstaub (1996)
and Hamann and Gillespie (2009), improvisation is a teaching tool that can be accessible to
teachers from many backgrounds. However, Goldstaub (1996) also observed that some
teachers see improvisation as something that people either do or do not do. Therefore,
attitude is the teacher’s expectation of a positive or negative outcome based on social
acceptance and student achievement.
The definition of improvisation presented in this research provides a framework for the
survey questions that were used to gather data for this study.
Also attitude gave some
insight into teacher perceptions of cultural and personal expectations
A multiple case study by Burnard (2000) found that children’s concepts about
improvisation were influenced by their teachers’ concepts of improvisation. The way a
teacher values and perceives improvisation will influence the ways students view
improvisatory experiences. Eventually, students should develop their own understanding by
using improvised materials during teaching and learning process. In reference to the
importance of using improvisation in science education, when a teacher provides students
with the readiness and skills to create and improvise their own materials, science literacy
becomes the property of the students themselves, and this should represent the ultimate goal
of all science teachers. Until students have formed personal experiences and understanding
of improvisation, their concepts will most likely be based on their teachers’ values.
On one hand, concern about the difficulty and appropriateness of using improvisation may
influence teachers’ value. On the other, the merit of improvisation in sequential learning
could contribute to positive teacher attitude.
Several articles have been published in support of using improvisation as a teaching
tool. The teaching of form, scales, modes, chords, nomenclature, instrumental and vocal
technique, ear training, rhythm, articulation, forward motion, theory, melodic construction
and development, and style all can be approached through the use of improvisation. The
value of improvisation is apparent. However, little research and writing has been done
recently to describe the attitudes of teachers regarding the successfulness of using
improvisation as a teaching tool, especially in schools where the real teaching materials are
not available.
Educators are challenged to learn while teaching when a relatively unfamiliar
concept is introduced as a teaching strategy. According to Sherin (2002), the attitude a
teacher has when approaching a new device may influence the success of the tool’s
incorporation. In her study, Sherin (2002) described the way teachers approached content
knowledge and pedagogical knowledge in mathematics education reform. She found that
teachers’ development in pedagogical content knowledge was paired with student learning.
When teachers were challenged to incorporate new materials, develop adaptive
teaching styles, and direct student-centered instruction, they learned to formally consider
what pedagogical devices would best fit a situation. As new pedagogical ideas are
developed and tried, teachers who have open, willing attitudes towards learning and
adjusting content and pedagogical knowledge may be more successful. Potentially, teachers
can gain as much
science and pedagogical growth as students from using improvisation as a teaching tool, but
attitude may be a factor in teachers’ capacity to adaptation.
A teacher’s attitude will have an effect on what and how curriculum is used in the
classroom (Darling-Hammond, 2005). Though moving away from tradition and personal
experience may be challenging, teachers are in a position to accept and teach new values,
such as creativity (Azzara, 1999; Riveire, 2006). Teachers need to be involved and
supportive if students are to learn and use improvisation (Aaron, 1980; Baker, 1980).
Below are some of the factors that militate against teachers’ attitude towards improvisation
according to Arhin and Asimah (2006).
 The innovativeness on the part of teachers could affect science teachers’ attitudes
either positively or negatively in the production of improvised materials. Some
teachers are rigid that they cannot come out with any artifact on their own in place
of the unavailable teaching and learning instructional materials. And such teachers
are not resourceful and lack creative thinking which makes them feel lazy in
producing improvised instructional materials to enhance his or her teaching.
 Some teachers think that the materials that could be used to produce improvised
instructional materials are difficult to come by. That is, materials which could be
used for the production of improvised instructional materials could not be found in
the local scene.
 Some science teachers are of the view that, the use of improvised instructional
materials during teaching and learning process brings about lowers of standards of
science.
 Some science teachers also feel reluctant in producing improvised instructional
materials with the idea that, improvised materials would make learners not to be
abreast with the use of modern equipment.
 The production of improvised materials increases the work load on teachers.
Therefore to produce an instructional improvised material instead of using original
material; one would spend more time outside the set time frame and also extra work
which needs extra attention and money.
Problems faced by science teachers when improvising instructional materials
There appears to be a lack of organized improvisation instruction in science classes.
Teachers do not seem to be making class time available for students to participate in
creative, improvisatory activities (Azzara, 1999; Barkley, 2006). Science education has
been criticized for over-emphasizing science literacy and neglecting creativity since the
onset of education in Ghana. The problem persists today. Even when teachers attempt to use
improvised materials in their lessons, particularly at the lower levels of educational system,
improvisation may be used “superficially and unsystematically” because teachers are
unaware of the ways improvisation can be used effectively.
Authors in the field suggest a few reasons improvisation has not been implemented
as effectively as possible. According to Riveire (2006), improvisation may be sacrificed due
to shortages of resources, including time, money, and lack of teacher experience in
improvisation.
But in preparing children to live in an increasingly technological,
manufactured, and depersonalizing world, it is imperative that science teachers make the
time and effort to enrich children's lives. Teachers can be the ones to expand children future
through aesthetic awareness and creative thinking. This is a weighty responsibility, true; but
it is, after all, what teaching is all about. Purposeful improvisation offers one of the richest
sources for its fulfillment.
Though teachers must consider the amount of class time available while planning
the scope of curriculum, improvisation is a skill that can contribute uniquely to a student’s
learning experience and creative thinking.
The secondary reason teachers may not incorporate improvisation is lack of personal
experience (Riveire, 2006). As teachers emulate the methods used in their own education,
lack of improvisation in their training may discourage them from using it (Riveire, 2006;
Volz, 2005). When a teacher is fearful, lacks confidence, or does not value the use of
improvised materials based on previous experiences, there is a higher likelihood it would
not be included in his or her instruction.
When the resources needed to produce improvised instructional materials are
difficult to come by, teacher would not bother to improvise. In producing improvised
instructional materials some teachers find it difficult in locating the necessary or readily
available materials in the local environment. For example, in construction of pin-hole
camera it is difficult to get tracing paper for its construction.
Lack of technical know-how and creativity is another setback that hinders the
production of improvised science instructional materials. That is many science teachers lack
knowledge or idea in producing improvised instructional materials, hence would not
improvise in the absence of the original materials.
Financial constraints also impede the production of improvised instructional
materials. Some of the materials needed in producing improvised materials needs to be
purchased and are very expensive for science teachers to afford. For example, materials like
lenses, PVC pipes in the construction of an improvised astronomical telescope are very
expensive.
Getting assistance from the locality is another factor that prevents some science teachers
from producing improvised instructional materials. In making improvised instructional
materials it the duty of teacher to seek assistance or consult resource persons like
carpenters, blacksmiths, goldsmiths, etc., which sometimes is difficult in reaching or getting
such personnel in the environment.
In going round to gather materials and information in the environment to produce
the improvised instructional materials, much time is spent than buying the readymade ones
and this prevents science teachers from producing improvised materials.
The class size can also deter science teachers from producing the materials. Thus if
the class size is so large, the production of the improvised instructional materials could be
of great challenge to science teachers because a large number of improvised instructional
materials need to be produced thereby deterring some teachers from producing it.
