Teachers' and Students' Perceptions of Improvised Instructional Materials and the Challenges of Improvisation in Physics Education

Abstract

This study examines the perceptions of teachers and students regarding the use of improvised instructional materials in physics education, alongside the challenges teachers face in their creation. Specifically, it investigates the impact of improvised materials on students' academic performance and explores the obstacles teachers encounter during the improvisation process. A mixed-method sequential exploratory design was employed, involving 136 physics students and 6 physics teachers from Government Secondary School, Afaha Atai, Eket. Data were gathered through questionnaires, achievement tests, and focus group discussions. Quantitative data were analysed using descriptive statistics and paired sample t-tests, while qualitative data were analysed thematically. The findings indicate that both teachers and students view improvised instructional materials as valuable tools that enhance comprehension, student engagement, and academic achievement in physics. However, teachers identified significant challenges in improvisation, including financial constraints, limited skills, lack of administrative support, and low motivation. The study concludes that while improvised instructional materials play a crucial role in improving learning outcomes, their effective utilisation is constrained by contextual and institutional barriers. Recommendations include the need for professional development for teachers, increased funding, and the establishment of school-level policies that foster innovation and support improvisation in resource-limited physics classrooms.