Abstract:
This study investigated the knowledge, perception, and utilization of improvised
instructional materials among Upper Primary science teachers in the Okaikwei North
Municipality. Grounded in instructional material theory and the theory of multiple
intelligences, the research adopted a pragmatic paradigm, utilizing a mixed methods
approach with an embedded mixed method design. The entire population of 81 Upper
Primary science teachers participated in the study, selected through census sampling.
Data were collected through closed-ended questionnaires, semi-structured interviews,
and observation checklists. Qualitative data underwent thematic analysis and
frequency counts, while quantitative analysis involved frequency, percentages, mean,
standard deviation, independent samples t-test, and Pearson’s correlation. Results
indicated that Upper Primary science teachers possess adequate knowledge for
improvising instructional materials, with a significant portion demonstrating an
average level of proficiency. Teachers acknowledged the practicality of improvised
materials, their role in addressing material shortages, and their potential to raise
awareness of alternative teaching resources. It was recommended that continuous
support from primary school headteachers through professional development
opportunities, workshops, and resource access to enhance teachers’ improvisation
skills. Tailored training programmes addressing variability in teachers’ perceptions
are also advised.
Description:
A thesis in the Department of Basic Education, School of
Life-Long Learning, submitted to the School of
Graduate Studies, in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Basic Education)
in the University of Education, Winneba