Some science teachers see improvisation to be an extra duty for them. Some teachers
think their work is to go to the classroom to teach. For this reason, they tend to ignore
improvisational activity with the notion that it is not part of their work.
As students’ improvisation skills develop, it gives them opportunities to improvise
on their own. They will like it, and their parents will have fun seeing and hearing their
children create their own science improvised equipment. Learning to improvise is a process
that should begin coincidentally with technical training. Students should be encouraged to
perform their improvisations and find enjoyment in creating their own science improvised
materials.
In conclusion, the chapter discusses the literature reviewed by experts in different
fields of study relating to the subject under study as well as the researchers’ view on the
topic. The discussion was based on the meaning of improvised instructional materials, its
importance and demerits. The chapter discussed the production of some improvised acidsbases materials that can be used in teaching acids-bases’ concepts. Again, the attitude of
some science teachers and some challenges faced by some teachers when improvising were
also discussed.
CHAPTER THREE
METHODOLOGY
Improvisation in the context of this study means the production of local instructional
materials within the environment that are useful in the teaching and learning process
(Ehikioya, 1998). It is the act of providing relevant local materials for instruction by the
teacher or the students, when commercially made instructional materials are not readily
available.
The main purpose of the study was to use improvised instructional materials to teach acids
and bases’ concepts to students in Enchi College of Education to overcome learning
difficulties on acids and bases concepts.
This chapter discusses the research methodology that was employed for the study.
This includes the study context, research design, population, sample and sampling
techniques, research instrument, research procedure, method of data analysis, validity and
reliability of the instrument used for data collection, pre-intervention, intervention design,
post-intervention and summary of the chapter.
Study area
The study was conducted in Enchi College of Education in the Aowin-Suaman
District. Aowin-Suaman District is located in the mid-western part of the Western Region of
Ghana. (See Fig. 1). It has its capital at Enchi where the College is situated. The district
shares a common boundary with Wassa-Amenfi- West District in the east, the Jomoro
District in the south, La Cote D’Ivoire in the west and Juaboso and Sefwi Wiawso District
in
the north. With a total land area of 2727.8 square kilometers, the District has a population of
119,133. Aowin-Suaman District is one of leading producers of cocoa in the country. The
output of the district for the 2003-2004 cocoa season was 71,901 metric tonnes. Cassava is
the major food crop grown in the district. A report by the Ministry of Food and Agriculture
(MOFA) indicates that production levels increased from 59,296 metric tonnes in 1996 to
113593 metric in tonnes 2001.The district has two public senior high schools. None of the
schools is well endowed in terms of infrastructure and science equipment.
Figure 1:Map of Western Region indicating Aowin-Suaman District
Source: Aowin-Suaman District Assembly Brochure, 2006
Research design
The study sought to investigate the strength of the use of improvised instructional
materials in science. The researcher adopted an action research to carry out the
investigation. According to Alhassan (2006), an action research is a problem solving
research devoted to the solution of an immediate problem in a given situation. In other
words, action research is a research directed to find ways of solving practical problems of
practitioners. An action research again, fosters an informed decision-making and systematic
problem solving among practitioners. The process of this study involves identifying a
problem in the College, putting down appropriate intervention to solve the problem.
Action research has thus been found as useful for executing this study which aims
at using improvised instructional materials to help Diploma in Basic Education one students
to overcome difficulty they have in learning acids-bases concepts at Enchi College of
Education.
Research population
Enchi College of Education has three year groups of students; year one, two and year three.
Each year group consist of five (5) classes; A, B, C, D and E with thirty five (35) students in
a class constituting a total of five hundred (525) students in the college. The third year
students are on out-segment programme for one year teaching practice. The staff strength of
the college is sixty (60) comprising of thirty-three (33) teaching and twenty-seven nonteaching staff.
The target population was all Diploma in Basic Education One students in Enchi College of
Education. Four (4) science teachers and one (1) administrator were also sampled to ensure
the effectiveness of the study since teachers are the implementers of any educational policy.
Sample and sampling procedure
The researcher chose the first year students for the study because he teaches science
in first year. As stated in the population above, the first year students form 29.91% (175) of
the total population. Out of these students, sixty (60) were females and one hundred and
fifteen (115) males. Also four (4) science teachers and one (1) administrator were included
to ensure the effectiveness of the study.
Research Instrument
Data collection was in three phases and in both phases, questionnaire and test were
employed. Questionnaire is the most widely used instrument for data collection.
Asabere-Ameyaw and Haruna (2007) cited a number of advantages of questionnaire as
relatively economical and sample can be obtained from a wide area. They also said that,
questions of the questionnaire are standardized and anonymity of respondents is assured.
And finally, respondents complete questionnaire items at their leisure so responses are
carefully provided.
They also stated some weakness of questionnaires as poor recovery rate. That is
individual respondents are tempted not to complete and return the questionnaire or
questionnaire items could be responded to wrongly because respondents may not
understand them or respondents’ views could be influenced by others if the items are
discussed with them when completing the questionnaire.
Outweighing the merit and demerit of the questionnaire and other research instruments, the
sample size and the time available for the research, the researcher is of the view that
adopting questionnaire as an instrument for the study would be appropriate.
A
questionnaire of thirty-five (35) items was employed from the research questions stated.
The respondents were to place a tick (√) in a box of their choice. The first phase of the
questionnaire which was meant for the Vice Principal Academic was made up of five (5)
items which tried to find out the instructional resource in the college and how often they
are requested by science teachers. The second phase, meant for science teachers, involved
collection of data on teachers’ attitudes and problems that faces science teachers towards the
production of improvised instructional materials was made up of ten (10) items.
The third phase or set of questionnaire was meant for the students consisting of
twenty (20) items which was sub-divided into four (4) sections, viz, A, B, C and section D.
Section “A” consisted of five (5) items which tried to find out the background of the
students. The section “B” was also made up of five (5) items questions which sought to find
out how often science teachers used instructional materials during their lesson delivery.
Section “C” consisted of five (5) items which tried to elicit from the students whether
science teachers go to class with improvised instructional materials made from locally
available materials.
Section “D” of the questionnaire sought to find out whether students are actively involved
in the production of improvised instructional materials was also made up of five (5) items
Validity and reliability of the instrument
According to Nitko (2001), validity is the soundness of the interpretations and uses
of student’s assessment results. It can also be defined as the appropriateness or correctness
of inferences, decisions, or descriptions made about individuals, groups or institutions from
test results. The validity of the instrument represents the extent to which the instrument
measures what it is intended to measure. In order to ensure the validity of data collected, six
(6) colleague teachers, including four (4) science teachers and my supervisor, scrutinized
the questionnaire items for its ambiguity and items’ non-contribution to the questionnaires’
purpose and suggestions were offered for improvement. This helped to improve the validity
of the instrument.
