Influence of Improvisedteaching Instructional Materials on Chemistry Students’ Performance in Senior Secondary Schools in Vandeikya Local Government Area of Benue State, Nigeria

Eriba Emmanuel Otor, Josiah Ogbeba, Clementina Ngunan Ityo


This study assessed the use of improvised instructional materials on the performance of chemistry students. It also examined the differential performance among male and female chemistry students when this method is used in teaching chemistry. Two research questions and two hypotheses guided this study. A descriptive survey design was used for the study. Data were collected from 150 senior secondary school chemistry students using simple random sampling procedure from eight secondary schools in Vandeikya Local Government Area of Benue State, Nigeria. Improvised Chemistry Teaching Aids Questionnaire (ICTAQ) developed by the researchers and validated by experts was used for data collection. The research questions were answered using mean and standard deviation while the hypotheses were tested at 0.05 level of significance using Analysis of Variance (ANOVA). Students taught using improvised instructional materials outperformed their counterparts taught with conventional lecture method. There was also a better performance among the male chemistry students when compared to their female counterparts. Based on the findings of the study, it was recommended among others that teaching of chemistry using improvised instructional materials should be encouraged since it facilitates the learning of this subject.

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