IMPACT OF IMPROVISED INSTRUCTIONAL MATERIALS ON ACADEMIC PERFORMANCE AMONG SECONDARY SCHOOLS STUDENTS OF CHEMISTRY IN KATSINA STATE NIGERIA

Abstract

This study investigated the impact of improvised instructional materials on academic performance among secondary school students in Katsina state Nigeria. two research objectives, two research questions and two research hypotheses were used to guide the study, The research design is quasi experiment, The population of the study consists of four thousand five hundred and thirty one SS2 Chemistry students in Rimi zone and it is delimitated to only SSII senior secondary school students. The sample size for the study comprises 182 SS2 Chemistry students 96 males and 86 females. Cluster sampling was used in selecting the schools, two schools were used for the study, one was assigned to experimental group and one to control group first group teaching using improvised instructional materials, and the other group received treatment using lecture method only. Two instruments were used in collecting the data, chemistry Performance Test (CPT) and Chemistry Test Anxiety Scale (CTAS).  Mean and standard deviation were used to answer the research questions while analysis of covariance (ANCOVA), T-test and Mann Whitney U-Test were used to test the hypotheses at 0.5 level of significance. The findings of the study revealed that students taught Chemistry using instructional materials performed better than those taught using conventional method Based on the findings of the study, it was recommended that teaching of chemistry in secondary school should be conducted in a manner that students will effectively understand and learn the concepts taught, The study concluded that teaching using instructional materials enhance students academic performance.