Reliability
Reliability is an essential characteristic of a good test, because if a test does not
measure consistency, then one could not count on the scores resulting from a particular
administration to be an accurate index of students’ achievement. The instrument developed
for the study was once again subjected to scrutiny by given it to my supervisor for another
proof reading to make sure that the questionnaire items were made clearer and
unambiguous. The length of the items were shortened and made clear so that the
respondents could read an item quickly and select a response without difficulty. Ample time
was given to respondents to complete the questionnaire. Again, the questionnaire was given
to the second year students for pilot-testing of which all anomalies detected were corrected.
Data collection procedure
The data for the study were obtained from the questionnaire the researcher
administered. Arrangement was made with teachers of the selected subject. The
questionnaires were given to the sample of the study (that is science teachers, Vice Principal
(Academic) and first year students) to complete.
The questionnaires meant for the Vice Principal (Academic) and science teachers
were given to them by the researcher to be completed in their leisure time.
Arrangement was made for students to stay in their various classrooms after classes in one
afternoon to complete the questionnaires under the researcher’s supervision to ensure that
the questionnaires were properly completed and returned. The instructions and the purpose
of the questionnaire were explained and the students were encouraged to respond to the
items objectively.
Pre-intervention
To ensure that the anticipated problem really exists, three sets of questionnaires
were devised, one for the Vice Principal (Academic), one for the science teachers and the
other one for the students. The questionnaire for science teachers and Vice Principal
(Academic) were given out and collected back in three days’ time. The questionnaire for the
students was self-administered in one afternoon after classes. All the questionnaires were
collected, scored and analysed.
Intervention
The interventional strategies adopted by the researcher after analyzing the
questionnaire was that the sampled students were taken through acids-bases concepts using
original instructional materials borrowed from nearby schools. The researcher used one
week made up of five (5) periods. Each period is compose of sixty (60) minutes. In all, tn
he researcher used three hundred (300) minutes to take the sampled population through
acids and bases concept. They were assessed at the end of the one week lesson and the
scores obtained from ten (10) test item were recorded in table one(1) below;
Table 1
Scores Obtained after using Original Instructional Materials to Teach Acids and
Bases
Number of students
Scores
2
3
11
4
21
5
49
6
40
7
35
8
15
9
2
10
175
52
Total
Again, another one week was used by the researcher to teach the same concept after two
weeks break using improvised instructional materials. Below are the scores obtained after
assessing the students
Table 2
Scores Obtained after using Improvised Instructional Materials to Teach Acids and
Bases
Total
Number of students
Scores
1
2
4
3
11
4
21
5
47
6
40
7
35
8
16
9
175
44
Table 3
Scores Obtained from Assessment of Students after the use of both Original
Instructional Materials and Improvised Instructional Materials to Teach Acids and
Bases
Scores obtained from students after using Scores obtained from students after using
original instructional materials to teach improvised
acids and bases
Mean
instructional
teach acids and bases
3
2
4
3
5
4
6
5
7
6
8
7
9
8
10
9
52/8 = 6.5
44/8 = 5.5
materials
to
The mean results obtained from the comparison of the scores of the use of original
instructional materials and improvised instructional materials indicate that the use of
improvised instructional materials for teaching acids and bases have same learning effect as
compared to original instructional materials.
Post-intervention
The post-intervention aimed at finding out the effectiveness of the use of improvised
instructional materials in teaching acids-bases. After the interventional strategy, the
researcher held discussion with the science teachers in one of the departmental meetings on
the findings of the interventional strategy adopted.
Summary
This chapter talked about the methodology used by the researcher for the study.
This includes the study area, research design employed by the researcher, population for the
study, sample and sampling techniques used by the researcher, research instrument, research
procedure, method of data analysis, validity and reliability of the instrument used for the
collection of data. The chapter again, discussed pre-intervention, intervention and postinterventional strategies employed by the researcher.
CHAPTER FOUR
RESULTS AND DISCUSSIONS
This chapter is devoted to the analysis and discussions of the data collected. Tables, pie and
bar graphs are included to illustrate and support the discussions. In analyzing the data, the
responses from the Vice Principal (Academic) of Enchi College of Education, science
teachers’ and students’ questionnaire were analysed separately to find their views about the
use of improvised instructional materials during science lessons. The number and
percentages for each research question was calculated and it helped in the analysis as well
as the discussion of the various research questions.
In all, there were one hundred and sixty-seven (167) respondents.
One (1)
administrator, four (4) science teachers and one hundred and sixty-two (162) students
responded to the questionnaire. Views of respondents were sought to find out the effects on
the use of improvised instructional materials in teaching science topic.
This chapter is in two sections. Section one describes the bio-data of students for discussion
while section two presents issues on the research questions.
SECTION ONE: BIODATA
Background characteristics of students’ respondents
This aspect of the analysis sought to find out various differences there are among the
students. It is important to know the background characteristics and experiences of the
students in order to make informed decision about their competency on this study. The
issues of interest to the researcher includes the age, sex, programme offered in senior high
school, interest in science learning and finally grades obtained by students in integrated
science at the end of senior high school educational programme.
Table 4
Gender Information of Students
Gender
Frequency
Percent
Male
103
63.58
Female
59
36.42
Total
162
100
From Table 4, one hundred and three (103) out of one hundred and sixty-two (162)
respondents representing 63.58% were males whiles fifty-nine (59) respondents
representing 36.42%, were females. This shows that there is much gender disparity in Enchi
College of Education.
This information has been presented in figure two (2) below.
Figure2: Gender distribution in first year
Age distribution of the students
Table 5 below shows the age distribution of students for the study. The age ranges from
below 20 -30 years.
Table 5
Age Distribution of the Students
Age (years)
Frequency
Percent
Below 20
14
8.64
20-25
132
81.48
26-30
16
9.88
Total
162
100
Table 5 shows the age distribution of the respondents for the study. The age ranges from
below 20-30 years. From the table above, 4 respondents representing 8.64%, fall below 20
years. Table 5 reveals that the majority of the respondents fall within 20-25 years. That is
132 respondents representing 81.48%, of the total students’ population. It is also evident
from the table above that 16 respondents representing 9.88%, are between the ages of 26-30
years.
This information is presented in Figure 3 below.
Figure 3: Age distribution of the students
Table 6
Programme Offered by Students at Senior High School
Programme
Frequency
Percent
General Arts
60
37.04
Agriculture Science
22
13.58
Business
51
31.48
Visual Arts
6
3.70
Home Economics
9
5.56
Science
14
8.64
Total
162
100
It is evident from Table 6 that, 60 respondents representing 37.04%, offered General Arts,
22 respondents representing 13.58%, offered Agricultural Science, 51 respondents
representing 31.48%, offered Business, 14 respondents representing 8.64%, Science, 6
respondents representing 3.70%, offered Visual Arts and 9 respondents representing 5.56%,
offered Home Economics in senior high school level education in Ghana.
This information has been presented in figure 4 below.
Figure 4: Programme offered by students at senior high school
Table 7
Grade Obtained by Students at the End of Senior High School Education
Grade
Frequency
Percent
B
9
5.56
C
32
19.75
D
30
18.52
E
14
8.64
B3
5
3.09
C4
7
4.32
C5
7
4.32
C6
17
10.49
D7
31
19.14
Total
162
100
Table 7 reveals that 9 respondents representing 5.56%, had B, 32 respondents representing
19.75%, had C, 30 respondents representing 18.52%, had D and 14 respondents
representing 8.64%, had E in the senior secondary school certificate examination category
whiles 5 respondents representing 3.09%, had B3, 7 respondents representing 4.32%, had
C4, 7 respondents representing 4.32%, again had C5, 17 respondents representing 10.49%,
had C6, 31 respondents representing 19.14%, had D7 and 10 respondents representing
6.17%, had E8.
