ABSTRACT
The aim of this research was to find out the importance of improvisation in teaching Biology in senior secondary school students in Sokoto metropolis. Total numbers of 31 teachers were used in this study; the instrument used for data collection was questionnaires which were administered personally by the researchers to ten randomly selected secondary schools in Sokoto metropolis. The method used for data analysis was simple percentages to examine the findings. Among the major findings for this is that, there is an adequate instructional materials for teaching Biology in secondary schools in Sokoto State. Also there is a great difference between the performance of the students taught with improvised materials and without any instructional aid. With these findings, we recommend the teachers to be resourceful so as to improvise when the original materials are not available.
TABLE OF CONTENTS
TITLE
TABLE OF CONTENTS
ABSTRACT
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
1.2 Statement to the Problem
1.3 Objectives of the Study
1.4 Research Questions
1.5 Significance of the Study
1.6 Scope and Delimitation of the Study
1.7 Operational Definition of terms
CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1 Introduction
2.2 Concept of Instructional Materials
2.3 Concept of Improvisation
2.4 Rationale for Improvisation
2.5 Importance of Improvisation
2.6 Some Tools for Improvising Material in teaching Biology
2.7 Advantages of Improvisation
2.8 Factors affecting Improvisation in Schools
2.9 Summary of the Review and Uniqueness of the Study
2.2 Concepts of Instructional Materials
2.3 Concept of Improvisation
2.4 Rationale for Improvisation
2.5 Importance of Improvisation
2.6 Some materials that could be improvised in teaching Biology and their functions
2.7 Advantages of improvisation
Advantages of using low cost Materials
2.8 Factors affecting Improvisation in Schools
2.9 Summary of the Review and uniqueness of the Study
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Introduction
3.2 Research Design
3.3 Population of the Study
3.2 Sample and Sampling Techniques
3.5 Instrument for data Collection
3.6 Validity of the Research Instrument
3.7 Reliability of the Research Instrument
3.8 Method of data Collection
3.9 Procedure for data Analysis
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
4.1 INTRODUCTION
4.2 Data Presentation and Analysis
4.3 Summary of Major Findings
4.4 Discussion of Findings
CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.1 INTODUCTION
5.2 Summary of the Study
5.3 Conclusions
5.4 Recommendations
REFERENCES
APPENDIX
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
In Nigerian secondary schools, Biology is one of the basic sciences among the core subjects taught in the senior secondary schools (SSS) .Biology is the science of life. Traditionally Biology is divided in to Botany the study of plants and zoology the study of Animals. Biology has several divisions such as Morphology, Anatomy, physiology, Ecology, Genetics and evolution.
Biology of our age differentiates pure Biological science from the applied Biology sciences which are Nursing, Medicine, Pharmacy, and Agriculture among others. The scope and nature of Biology is that which is paramount to life. The role of Biology has virtually speeded through most aspects of human economic and public life.
In general some branches of Biology have contributed to the provision of health and disease control, development of industries, crime detection, provision of food and shelter, awareness of variety of life, provision of foundation for future profession and understanding the physical world.
The ultimate goal of any teaching activity is to facilitate effective learning among students. In an attempt to ensure that effective learning takes place, teachers effort
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