coou journal of educational research vol. 6. no.1; issn

COOU Journal of Educational Research Vol. 6. No.1; ISSN (Print): 2682-5201; pg.390 – 406

390

IMPROVISATION IN SCIENCE INSTRUCTION AND THE ROLES OF SCIENCE

TEACHERS: AN EDUCATIONAL INNOVATIONS FOR SUSTAINABLE

DEVELOPMENTS.

By

PROF. NNEKA NNOROM

Department of Science Education COOU, Igbariam

&

CHUKWUMA MAUREEN OBIANUJU

Department of Science Education Uli

Abstract

Effective learning hinges on concrete experience then proceeds towards theoretical experience. When lessons are presented with instructional materials, students are

made to learn through associative mechanism using multisensory modalities. Hence, the need for improvisation in science teaching and learning. The

effectiveness of improvised materials depends on the degree to which they meet the needs of the teacher and students. To attain effective, efficient and appealing

application of improvised material in science teaching and learning, there is need for systematic planning of instructional development which embraces selection of

suitable objective, content, learning experience, teaching strategy, materials and equipment, evaluate results and recommend improvements. The center of attention

of this work is the improvisation in science teaching and learning to enhance learning efficiency and the role of science teachers, towards positive achievements.

The work elucidates the concepts of improvisation, forms of improvisation, some tools for improvisation; sources of material for improvisation, guidelines for

preparation of some improvisation; reasons for improvisation, some problems of improvisation of science instructional materials in schools, and the teachers’ roles.

It is therefore, concluded that Improvised materials, if well selected, utilized and appropriately integrated into science teaching and learning, will equip students

with significant learning performance, thereby increasing learning achievement and retention tremendously through physical skills (use of tools), social skills

(interaction with others), concept development (themes, basic features, comparison), process skills (practical activities) and attitude development(interest,


391

persistence to solve problem, perseverance). It is recommended that science teachers should improvise relevant instructional materials locally, and efficiently

utilize same to aid meaningful teaching and learning. This will have an important effect on classroom teaching for lifelong learning.

INTRODUCTION

The nature of science as process or

method of obtaining knowledge

demands that various kinds of

materials be deployed by science

teachers in their lessons to enhance

the student’s instructional gain.

Science lessons are meant to develop

students not only in the use of their

brains but also their hands and senses

through different process skills seen as

learning experiences in scientific

inquiry. Among these are,

“observing, constructing, moulding,

measuring, weighing, distilling,

grouping, ordering drawing,

separating, sketching, titrating,

experimenting, hypothesizing,

classifying, controlling variables,

dissecting …… evaluating among

others (Akusoba-et-al, 2008)

Furthermore, because of various

problems that hinder provision and

utilization of adequate resources in

science teaching and learning in our

schools today, various scholars

(Ogunleye, 2007, Nwagbo, 2008,

Bajah, 2009, Osoboye, 2002)

advocate and emphasize the need for

science teachers’ improvisation of

needed instructional materials to

obviate the perennial problems

associated with the use of imported or

factory-made equipment in their

lessons. Thus, Owalabi and Oginni

(2012) have this to say;

“today, it is no excuse for any science teacher to hide under non-availability

of funds, Sufficient or standard equipment as basis for not conducting

practical works for his students if he knows his onions”

After all, the great pioneer scientists

such as Isaac Newton, Galileo,

Einstein, Darwin, the Curies, Koch,

Pasteur, Euclid among others, started

building up their theories laws,

concepts and principles from objects

around them and their views are still

relevant in this 21st century. In order to

enhance the quality of science

teaching and the chances for growth

of science and technology in Nigeria;

various approaches to sourcing of

instructional materials had been

advocated. They include;

1). Local production of science

equipment eg glass-wares,

balances, tripod stands,

wheat-stone bridge, metre-

rules among others.


392

2). Local adaption of science

equipment: This involves

modification of imported

instructional materials to suit

the demands of our local

learning environment.

3). Improvisation of the required

equipment by science and

technology teachers and

students at various levels of our

formal education (Ango,

2005).