This information is presented in Figure 5 below.
Figure 5: Grade obtained by students at the end of senior high school education
Major findings from the analysis of the Bio-Data of students
The above section shows that there is much gender disparity in Enchi College of Education.
The section also reveals that majority of the respondents fall within 20-25 years.
It was also reveals that majority of the students offered arts related programmes at senior
high school level whiles few students offered science related programme. That is, 22
respondents representing 13.58%, offered Agricultural Science, 14 respondents
representing 8.64%, offered Science, and 9 respondents representing 5.56%, offered Home
Economics in senior high school level education in Ghana.
The analysis of the above section shows that grade C, D and D7 are the common grades
most of the respondents used to enroll in the College.
SECTION TWO: RESPONSES TO THE RESEARCH QUESTIONS
This section presents the discussions of responses that participants in the study gave
to the relevant questions in the questionnaires that were aimed at addressing the broad
issues under the four research questions. The issues emerging from each research questions
have been paraphrased and discussed under Vice Principal (Academic) view, science
teachers’ view and students view.
Research Question One: What is meant by improvised materials?
This section looks at the Vice Principal (Academic), science teachers’ and students’ views
on the meaning of improvised materials.
Vice Principal (Academic) View on improvised materials
On the views of Vice Principal (Academic) on the meaning of improvised instructional
materials, it is evident that improvised instructional materials are teaching and learning
materials that have been produced by science teachers because the Vice Principal
(Academic) chose strongly agreed.
Table 8
Views of Science Teachers on the Meaning of Improvised Instructional Materials
Statement
Responses (%)
Strongly
Agree
Agree
Think discarded materials can be 1 (25)
Total (%)
Disagree
Strongly
Disagree
2 (50)
1 (25)
4 (100)
used for improvisation
Think improvised materials can 3 (75)
1 (25)
4 (100)
be obtained from your local
environment
From Table 8, it could be concluded the science teachers perceived that discarded materials
can be used for improvisation. Out of four (4) respondents, one (1) representing 25%
strongly agreed that discarded materials can be used for improvisation. Two (2)
representing 50% agreed that discarded materials can be used for improvisation.
Nevertheless, one (1) representing 25% strongly disagreed that discarded materials can be
used for improvisation.
The above information has been represented in figure 6 below.
Figure 6: Views of science teachers on whether discarded materials can be used for
improvisation
From the Table 8 above, three (3) respondents representing 75%, strongly agreed
that improvised materials can be obtained from the local environment and one (1)
respondent representing 25%, agreed that improvised materials can be obtained from the
local environment. The above information has been represented in figure 7 below.
Figure 7: Views of science teachers on whether improvised materials can be obtained
from the local environment
Table 9 below shows the views of students on the preparation of improvised
instructional materials.
Table 9
Views of Students on the Preparation of Improvised Instructional Materials
Statement
Responses (%)
Strongly
Agree
Total (%)
Disagree
Agree
Believe that in the
18 (11.11)
Strongly
Disagree
68
47
29
162
(41.98)
(29.01)
(17.90)
(100)
83
49
14
162
(51.23)
(30.25)
(8.64)
(100)
absence of original instructional
materials you can improvise
Science teachers prepare
instructional from locally
16 (9.88)
available materials
On the belief that in the absence of original instructional materials, there should be
improvised materials, 18 respondents representing 11.11%, strongly agreed while 68
respondents representing 41.98%, agreed that in the absence of original instructional
materials, there should be an improvised materials. However, 47 respondents representing
29.01%, and 29 respondents representing 17.90%, disagreed and strongly disagreed that in
the absence of original instructional materials; there should be improvised materials.
The above information has been represented in figure 8 below.
Figure 8: Belief that in the absence of original materials you can improvised
Again, on the production of instructional materials from the locally available
materials, 16 respondents representing 9.88% strongly agreed that science teachers prepare
instructional materials from locally available materials. 83 respondents representing 51.23%
agreed that science teachers prepare instructional materials from locally available materials.
However, 49 respondent representing 30.23% and 14 respondents representing 8.64%
disagreed and strongly disagreed respectively that science teachers prepare instructional
material from locally available materials.
The above information has been represented in figure 9 below.
Figure 9: Production of instructional materials from the locally available materials
Major findings from the analysis of Research Question One
It came to light from the analysis of research question one that improvised materials can be
obtained from the local environment. It was evident that discarded materials can be used
for improvisation. Again, it came to light that in the absence of original instructional
materials, there should be improvised instructional materials. More so, the analysis
revealed that improvised instructional materials can be prepared from locally available
materials.
Research Question Two: What instructional materials can be improvised by teachers
during teaching of acids and bases?
This portion of the study sought to find out the type of improvised instructional
materials that can be produced for the teaching for teaching acids-bases concept.
Views of Vice Principal (Academic) on the instructional materials can be improvised
by teachers during teaching of acids and bases
In responding to the statement “do you think litmus paper, acid and base can be
improvised for teaching acids and bases concept” the Vice Principal (Academic) agreed that
litmus paper, acid and base can be improvised.
Table 10
Instructional Materials that can be Improvised by Teachers During Teaching of Acids
and Bases
Statement
Responses (%)
Strongly
Agree
Total (%)
Disagree
Agree
Disagree
Think orange juice can be used in place 2 (50)
2 (50)
of real acid
Think ash solution can be used as a base? T1 (25)
Strongly
4
(100)
3 (75)
4
(100)
Table 10 looked at the views of science teachers on instructional materials that can be
improvised.
Facts from Table 10, 2 respondents representing 50%, strongly agreed that orange juice can
be used in place of real acid. Also 2 respondents representing 50% disagreed that orange
juice can be used in place of real acid.
The above information has been represented in figure 10 below.
Figure 10: Views of science teachers on whether orange juice can serve as an acid
Again table 10 reveals that all the respondents had the perception that ash solution is
a base. One (1) out of four (4) respondents representing 25%, strongly agreed that ash
solution can be used as a base. Three (3) respondents representing 75%, agreed that ash
solution can be used as a base. However, none of the respondents chose disagreed and
strongly disagreed respectively.
This attests to the fact that ash solution can be used as a base.
The above information has been represented in figure 11 below.
Figure 11: Ash solution can be used as improvised base
Table 11
Views of Students on Instructional Materials that can be Improvised by Teachers
During Teaching of Acids and Bases
Statement
Responses (%)
Strongly
Agree
Total (%)
Disagree
Agree
Do you believe that tomatoes juice can
Strongly
Disagree
38
88
28
8
162
(23.46)
(54.32)
(17.28)
(4.94
(100)
Do you think coloured flowers can be 30 (18.52)
92
34
6
162
used to produce improvised acid-base
(56.79)
(20.98)
(3.70) (100)
be used as an improvised acid?
indicators?
