Upper primary science teachers’ knowledge, perception and use of improvised instructional materials in the Okaikwe North Municipality

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.