Meaning of Improvisation

There exists a high degree of

inconsistency among various authors

on the meaning of this term. Owolabi

and Oginni (2012), define

improvisation as, “the act of creating

something or using something in

absence of the ideal tool”

Furthermore, Ikegbulam (2006), sees

the concept in relation to science

teaching and learning as, “the act of

substituting for standard equipment or

instructional materials not readily

available or sufficient at any point in

time with locally made equipment or

instructional materials from available

natural and local sources” Balogun

(2012) sees improvisation as the act of

using alternative materials or

equipment obtained from the local

environment or designed by the

teacher with the help of local personal

to facilitate instruction. Ango (2005),

furthermore, specifies some key

characteristics of improvisation in

relation to science teaching and

learning thus;

i) Substituting something (a tool)

in place of another to serve a

unique function.

ii) Altering the shape, size or

general out-look of a thing to

serve a function other

than that it normally serves.

iii) Originating or formulating a

totally new tool, instrument

material or device to serve a

particular teaching and

learning function.

Forms of Improvisation

Bomide (2007) has classified

improvisation into two forms based on

the purposes the improvised materials

are meant to serve. They are namely;

a) Role substituting

b) Role simulation

a) Role substitution: In this

perspective, the original items

generally require little or no

modification before they can

be used to fulfill a new role or

function in an activity-oriented

instruction. Some examples

are;


393

i) A kerosene stove can be a

substitute for a bunsen burner,

ii) A glass (tumbler) can be a

substitute for a beaker,

iii) A drinking straw can be a

substitute for a glass tubing,

iv) A sharp pen-knife can be a

substitute for a scalpel,

v) A piece of local chalk (Nzu)

can be a substitute for white

chalk,

vi) Tooth-picks can be used as

substitutes for dissecting pins,

vii) A wall-clock (with seconds’

arm) can be a substitute for a

stop-watch,

viii) A spoon can be substitute for a

spatula,

ix) A torch-light (or Nokia torch)

can be used as a substitute for

an electric bulb and

generating set in an optical

experiment,

x) Large white plastic bottles can

substitute standard specimen

bottles,

xii) Wooden (or plastic) mortar

and pestle can substitute

porcelain mortar and pestle,

xiii) Local gin can be a good

substitute for concentrated

ethanol in preservation of

laboratory specimens,

xiv) Carefully peeled and sliced

cassava (or yam) can be a

substitute for factory-made

starch in iodine test for starch.

Several examples can be

multiplied in this respect,

b) Role simulation: Here there is

actual design, extraction,

development or construction of

the materials or apparatus

either because the needed

item is inadequate, non-

functional, expensive or

unavailable. This demands

relatively greater

resourcefulness and creativity

from the science teacher and

students. It raises improvisation

to a higher pedestal.

Some examples are:

i) Construction of an aquarium

(or terrarium) using locally

available

materials (e.g glass, glue,

glass-cutter, fish, water from

local stream etc)

ii) Construction of the following

locally; a) a first aid box b)

test-tube holders, c)

tripod stands, d) test-tube

racks e) weighing balances f)

an electric-bell g) a circuit

board h) a local touch.

i) Modelling of human organs

such as ear, heart, liver, and


394

kidney using clay, plasticine or

papier-mache

j) Production of soap, detergent,

iodine tincture and insecticides

to be used in the school

laboratory or workshop using

locally available resources.

A. Construction of a local torch:

This is a case of role simulation.

i) Aim: To construct a local torch

using locally available

materials.

ii) Materials: These includes the

following items.

Items Needed Diagrams

a) Two dry cells (batteries).

b) Insulated Copper wires (two) each

about 15cm long

c) A small torch bulb

d) A roll of white masking tape

e) A small wooden block

iii) Procedure

Step 1: Join the positive end of one battery to the base (negative end) of the first

one.

Step 2: Join the two batteries with masking tape securely


395

Step 3

Obtain one of the copper wires and attach it to the negative end (-) of the first

battery using the tape. Also join another wire to the bulb and ‘fix’ the two on-top

of the positive end using the masking tape. The gap between the two wires serves

as the switch. When the gap is closed, the bulb glows to the delight of the pupils.

The whole device can be tied to a small wooden block for easy manipulation and

usage as a source of light energy.