From Table 11, 38 respondents representing 23.46% strongly agreed that tomatoes juice can
be used as an improvised acid. 88 respondents representing 54.32% agreed that tomatoes
juice can be used as an improvised acid. Meanwhile, 28 respondents representing 17.28%,
and 8 respondents representing 4.94%, disagreed and strongly disagreed that tomatoes juice
can be used as an improvised acid.
From the above analysis it is evident that tomatoes juice can be used as an improvised acid.
The above information is being represented in figure 12 below.
Figure 12: Views of students on the use of tomatoes juice as an acid
It is evident from Table 11 that 30 respondents representing 18.52%, and 92 respondents
representing 56.79%, strongly agreed and agreed respectively that coloured flowers can be
used to produce acid-base indicators. Meanwhile, 34 respondents representing 20.98%, and
6 respondents representing 3.70%, disagreed and strongly disagreed that coloured flowers
can be used to produce acid-base indicators. The above analysis shows that coloured
flowers can be used to produce acid-base indicators.
The above information is being represented in figure 13 below.
Figure 13: Production of acid-base indicators using coloured flowers
Major findings from the analysis of Research Question Two
It was also revealed that, all the respondents had the perception that ash solution is a base.
This attests to the fact that ash solution can be used as a base. It is evident from the analysis
that tomatoes juice can be used as an improvised acid. Again, the analysis shows that
coloured flowers can be used to produce acid-base indicators, hence, litmus paper, and
acid and base can be improvised.
Research Question Three: What are the attitudes of science teachers towards the
production of improvised materials?
One important aspect of this study is the attitude of science teachers towards the production
of improvised instructional materials. The section below therefore looks at how science
teachers’ attitudes influence the production of improvised instructional materials.
Table 12
Views of Vice Principal (Academic) on the Attitudes of Science Teachers Towards the
Production of Improvised Materials
Statement
Responses (%)
Strongly Agree
Agree
Total (%)
Disagree
Strongly
Disagree
Science teachers prepare
1
improvised instructional materials
(100)
1 (100)
by themselves
Science teachers prepare
1 (100)
1 (100)
improvised instructional materials
in collaboration with the students
As seen in Table 12, on issues concerning the preparation of improvised instructional
materials by science teachers themselves, the Vice Principal (Academic) responded that
science teachers prepare improvised instructional materials by themselves and hence chose
agreed to confirm his point.
With the preparation of improvised instructional materials in collaboration with
students by science teachers, the Vice Principal (Academic) disagreed that science teachers
prepares improvised instructional materials in collaboration with the students in the college.
Table 13
Views of Science Teachers Towards the Production of Improvised Materials
Statement
Responses (%)
Strongly
Agree
Total (%)
Disagree
Agree
Strongly
Disagree
Often produce science
instructional materials yourself
2 (50)
Produce instructional materials in 1 (25)
1 (25)
1 (25)
1 (25)
4 (100)
1 (25)
1 (25)
4 (100)
2 (50)
4 (100)
3 (75)
4 (100)
collaboration with students
Produce instructional materials in 1 (25)
1 (25)
collaboration with colleagues
Produce improvised instructional
materials to generate money for
the college
1(25)
On the production of science instructional materials, science teachers themselves, 2
respondents representing 50%, agreed that they produce instructional materials themselves,
1 respondent representing 25%, disagreed that he produce instructional materials himself,
and 1 respondent representing 25%, also strongly disagreed that he does the production of
instructional materials himself. The information above has been represented in figure 14
below.
Figure 14: Views of on production of instructional materials by science teachers
As indicated in Table 13, 1 respondent representing 25%, strongly agreed that he produces
instructional materials in collaboration with students, 1 respondent representing 25%,
agreed that he also produces instructional materials in collaboration with students.
However, 1 respondent representing 25% disagreed that he produces instructional materials
in collaboration with students and 1 respondent representing 25%, strongly disagreed he
produces instructional materials in collaboration with students.
The above information has been indicated in figure 15 below.
Figure 15: View of science teachers on the production of improvised instructional
materials with students
In responding to the production of instructional materials in collaboration with
colleagues, as has been indicated in Table 13, 1 respondent representing 25%, strongly
agreed that he produces instructional materials with colleagues while 1 respondent
representing 25%, agreed that he produces instructional materials with colleagues.
However, 2 respondents representing 50%, indicated that, they strongly disagreed they
produce instructional materials with colleagues.
The above information has been indicated in figure16 below.
Figure 16: Pie graph on production of Instructional materials in
collaboration with
colleagues
Also on the production of instructional materials to generate money for the college,
1 respondent representing 25%, agreed that he produces instructional materials to generate
money for the college. However, 3 respondents representing 75% strongly disagreed that
they produce instructional materials to generate money for the college. None of the
respondents responded strongly agreed and disagreed respectively.
This information has been indicated in figure 17 below.
Figure 17: Production of improvised instructional materials to generate money for the
college
Table 14 below seeks to find out the attitude of science teachers towards improvised
instructional materials.
Table 14
Views of Students on the Attitude of Science Teachers Towards the Production of
Improvised Materials
Statement
Responses (%)
Total (%)
Strongly
Agree
Agree
29
(17.90)
100
(61.67)
27
(16.67)
6 (3.70) 162
(100)
Believe that things around can be
used for improvisation
35
(21.60)
75
(46.30)
43
(26.54)
9 (5.56) 162
(100)
Science teachers come with
improvised material
13 (8.02)
82
(50.62)
49
(30.25)
18
(11.11)
162
(100)
Science teachers prepare improvised
instructional materials themselves
17
(10.49)
79
(48.77)
43
(26.54)
23
(14.20)
162
(100)
Science teachers produce improvised
instructional materials to generate
money for the college
4 (2.47)
27
(16.67)
62
(38.27)
69
(42.59)
162
(100)
Students prepare improvised
instructional materials themselves
12 (7.41)
38
(23.45)
81 (50.0)
31
(19.14)
162
(100)
Science teachers engage all students
during preparation of improvised
instructional materials
20
(`12.35)
20
(`12.35)
50
(30.86)
44
(27.16)
162
(100)
Science teachers often use teaching
Disagree
Strongly
Disagree
and learning materials in their lessons
Table 14 reveals that, 29 respondents representing 17.90%, strongly agreed that
science teachers often use teaching and learning materials, 100 respondents representing
61.73%, agreed that science teachers often use teaching and learning materials. However,
27 respondents representing 16.67%, disagreed and 6 respondents representing 3.70%,
strongly disagreed with the assertion that science teachers often use teaching and learning
materials. The information above have presented in figure 18 below.
Figure 18: Science teachers use teaching and learning materials in classroom often
Out of 162 respondents, 35 respondents representing 21.60%, strongly agreed that things
around can be used for improvisation and 75 respondents representing 46.30%, agreed that
things around can be used for improvisation. In spite of the fact that majority of the
respondents agreed that things around can be used for improvisation, 43 respondents
representing 26.54%, disagreed that that things around can be used for improvisation and 6
respondents representing 3.70%, strongly disagreed that that things around can be used for
improvisation. From the fore going, it is clear that students believes that things around can
be used for improvisation since the majority of the respondents (110) representing 67.90%,
are of the view that that things around can be used for improvisation. The information above
have presented in figure 19 below.
