ABSTRACT
This study was conducted to examine and evaluate factors affecting attitudes of biology teachers towards improvisation of instructional materials in Dutsin-ma local government. Descriptive research approach was used with simple sampling method. The population of the study consisted of 55 randomly selected SSII senior secondary school teachers and students.The questionnaires had 20 major items for each, which fall into four categories namely: teachers training and skills to improvise; time available for improvisation; extent of support teachers get from the school authority to improvised materials; and readiness of teachers to improvise when readymade materials are not available or scarce. Questionnaires were administered to collect data and analyzed using frequency and percentage. The result revealed that: not all biology teachers are professionally trained teachers, although they have positive perceptions towards improvisation. Also a lot of obstacles confronted teachers from improvising; such as lack of support from school authorities, times constraint, lack of motivation and teachers find it difficult to improvise instructional materials. The study therefore, recommends among others, that all education programmes should include a course on improvisation, government and stakeholders in education should see to support and motivate the biology teachers to improvise, and biology teachers should attend conferences, workshops and seminars on improvisation regularly.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Science is the bedrock on which modern day technological breakthrough is hinged. Different authors according to their own understanding have defined Science. Igwe (2003) defined science as a systematic study of the nature of the behaviour of the material and physical universe through observation, experimentation, measurement and recording. In addition, Esu (2004) defined science as a systematic, precise, objective way to study the natural world. Science is often an exciting and satisfying enterprise that requires creativity, skill and insight based on this Ajayi (2008) defined science as rationally structured knowledge about nature, which embraces systematic methods of positive attitudes for its acquisition, teaching, learning and application.
For the country to derive the maximum benefit from science, it has to be taught practically. The importance of the practical work in science collides with non availability of materials. It is clearly seen that the foundation of all training in science is that of firsthand experience with the real things.
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