Teacher's Improvised Instructional Materials and Physics Students” Academic Achievement in Electricity in Secondary School Physics in Uyo LGA

Abstract

The study is carried out to determine the effect of teachers improvised instructional materials on students’ academic achievement in Electricity concept in Secondary School Physics. A pretest post-test quasi-experimental design was adopted for the study. Data were collected using Physics Achievement Test (PAT) from a sample of 80 students, made up of 40 males and 40 females from two (2) public secondary schools. Independent t-test was used in analyzing the data. Findings revealed that there is a significant difference in students’ achievement scores taught Physics using teacher’s improvised materials and those taught without it, but there is no significant difference in Achievement scores of male and female students taught Electricity concepts with teachers improvised instructional materials. Based on the findings, it was recommended, among others, that officials of the Ministry of Education should organize seminars and workshops to sensitize physics teachers on the significance of teachers improvised instructional materials in physics teaching and learning.