Figure 19: Things around us can be used for improvisation
Table 14 shows the students’ views on the use of improvised instructional materials
by science teachers. From Table 14, 13 respondents representing 8.02% strongly agreed that
science teachers come to class with improvised instructional materials, 82 respondents
representing 50.62%, agreed that science teachers come to class with improvised
instructional materials. Despite that, the majority of the respondents agreed that science
teachers come to class with improvised instructional materials 49 respondents representing
30.25%, disagreed that science teachers come to class with improvised materials and 18
respondents representing 11.11%, strongly disagreed that science teachers come to class
with improvised instructional materials. The information above have presented in figure 20
below.
Figure 20: Science teachers come to classroom with improvised instructional materials
Findings from Table 14 also indicate that, science teachers prepare improvised instructional
materials themselves.
Out of 162 respondents, 17 respondents representing 10.49%,
strongly agreed that science teachers prepare improvised instructional materials themselves,
79 respondents representing 49.77%, agreed that science teachers prepare improvised
instructional materials by themselves. However, 43 respondents representing 26.54%,
disagreed that science teachers prepare improvised instructional materials by themselves
and
23 respondents representing 14.20% strongly disagreed that science teachers prepare
improvised instructional materials by themselves. The information above have presented in
figure 21 below.
Figure 21: Science teachers prepare improvised instructional materials by themselves
Table 14 also reveals that, 4 respondents representing 2.47% strongly agreed that science
teachers produce improvised instructional materials to generate money for the College.
Again, 27 respondents representing 16.67% agreed that science teachers produce
improvised instructional materials to generate money for the college. However, 62
respondents representing 38.27%, disagreed that science teachers produce improvised
instructional materials to generate money for the college and 69 respondents representing
42.59%, strongly disagreed that science teachers produce improvised instructional materials
to generate money for the college. Since the number and percentage of respondents who
responded disagreed and strongly disagreed is higher, that is 131 (80.86%), implying that
science teachers do not produce improvised instructional materials to generate money for
the college. The above analysis has been represented in figure 22 below.
Figure 22: Production of improvised materials to generate money for the college
On the preparation of improvised instructional materials by students, 12 respondents
representing 7.41%, strongly agreed that they prepare improvised instructional materials
themselves, 38 respondents representing 23.45%, agreed that that students prepare
improvised instructional materials by themselves. Contrary, 81 respondents representing
50.0% disagreed that students prepare improvised instructional materials by themselves and
31 respondents representing 19.14%, respondents strongly disagreed that students prepare
improvised instructional materials themselves.
The information above have been presented in figure 23 below.
Figure 23: Preparation of improvised instructional materials by students
Finally, on engaging all students during preparation of improvised instructional materials,
20 respondents representing 12.34% strongly agreed that science teachers engage all
students during preparation of improvised instructional materials, 48 respondents
representing 29.63%, agreed that all students are engaged in the preparation of improvised
materials. However, 50 respondents representing 30.86% disagreed that science teachers
engage all students during preparation of improvised instructional materials and lastly, 44
respondents representing 27.16%, strongly disagreed that science teachers engage all
students during preparation of improvised instructional materials.
The information above have been presented figure 24 below.
Figure 24: Science teachers engage all the students during the preparation of
improvised instructional materials
Major findings from the analysis of Research Question Three
Findings from the analysis of research question three indicate that science teachers prepare
improvised instructional materials by themselves and not in collaboration colleagues or
students. It is evident from the above discussions that, science teachers do not produce
instructional materials to generate money for the college. Also findings from the discussions
shows that
science teachers often use teaching and learning materials, because 100
respondents representing 61.73%, agreed that science teachers often use teaching and
learning materials.
It again came to light that things around can be used for improvisation. Since the
majority of the respondents, that is, 110 representing 67.90%, are of the view that that
things around can be used for improvisation. It is clear from the discussions above that,
science teachers come to class with improvised instructional materials.
Findings from research question three also indicate that, science teachers do not seek any
assistance when preparing improvised instructional materials. And finally, Science teachers
do not engage all students during preparation of improvised instructional materials.
Research Question Four: What problems are faced by science teachers when
improvising instructional materials?
There is no educational programme which does not face challenges. The same thing
can be said when improvising instructional materials. This part of the study therefore looks
at some problems science teachers face when improvising instructional materials.
Views of Vice Principal (Academic) on problems faced by science teachers when
improvising instructional materials
It came to light that the college do not have resource centre for improvisation as disagreed
was chosen by the Vice Principal (Academic) in responding to the question “Do you have
resource centre for improvisation?”
Table 15
Views
of
Science
Teachers
on
Problems
they
Faced
when
Improvising
Instructional Materials
Statement
Responses (%)
Strongly
Agree
Total (%)
Disagree
Agree
Produce improvised
Strongly
Disagree
1 (25)
1 (25)
2 (50)
4 (100)
1 (25)
3 (75)
4 (100)
instructional materials from
a resource centre.
Get financial assistance
from administration during
improvisation
Views of science teachers on whether they produce instructional materials from a
resource centre, 1 respondent representing 25%, agreed that he produces instructional
materials from a resource centre. However, 1 respondent representing 25% disagreed that he
produce instructional materials from a resource centre. Again, 2 respondents representing
50% strongly disagreed that they produce instructional materials from a resource centre.
The information above have presented in figure 25 below.
Figure 25: Production of instructional materials from a resource centre
On financial assistance from the administration, 1 respondent representing 25%, out
of the 4 respondents disagreed that he gets assistance from the administration whiles three
(3) respondents representing 75%, strongly disagreed that they get assistance from the
administration when it comes for the production of instructional materials. It is therefore
evident that all the science teachers do not get financial assistance from the administration
when producing instructional materials.
The information above have been presented in figure 26 below.
Figure 26: Science teachers get financial assistance from the administration
when improvising instructional materials
Table 16
Views of Students on the Problems Faced by Science Teachers when Improvising
Instructional Materials
Statement
Responses (%)
Strongly Agree
Total (%)
Disagree Strongly
Agree
Science teachers buy already
8 (4.94)
prepared instructional materials
Disagree
58
72
24
162
(35.80)
(44.44)
(14.82)
(100)
from local craftsmen
Students assist science teachers to
19
51
55
37
162
collect materials from the
(11.73)
(31.48)
(33.95)
(22.84)
(100)
77
24
162
(47.53)
(14.81)
(100)
environment
Students assist science teachers to
prepare improvised instructional
13 (8.03) 48
(29.63)
materials
Science teachers organize field trip
for materials collection
16 (9.88) 55
(33.95)
71
162
(43.83)
(100)
It is evident from Table 16 that, 8 respondents representing 4.94%, strongly agreed science
teachers buy already prepared improvised instructional materials from local craftsmen, 58
respondents representing 35.80%, agreed that science teachers buy improvised instructional
materials from local craftsmen. However, 72 respondents representing 44.44%, disagreed
that science teachers buy already prepared improvised instructional materials from local
craftsmen and 24 respondents representing 14.82%, strongly disagreed that science teachers
buy already prepared improvised instructional materials from the craftsmen. It can be
ascertained from the above analysis that science teachers do not buy already prepared
improvised instructional materials from the local craftsmen.