A local torch wooden block

B. construction of an improvised insect net

i) Aim: To construct an insect net or trap using locally available materials.

ii) Materials: These include the following:

Items Needed Diagrams

a. Old mosquito net without openings

or perforations.

b. An old iron hanger

c. Thread

d. Sewing needle


396

e. A strip of strong cloth or canvas

f. A stick about 2 metres long and 2

inches thick) to serve as the long

handle.

iii) Procedure

Step 1: Reshape the cloth hanger to form a ring thus:

Original form

Ring form

Step 2: Cut the old mosquito net without holes into shapes so that the top AB could

go around the circumference of the ring in Step 1.

Step 3: Sew the side AB to a strip of thick cloth or canvas to strengthen the edge

that will be later sewn to the circular iron ring.

Step 4: The end AB (now sewn to a piece of thick cloth) is sewn round the ring,. The

open sides are also sewn so that the net now has a conical shape thus:


397

Step 5: The coiled handle of the metal ring is finally strongly tied to the long wooden

handle. This is the final products.

Source: Egbeama N.B. (2014)

Reasons for improvisation in science

teaching

The following are reasons for

improvisation in Science Teaching,

which will help in educational

innovations for sustainable

developments.

- Improvisation saves costs and

time spent in sourcing for the

factory made equipment.

- It is consistent with the true

nature and spirit of science.

Science involves

processes (eg:- construction,

designing , drawing). It is best

learnt by ‘doing’

something in learning

situations.

- It enhances the chances of

achievement of the teacher’s

behavioural objectives and the

overall curricular goals

specified at various levels for

science education.

- Improvised materials promote

student’s interest. motivation,

curiosity and other positive

attitudes and values.

- It promotes cognitive and life-

skills that can be utilized in self-

sustenance and entrepre-

neurship development.


398

- It engenders creativity and

resourcefulness in the teacher

and the students thus serving

as the spring-board for

indigenous technological

innovations, discoveries and

overall economic develop-

ment.

- Improvisation helps to

demystify science and

technology thus making them

real and lively.

- It promotes the chances of

students’ choice of science,

technology and allied fields as

their future career options.

- Through improvisation,

science teachers can build

their own stocks of instructional

materials (e.g:- the nature

corner). This promotes their

personal confidence,

competence, professional

growth and advancement.

- It helps to link the students

theoretical knowledge with

practical realities thus

consolidating the acquired

knowledge and memory

building.

- Students have their respective

cognitive styles and aptitudes

improvisation serves a wider

spectrum of the learners’

cognitive styles and therefore,

individualizes science teaching

and learning.

- In absence of improvisation,

science teaching becomes

expository or more “chalk-and

–talk” affair. Students resort to

imagination in their effort to

figure out the key points in the

lesson.

- Improvisation therefore, prom-

otes meaningful learning and

discourages rote-learning

and other negative multiplier

effects.

- It can serve as a means of

preparing for science fairs,

science exhibitions, workshops

and competitions at various

levels of science education.


399

Fig 1: Positive Multiplier Effects of Improvisation in Schools. (Egbeama N.B; 2014)

Xiv) Improvisation can ultimately

help reduce the peremnial

students’ swing away from

science subjects and mitigate

such vices as cultism and

exam malpractices if properly

planned and executed in our

schools because it would

increase students’

engagement time.

xv) Improvisation can generally

promote the status of scientific

and technological activities in

a school and thus can

reputable organizations (eg:-

Alumni associations, M.T.N,

oil companies etc) and

individuals.

Sources of materials for improvisation

Science generally, involves studying

the things, processes and phenomena

in our environment. Therefore, the

materials for improvisation are readily

obtainable from the environment.

Such places and the items obtainable

from them are listed below.

