Improvised Instructional Materials and Academic Achievement in Chemistry

Teacher-Student Perspectives and Measured Impact

Abstract

This study investigated the use of improvised instructional materials and their influence on academic performance among senior secondary school chemistry students in Government Secondary School, Afaha Atai, Eket. Using a mixed-method sequential exploratory design, data were collected through tests, questionnaires, and focused group interviews from 136 students and 6 chemistry teachers. The study pursued two key objectives: to explore the views of teachers and students regarding the extent to which improvised instructional materials affect academic performance in chemistry and to assess the impact of improvised instructional materials on student achievement. The results showed that both teachers and students strongly believe that improvised materials help with understanding, engagement, and memory. Challenges such as limited funding, lack of improvisation skills, and inadequate motivation were also identified as limiting effective improvisation. Statistical analysis using a dependent t-test showed a significant improvement in students' academic performance following exposure to improvised instructional materials (p < 0.05; Cohen's d = 0.9). The study concludes that improvised instructional materials significantly improve student achievement in chemistry and recommends capacity-building for teachers to enhance improvisational pedagogy.