The information above have presented in figure 26 below.
Figure 27: Science teachers buy improvised instructional materials from local
craftsmen
Table 16 above shows the views of students on their involvement in the preparation
of improvised instructional materials.
On the views of respondents on whether students assist science teachers to collect
materials from the environment, 19 respondents representing 11.73% strongly agreed that
they assist science teachers to collect materials from the environment. Also, 51 respondents
representing 31.48% agreed that they assist science teachers to collect materials from the
environment. However, 55 respondents representing 33.95%, disagreed that they assist
science teachers to collect materials from the environment. Again, 37 respondents
representing 22.84% strongly disagreed that they assist science teachers to collect materials
from the environment.
The information above have been presented in figure 28 below.
Figure 28: Students assist science teachers during the collection of materials from the
environment
Table 16 also shows that, 13 respondents representing 8.03%, respondents strongly
agreed that students assist science teachers to prepare improvised instructional materials, 48
respondents representing 29.63%, respondents agreed that students assist science teachers in
the preparation of improvised materials while 77 respondents representing 47.53%,
disagreed and 24 respondents representing 14.81%, strongly disagreed that students assist
science teachers in preparing improvised instructional materials.
The information above have been presented in figure 29 below.
Figure 29: Students assist science teachers in the preparation of improvised
instructional materials
Table 16 indicates that, 19 respondents representing 9.88% strongly agreed that science
teachers organize field trip for material collection. 55 respondents representing 33.95%
agreed that science teachers organize field trip for material collection. However, 71
respondents representing 43.83%, disagreed that science teachers organizes field trip for
material collection and 20 respondents representing 12.34%, strongly disagreed that science
teachers organizes field trip for material collection. It is therefore evident from table 17 that
science teachers do not organize field trip for material collection.
The figure 30 below represents the information given above.
Figure 30: Views from students on the organization of field trip for materials
collection by science teachers
Major findings from the analysis of Research Question Four
From the analysis above, it came to light that the college does not have resource
centre for improvisation. It is also evident from the above discussion that, science teachers
do not produce instructional materials from a resource centre. Findings from analysis also
show that science teachers do not get financial assistance from the administration when
producing instructional materials. It can be ascertained from the above analysis that,
science teachers do not buy already prepared improvised instructional materials from the
local craftsmen.
It also came to light that students do not assist science teachers in preparing
improvised instructional materials. Finally, the discussions above revealed that science
teachers do not organize field trip for material collection.
CHAPTER FIVE
SUMMARY, CONCLUSIONS, RECOMMENDATIONS AND SUGGESTIONS
This chapter presents the summary, conclusions, recommendations and suggestions for
further studies.
Summary
The primary issues on which the study focused are the preparations of improvised
instructional materials, and their effectiveness as compared to originally produced
instructional materials. The research design employed in this study aimed at finding
answers to the proposed research questions. Action research design was therefore used to
find facts and to describe conditions in the College. The population for the study included
five hundred and twenty (525) students, sixty (60) staff constituting thirty-three (33)
teaching staff and twenty-seven (27) non-teaching staff. Hence the total population for the
study was five hundred and eighty-five (585).
The sample population for the study included the Vice Principal (Academic), four
(4) science teachers and one hundred and seventy-five (175) students of Enchi College of
Education. The whole sample population was used for the study. Data was gathered through
the use of personally prepared questionnaire to elicit responses from the selected
respondents. The entire questionnaires were administered. But out of one hundred and
seventy-five (175) students sampled for the study, one hundred and sixty-two (162) students
were present during the administration of the questionnaire. Therefore one hundred and
sixty-two (162) questionnaires administered were successfully retrieved representing 100%
return rate from the respondents. The data was analysed using simple percentages, tables
and graphs. The findings obtained in this study reveal the major activities and issues
concerning the use of improvised instructional materials in the college.
Findings
The findings that emerged from the study are grouped under the following headings;
Bio-Data of students and the broad research questions below.
Research Question 1: What is meant by improvised materials?
Research Question 2: What instructional materials can be improvised by teachers during
teaching of acids and bases at Enchi College of Education?
Research Question 3: What are the attitudes of science teachers towards the production of
improvised materials at Enchi College of Education?
Research Question 4: What problems are faced by science teachers when improvising
instructional materials at Enchi College of Education?
Major findings from the analysis of the Bio-Data of students
The study revealed that there is much gender disparity in Enchi College of
Education.
It was also shown in the study that the majority of the respondents fall within 20-25 years.
It was revealed in the study that the majority of the students offered arts related programme
at senior high school level whiles few students offered science related programme. That is
22 respondents representing 13.58%, offered Agricultural Science, 14 respondents
representing 8.64%, offered Science, and 9 respondents representing 5.56%, offered Home
Economics in senior high school level education in Ghana.
It is also evident from the study that grade C, D and D7 are the common grades most of the
respondents used to enroll in the college.
Improvised materials
It came to light from the study that improvised materials can be obtained from the
local environment.
The study revealed that discarded materials can be used for
improvisation. Again, it came to light from the study that in the absence of original
instructional materials, there should be improvised instructional materials. More so, it is
evident from the study that improvised instructional materials can be prepared from locally
available materials
Instructional materials can be improvised by teachers during teaching of acids and
bases
It was also evident from the study that litmus paper, acid and base can be
improvised.
Again, it came light from the study that, ash solution is a base .This attests to the fact that all
the respondents had the perception that ash solution can be used as a base. It was also
evident from the study that tomatoes juice can be used as an improvised acid. The study
again shows that coloured flowers can be used to produce acid-base indicators.
Attitudes of science teachers towards the production of improvised materials
The study revealed that science teachers prepare improvised instructional materials
by themselves and not in collaboration with colleagues or students. It is also evident from
the study that, science teachers do not produce instructional materials to generate money for
the college. The study also revealed that science teachers often use teaching and learning
materials, because 100 respondents representing 61.73%, agreed that science teachers often
use teaching and learning materials. Again, it came to light in the study that things around
can be used for improvisation. Since the majority of the respondents that is 110 representing
67.90%, are of the view that that things around can be used for improvisation. It is also clear
from the study that, science teachers come to class with improvised instructional materials.
Findings from the study also indicate that, science teachers do not seek any
assistance when preparing improvised instructional materials. It also came to light from the
study that, Science teachers do not engage all students during preparation of improvised
instructional materials.
Problems faced by science teachers when improvising instructional materials
Among the challenges faced by science teachers when improvising instructional
materials were lack of resource centre for improvisation, funding and assistance from
colleagues and students.
From the analysis of the study, it came to light that the college does not have
resource centre for improvisation and for that matter, science teachers do not produce
instructional materials from a resource centre. Again, the study unearthed that science
teachers do not get financial assistance from the administration when producing
instructional materials. It can also be ascertained from the study that, science teachers do
not buy already prepared improvised instructional materials from the local craftsmen. It also
came to light from the study that students do not assist science teachers in preparing
improvised instructional materials. Finally, the study reveals that science teachers do not
organize field trip for material collection.