Improvisati

on for

science

teaching in

schools and

Activity

based

science

teaching

and

Stocking of

locally

produced

science

instruction

Science

fairs, clubs,

exhibitions,

workshops

Live skills

and

Entrepre-

neurship

developme

Science and

technologic

al

developme

nt,

1 2 3 4 5 6


400

Table 1: Sources of Materials for Improvisation S/No Places (Sources) Materials obtainable

1. The home Environment Bottles, Plastic materials, cooking stoves, charcoal, kerosene, left

over foods, wires, bulbs bones, clocks, cups, thermos-flask,

feathers, old batteries, old paper materials, nuts, seeds, fruits,

among others

2. The Road (or pathway) to

school

Plastic materials, copper wires, iron scraps, insects, plant

materials (eg leaves, flowers, fruits, seeds nuts), animal materials,

worms, rock samples, fossils, birds, among others

3. Automobile repair shops (e.g

Ugwuagba Obosi near

Onitsha)

Nuts, bolts, sand-paper, pulleys, spiral springs, ball bearings,

ignition coil, disused gears, axles, magnets from old alternators,

aluminum wires, alloys (e.g brass). Parabolic mirrors, among

others

4. Hard-ware/building

materials shops

Nails, screws, bolts and nuts, brass, metal rods, wire, pulleys,

metal sheets, paints, formica pincers, hammars, saws, rules,

marble chips, cement, aluminum sheets, among others

5. Garbage heaps Soil types (e.g humus, loam soil), stages of development of

mosquitoes, cockroach plastic materials, metal sheets, aluminium

and copper conductors, disused transformers, rats, earth worms,

manure, left-over foods, sanils, among others

6. Abattoirs (e.g near army gate

in Onitsha

Skulls of animals, joints, bones (e.g axial and appendicular

skeleton). Skins, hides, organs of animals such as heart, lungs,

eyes, teeth, liver, kidneys, spleen and blood. Exoparasites (e.g:-

tick) endoparasites, (e.g tape-worms, round-worms), among

others

7. Local drug stores Medicine droppers, cellophane, hand gloves, dyes, adhensive

tapes, rubber stoppers, small specimen or sample bottles, iodine,

test-tubes, disposable syrings, clinical thermometer, hydrogen

peroxide (H202) cotton wool, drugs for first – aid box, sodium

hydroxide, among others

8. Bicycle, motor-cycle, tricycle

repair shops and vulcanizes’

stands

Hand-pumps, bicycle pumps, ball bearings, tubes, head-lamps,

bulbs, spokes valves wheels horns (contain magnets) grease,

soldering wires, glue, old accumulators, adhesives, among others

9. Local markets Dyes, food items, fertilizers, plywood, wooden materials, glue,

iodine solution, green leafty vegetables, animals parts, fish,

crabs, periwinkle, crayfish, snails, dry cells, among others

10. School environment: (eg

classroom, store, offices,

pathways, school farm,

school garden etc)

Pieces of papers, old newpapers, flowers, used chalk-boxes,

varied coloured chalks, seeds, nuts and fruits (from school farm),

leaves, empty barrels of biro-pens, old keys and pad-locks,

insects at varied stages of development, earth-worms, lizard,


401

toad, weeds, mosses and lichens, epiphytic figs and orchids

stones, among others

11. Local stream or ponds Green algae, mosquito larvae, toads, frogs, tadpoles, fishes,

fish-fingerlings, crabs, carnivorous birds, ferns, aquatic plants,

mollusks, mosses, among others

12. Nearby forest Snails, mushrooms, toad-stools, flowers, epiphytics orchids, figs

and ferns, parasitic plants, varieties of animals, birds,

invertebrates, insects, mosses and lichens etc.

Source: Egbeama N.B; (2014)

Problems of Improvisation of Science

Instructional Materials in Schools:

Balogun (2002), explains three

dimensions of the problems militating

against improvisation in our schools

as; (a) human problems (b) technical

problems, (c) scientific –cultural

problems.

a. Human Problems: These relate

to the low level of teacher’s

experience, creativity,

resourcefulness and inclination

to embark on improvisation.

Adeyanju (2001). Advised

science teachers to, “remain

loyal to the administration

preferences of the head-

teacher when embarking on

improvisation to avoid direct

confrontation with the

authorities”

b. Technical problems: Two of

the hall-marks of science are

precision and accuracy in its

empirical functions. Some

improvised science

instructional materials

might lack these important

qualities. Their utilization might

therefore be deceitful.

c. Scientific-cultural problems:

Azeke and Odor (2000),

warned that over-

dependence on improvised

materials in Nigeria could be

dangerous and anti-

globalization. Science as a

discipline, imparts a universal

culture and ways of living to

students and all its

practitioners. Therefore, rigid

adherence to

improvisation might be

producing crude “Nigerian

scientists” and not sound and

quality scientists of

international standards and

outlock. Even the teachers at a

point in time, might not be able

to operate and utilize the

standard/imported science

equipment used world-wide.


