Teaching Resources Improvisation And Academic Achievement

Teaching Resources Improvisation And Academic Achievement

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 CHAPTER ONE – INTRODUCTION

 1.1       Background of the Study

Learning and teaching is the concern of a trained teacher. But learning is a complex process. Learning can occur as a result of newly acquired skill, knowledge, perception, facts, principles, new information at hand etc (Adeyanju, 2007).

Teaching Resources Improvisation And Academic Achievement

Okunrotifa (2007) have examples of teaching resources to include visual aids, audio aids, audio-visual aids, real objects and many others. The visual aids are designed materials that may be locally made or commercially produced. They come in form of wall charts, illustrated pictures, pictorial materials, puppets and models. There are also audio-visual aids. These are teaching machines like radio, television and all sorts of projectors with sound attributes.

Teaching Resources Improvisation And Academic Achievement

Akanbi (2008) specifically notes that whenever teachers taught with some teaching resources, their students get more stimulated because the learning aids used make the learners (students) to become more attentive. In addition, students positive attitude generate more interest for the lesson they teach. As a result, students participate better in class activity. This in-turn enhanced academic achievement of students in biology in secondary school.

In the opinion of Agun (2003), there is need for teachers to improvise teaching resources for effective delivery of lessons effectively in the classroom. Accordingly, the dwindling of economic fortune of the country makes it imperative that biology teachers should improvise teaching resources using resources available within the local environment.

Teaching Resources Improvisation And Academic Achievement

Most educational institutions cannot afford to depend on imported materials; hence, there is need for teachers and their students to improvise teaching and learning materials. For example, scale models of human anatomy, such as the human skeleton, muscular system and nervous systems can be used to show students what parts of the human body looks like up close. This is by engaging students by providing 3-dimensional models related to the current area of study in biology. This can enhance effective teaching and learning of biology thus improves academic achievement of school students in the subject.

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Teaching resources improvised by the teachers, when used in the teaching-learning process have strong impression on the minds of the students. Its effect on the students helps to bridge the gap between reality and abstract. According to Ogunbi (2001), when teaching resources are improvised by the teacher and use effectively, it makes learning more interesting and lively. It also helps to retain interest of the learners during the delivery of biology lessons in the classroom.

Teaching Resources Improvisation And Academic Achievement

As put forward by Akanbi (2008), improvised teaching resources are relatively cheaper than the imported or standard resources. They are easily available for use by biology teachers. Also, improvisation of teaching resources by the teacher creates an opportunity for students to participate in the provision of teaching materials. It affords students the opportunity to exhibit such creative skill while participating in the provision of some of the teaching resource use for the delivery of biology lessons. This will aid greatly in their academic achievement.

With these background and more, the study examine teaching resources improvisation and academic achievement of secondary school students in biology.

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