Conclusion
Effective use of instructional materials enhances the understanding of the students in
teaching and learning processes. It was discovered that improvised instructional materials
bring the same meaning as compared to the originally produced instructional materials.
Additionally, Enchi College of Education does not have a resource centre and for
that matter, science teachers do not produce improvised instructional materials at a resource
centre. Again, the challenges faced by science teachers when improvising instructional
materials were lack of resource centre for improvisation, funding and assistance from
colleagues and students. Also discarded materials can be used for improvisation of
instructional materials and for matter improvised materials can be obtained from the local
environment. The study reveals that science teachers do not involve students during
preparation of improvised instructional materials.
Another issue of concern was that the majority of students admitted into the college
have weak pass in integrated science subject and for that matter, science teachers should
involve students during preparation of improvised instructional materials to make them
develop positive attitude towards science learning.
Recommendations
The study has revealed the effectiveness of improvised instructional materials in
teaching acid-base concepts. Hence it is therefore recommended that in the absence of
originally produced instructional materials, science teachers should have the desire to
improvise.
Measures should also be put in place to ensure that a science resource centre can be
established in the College so that science teachers can prepare improvised instructional
materials from the centre. Another matter of concern is that science teachers should be
encouraged to produce improvised instructional materials from discarded materials in their
local environment.
Since the majority of students admitted into the college have weak pass in integrated
science, it is recommended that students should be engaged in the preparation of improvised
instructional materials in order to develop interest in science and also to acquire the skills of
improvisation so that they can also improvise in the absence of originally produced
instructional materials.
Additionally, science teachers should be assisted financially by stakeholders to
produce improvised instructional materials so that improvised materials that will be
produced can be the asset for the College after it has been used by the science teachers.
Suggestions for further studies
Even though much work has been done by the researcher, there is still a great
vacuum left to be filled. The researcher suggests that whoever wishes to undertake a similar
study should concentrate on a large sample in different Colleges and in a different topic so
as to get a better representation of the entire population to find out if similar results could be
obtained.
The researcher would also like to suggest that emphasis should be placed on
improvising instructional materials for teaching in different science topics and for teaching
different subject area.
REFERENCES
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Appendix A
Questionnaire for Vice Principal (Academic)
This study aims at investigating the use of improvised instructional materials in
teaching acids and bases concepts at Enchi College of Education. The information you
provide will be used to determine the level at which science teachers used improvised
instructional materials in the College and what needs to be done to improve upon the use of
improvised instructional materials.
I would be very grateful if you respond to the following items in frank and precise manner.
All information provided by you will be treated confidentially.
Topic: Using improvised instructional materials to help diploma in basic one students
in overcoming difficulties they face in the learning of Acids and Bases in Enchi College
of Education.
Please respond to the following statements by choosing one of the following scales of
responses by ticking in the appropriate box.
Keys: SA=Strongly Agree, A= Agree, DA= Disagree, SD=Strongly Disagree
Questions
Responses
SA
1. Improvised materials are teaching and learning materials that have
been improvised by teachers.
2. Do you think litmus paper, acids and bases can be improvised for
teaching of acid-base concept?
3.
Science teachers prepare improvised instructional material by
themselves
4. Science teachers prepare improvised instructional materials in
collaboration with students.
5. Do you have resource centre for improvisation?
A
DA
SD
Appendix B
Questionnaire for science teachers
This study aims at investigating the use of improvised instructional materials in teaching
acids and bases concepts in Enchi College of Education. The information you provide will
be used to determine the level at which science teachers use improvised instructional
materials in the College and what needs to be done to improve upon the use of improvised
instructional materials.
I would be very grateful if you respond to the following items in frank and precise manner.
All information provided by you will be treated confidentially.
Topic: Using improvised instructional materials to help diploma in basic one students
in overcoming difficulties they face in the learning of Acids and Bases in Enchi College
of Education.
Please respond to the following statements by choosing one of the following scales of
responses by ticking in the appropriate box.
Keys: SA=Strongly Agree, A= Agree, DA= Disagree, SD=Strongly Disagree
Questions: Do you
Responses
SA
1. think orange juice can be used in place real acid?
2. often produce science instructional materials yourself?
3. produce
improvised
instructional
materials
in
collaboration with students?
4. produce improvised instructional material in collaboration
with colleagues?
5. produce improvised instructional materials from a resource
centre?
6.
produce improvised instructional materials to generate
money for the College?
7. get financial assistance from the administration during
improvisation?
8.
think discarded materials can be used for improvisation?
9. think improvised materials
can be obtained from your
local environment?
10. think ash solution can be used as a base?
A
DA
SD
Appendix C
Questionnaire for students
This study aims at investigating the use of improvised instructional materials in
teaching acids and bases concepts at Enchi College of Education. The information you
provide will be used to determine the level at which science teachers use improvised
instructional materials in the College and what needs to be done to improve upon the use of
improvised instructional materials.
I would be very grateful if you respond to the following items in frank and precise manner.
All information provided by you will be treated confidentially.
Topic: Using improvised instructional materials to help diploma in basic one students
in overcoming difficulties they face in the learning of Acids and Bases in Enchi College
of Education.
SECTION A
BACKGROUND INFORMATION
Please place a tick (√) or fill where necessary.
1. Sex a. Male [ ] b. Female [ ]
2. Age a. Below 20 years [ ] b. 20-25 years [
] c. 26-30years
3. Programme offered at the SHS level e.g. business, science, etc…………
4. Did you enjoy learning of science in the SHS level? a. Yes [ ] b. No [ ]
5. What is your grade in integrated science in WASSCE/SSSCE e.g. [C] [ ]
SECTION B
Please respond to the following statements by choosing one of the following scales of
responses by ticking in the appropriate box.
Keys: SA=Strongly Agree, A= Agree, DA= Disagree, SD=Strongly Disagree
Questions
Responses
SA
6. Do you believe that in the absence of original instructional materials
you can improvise?
7. Do you believe that tomatoes juice can be used as an improvised
acid?
8. Science teachers often use teaching and learning materials in their
lessons
9. Do you think coloured flowers can be used to produce improvised
acid-base indicators?
10. Do you believe that things around can be used for improvisation?
A
DA
SD
SECTION C
Questions: Do
Responses
SA
A
DA
SD
DA
SD
11.science teachers come to class with improvised materials?
12.science teachers buy already prepared instructional
materials from local craftsmen?
13. science teachers prepare instructional materials from
locally available materials?
14.science teachers prepare improvised instructional materials
themselves?
15. science teachers produce improvised instructional
materials to generate money for the College?
SECTION D
Questions: Do
Responses
SA
16. students assist science teachers to collect materials from
the environment?
17. students assist science teachers to prepare improvised
instructional materials?
18. students prepare improvised instructional materials
themselves?
19. science teachers organize field trip for material
collection?
20. science teachers engage all students during preparation of
improvised materials?
A