402

All these could lead ultimately,

to sterility, stagnation and low

status of science education in

Nigeria.

Other authors that stressed on the

problems of improvisation of science

instructional materials in schools

includes:

d. Vera and Crossan (2005). He

also reported of adequate

professional training as a

major problem militating

against the effective use of

local resources for science

teaching.

e. Siwatu (2007). then stressed

the need for a definite well

planed training programe of

improvisation for teacher.

The Roles of Science teachers

The roles science teachers cannot be

overemphasized, they help to bring

changes in education for sustainable

development. It is categorized

differently by different authors as

follows:

According to Osho: (2011) are as

follows:

It is the work of the science

teacher to analyse the

characteristics of the students.

This will help make the

improvised materials within

their abilities and interest. The

characteristics of the students

include age, ability level,

number in the class, gender

and physical impairment.

The science teacher considers

the behavioral objectives of

the lesson. This must agree

with the improvised materials

to be used. For instance, if the

behavioral objective is to help

students demonstrate static

electricity, it is important to use

ebonite rod or biro, small

piece of paper and wooling

piece of cloth or dry hair on the

head.


the number of students in its

selection and use of

improvised materials and must

meet the desired goal.


the time in improvisation. Time

is of essence.

He checks on the cost of the

imposed material.

It is also the work of the science

teacher to source for the

material to be improvised and

also check for place of

location.

The teacher must check on the

effectiveness of the materials.

The improvised material must


403

be suitable and their design

must meet aesthetic value.

The science teacher checks on

the socio economic values of

the equipment. He makes sure

the improvised material meet

the policy of the immediate

environment or culture of the

students. This is so because not

all materials are accepted by

all cultures, as some materials

are considered taboo.

Therefore, to avoid friction, the

teacher should confide with

the authority and the

community before such

materials are brought out for

use.

The teacher must also make

sure of the safety, durability

and visibility of the improvised

materials. This is considered

during selection and usage.

The science teachers checks if

it will promote the desired skills

in the learner.

The teacher checks if the

imposed materials has

aesthetic rating.

The science teacher checks if

the classroom environment is

suitable for the use of the

improvised instructional

material. (Olumorin et al;

2010).

The science teacher must have

some skills over the students.

The students like the ability to

organize gather, has

manipulative skills, be

reflective in thinking, problem

solving, observation and

controlling situations.

Summary and Conclusion

Science teaching in a developing

economy like Nigeria today, faces a

lot of challenges. Besides, it is

universally acknowledged that the

growth of science and technology can

best be achieved through

development, utilization and

exploitation of local materials and

resources. The concept of

technological transfer is a mere

illusion. One major way of fostering

the development of science and

technology in Nigeria indigenously is

by improvisation of the required

science teaching equipment and

materials by teachers and students in

schools. This will fundamentally,

demystify science, enhance quality

Process based teaching and learning,

promote students’ interest in science

subjects and provide strong base for

our nation’s technological growth.

Conclusively, although improvisation

has a lot of benefits, it has a number

of pitfalls too. Science and


404

Technology have both global and

cultural dimensions. Science teachers

must always be cautious in their

choice of instructional materials. They

should therefore, create a fair

balance between the use of

improved, locally fabricated and

imported instructional materials in

their instructional delivery. Thus

improvisation in science instruction

should be embraced by all and

sundry as an educational innovation

that would bring about sustainable

development in education especially

in science education.

Recommendations

The following recommendations were

made:

1. Teachers should improvise

relevant materials, and

efficiently utilize same to aid

meaningful teaching and

learning;

3. Teachers should improvise

instructional material that

would meet the objective of

the lesson to widen the

knowledge horizon of the

students through multisensory

perceptions.

4. Teachers should ensure that

every student in the class have

opportunity to see clearly the

instructional material used for

the lesson from their seats and

allows them to manipulate it

for proper assimilation of the

learning experience. Teachers

should be encouraged to

produce and use improvised

materials since they are

cheaper to produce or buy

5. Schools authority should

provide fund to buy the

required materials.

6. Government should through

the ministry of education

organize free seminar,

conference and bookshops on

improvisation technique for

science teachers to improve

and update their competence.


405

REFERENCES

Adeyanju, J.L. (2001) Production of cheap

instructional materials for the 6-3-

3-4 system of education. In Imogie, D.A, Akpan and M.A Anukam I.L. (Eds), Trends and Research in Educational Technology.

Ibadan. Y-Books Ltd 251pp.

Adu F. O. & Adu E. I (2014). Improvisation as

a tool for improving the teachers

knowledge in Basic technology.

Journal of research of method in education, 4 (1): 14-18

Akinmade, C.T.O. (1984). Improvisation in

secondary school biology teaching.

A Paper Presented at a

Workshop on Effective Teaching of

Science. Jos. 5th 9th August, year

1984.

Akusoba E.U., Alao, E.O., Gaya, M.U and

Okebakola P.A.O. (2008). Science teachers’ hand-book. Lagos.

Longmans.

Ango, M.A. (2005), Teaching mastery of

science process skills and their

effective usage in teaching

science. A Paper Presented at the Inaugural Conference of Science Technology and Society Education Services. Markurdi 10th

15th April, 2005.

Azeke, P.I. and Odor, T.O. (2000). Beyond

current practices of improvisation in

our schools. Journal of Science Education of Nigeria, 25 91) 29-35.

Bajah, S.T. (2009). Improvisation in

technological development:

implications for technical teachers

education. A Convocation Lecture, Federal College of Education, Akoka, Lagos.

Balogun, T.A 2002) Improvisation of

science teaching equipment .Journal of Science Education of Nigeria,

20(2): 130-137.

Balogum, T.A. (2012). Improvisation of

school teaching equipment. Journal

of science teacher’s association of Nigeria, 2(3): 137-149.

Berk, R. A. & Trieber, R.H. (2009). Whose

classroom is it, anyway?

Improvisation as a teaching tool.

Journal on Excellence in College Teaching, 20(3): 29-60.

Bomide, G.S. (2007). Science Teaching in a

period of recession; the need for

Improvisation. Journal of Science Education of Nigeria,23(2):

152-165.

Egbeama. N. B. (2014). Readings in Science Methodology. Onitsha. Newcrest Ltd

408pp.

Ikegbulam, V.N. (2006). Enhancing the

teaching of biology through the use

of Local Resources.

Proceedings of the 47TH S.T.A.N Annual Conference. 15-17.

Koppett; K. (2001). Training to imagine;

Practical improvisational theather

technologies to enhance creativity,

teamwork, leadership and learning.

Sifering, V. A.: stylus.

Nwagbo, C. (2008). Science , technology

and mathematics (S.T.M) curriculum

development: focus on problems

and prospects of biology curriculum

delivery. Proceedings of the 49th STAN Annual Conference, 15

PP.

Ogunleye, A.O. (2007). Science education in Nigeria: Lagos. Sunshine

International Publications

Ltd. 48PP.

Osoboye, GT. (2002). Nigerian secondary

school’s laboratories and the goals

of science education.

Proceedings of 43rd STAN Annual Conference. 30PP.

Osho, L. (2011). Need for improvisation in

class room teaching: Lagos:

Retrieved from :http://odih

net/news/source/2011/html on

10/3/2021.


406

Olumorin, C. O., Yusuf, A., Ajidagba, U. A.,

& Jekayinfi, A. D. (2010).

Development of instructional

materials from local sources for Art-

based. Courses, Asian: Journal of Information and Technology 9(2):

107-110.

Owolabi, O.T. & Oginni, O.I. (2012).

Improvisation of science equipment

in Nigerian schools. Universal Journal of Education and General

Studies. 13(1) 44-48.

Siwatu, K. O. (2007). Preservice teachers’

cultural responsive teaching self-

efficacy and outcome expectancy

beliefs. Teaching and teacher

Education, 23 (7): 1086-1101.

Vera, D. & Crossan, M. (2005).

Improvisation and innovation

performance in teams. Organisation Science, 16 (3): 203-224.

coou journal of educational research vol. 6. no.1; issn

Documents