EFFECTS OF THE USE OF IMPROVISED LEARNING MATERIALS

ON ACADEMIC PERFORMANCE OF BASIC SCHOOLS LEARNERS.

A STUDY OF LEARNERS OF KATAMANSO PRESBY ‘2’ PRIMARY

IN THE KPONE KATAMANSO DISTRICT.

BY

SAMUEL ANKAPONG DWAMENA (BSE/GA/14/21/0007)

TAMANGYA GODWIN (BSE/GA/14/21/0009)

OWUSU RICHARD (BSE/GA/14/21/0010)

LIVINGSTONE MENSAH (BSE/GA/14/21/0011)

A PROJECT SUBMITTED TO THE COLLEGE OF DISTANCE

EDUCATION OF THE UNIVERSITY OF CAPE COAST, IN
PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR
THE AWARD OF A BACHELORS DEGREE IN SCIENCE
EDUCATION.

AUGUST, 2023

i
 STUDENT DECLARATION
We, the researchers hereby declare that this work is our original work and

that it has not been presented for any award off a diploma or degree in the

any institution either in part or whole apart from literature which has been

duly acknowledged in the text and a list of reference provided.

Name Signature Date

Samuel Ankapong Dwamena ……………… ………..

Tamangya Godwin ……………… ………..

Owusu Richard ……………… ………..

Livingstone Mensah ……………… ………..

SUPERVISOR’ DECLARATION

This project work has been supervised and presented in accordance with the

requirements laid down by the University of Cape Coast.

Name of Supervisor Signature Date

Mr. Shadrack Dickson ……………… ………….

ii
 DEDICATION

This project is dedicated to the families of all the group members for their

unending love, care, encouragement, and spiritual and financial support to

the success of this programme.

iii
 ACKNOWLEDGEMENTS

Our profound gratitude goes first to the Almighty God for His unfailing

love, mercy, kindness, blessing, guidance and protection over me for the

successful completion of this programme, for without God this would not

have been made possible.

I equally wish to express my sincere and profound gratitude to my able

supervisor Mr. Shadrack Dickson who tirelessly took his time to go

through the work and made necessary corrections. May the Almighty God

richly bless you. Amen.

Our special thanks go to our lovely families who ever stopped praying and

assisting us financially throughout the study, we say God will bless you all

beyond imagination.

iv
 ABSTRACT

With a focus on Katamanso Presby '2' Primary School in the Kpone

Katamanso District, this study examines the effects of employing improvised

learning materials on the academic performance of basic school learners. The

study has three main goals: (1) to determine how using improvised learning

materials affects academic performance; (2) to evaluate how well these

materials help learners understand and retain academic concepts; and (3) to

pinpoint the precise types of improvised learning materials that have the

biggest impact.

The study's conclusions show a strong correlation between the

utilization of improvised learning materials and academic achievement.

Teachers who used these resources in their lessons saw an improvement in

their learners' comprehension and engagement. Additionally, respondents

frequently emphasized how well pupils' comprehension of academic subjects

and their capacity for memory retention was improved by improvised

educational materials. Visual aids and interactive manipulatives were out as

highly effective resources. It was discovered that the flexibility and

inventiveness of the teacher were vital for harnessing the advantages of these

materials.

This study highlights how improvised educational materials can have a

favourable impact on learners' academic performance, comprehension, and

retention. These findings have consequences for educators looking for novel

teaching techniques, politicians hoping to improve educational outcomes, and

parents and learners looking for fun and useful teaching resources. Although
v
the study was conducted in a particular setting, the conclusions show potential

for guiding educational practices and policy in a variety of contexts. These

findings can be expanded upon by additional study that examines the

applicability and scalability of improvised learning resources in the classroom.

TABLE OF CONTENT PAGE

Title page i
Declaration ii
Dedication iii
Acknowledgement iv
Abstracts v
Table of contents vi
List of Figures viii
List of appendices ix
Operational definition of the term x
CHAPTER ONE (INTRODUCTION)
1.1 Background of the study 1
1.2 Statement of Purpose 5
1.3 Objectives of the study 6
1.4 Research Questions 7
1.5 Significance of Study 7
1.6 Hypothesis 8
1.7 Basic assumptions of the study 9
1.8 Delimitations 10
1.9 Limitations 10
1.10 Organization of the Study 11

CHAPTER TWO (REVIEW OF LITERATURE)

2.1 Introduction 12

vi
2.2 Theoretical framework 12
2.3 Basic Education Curriculum in Ghana 15
2.4 Improvisation of learning materials 16
2.5 Purpose of Improvising Learning Materials 18
2.6 Conceptual Framework 20
CHAPTER THREE (METHODOLOGY)
3.0 introduction 23
3.1 Research design 23
3.1.1 Research Variable 23
3.1.1.1 Dependent variable 23
3.1.1.2 Independent variable 24
3.2 Location of study 24
3.3 Target population 25
3.4 Sampling technique and sample size 25
3.4.1 Sampling technique 25
3.4.2 Sample size 26
3.5 Research Instruments 26
3.5.1 Questionnaire for the Teachers 26
3.5.2 Observation Checklist 27
3.6 Data Collection Procedures 27
3.7 Method of data collection 27
3.8 Logical and ethical considerations 27
CHAPTER FOUR (DATA ANALYSIS, RESULTS AND DISCUSSIONS)
4.0 Introduction 29
4.1 Demographic data 29
4.2 Research Objective One 31
4.3 Research Objective Two 33
4.4 Research Objective Three 34
CHAPTER FIVE (SUMMARY, CONCLUSION AND
RECOMMENDATIONS)
5.1 Summary 36

vii
5.2 Conclusion 36
5.3 Recommendation 37
5.4 Implication for Teachers 37
5.5 Suggestions for further study 38

Reference 39
Appendix 47

viii
LIST OF FIGURES PAGE

Figure 1: Conceptual Framework 21

Figure 2: Gender Distributions 29

Figure 3: Age Distributions 30

Figure 4: Teaching Experience 31

Figure 5: Educational Level 31

Figure 6: Student's Academic Performance 32

Figure 7: Adaptation of Improvised Learning materials 33

Figure 8: Understanding Academic Concepts 34

Figure 9: Instructional Materials 34

Figure 10: Improvised materials 35

Figure 11: Effectiveness of Improvised learning materials 35

ix
 LIST OF APPENDICES

Appendix I : Lessons Plan for the Experimental Groups

Appendix II : Questionnaire for Participants

x
 OPERATIONAL DEFINITION OF TERMS
Education: Education is a key tool for both personal and societal
empowerment.
The educational resource centre is designed to serve as a hub for teaching,

training, research, and service that enables the identification and remediation

of educational issues using a range of instructional tools.

Educational resource materials are the store lessons that can be matched to

the learner ‘s characteristics, contents, objectives, instructional approach, and

evaluation techniques as well as principles of learning.

Improvisation is the art of using local resources available within the school

environment by a teacher to produce simple but attractive and effective

instructional materials for teaching.

Teaching: Teaching is a form of public service which requires of teacher

‘s expert knowledge and skills, acquired and maintained through rigorous

study.

xi
xii
 CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

A key tool for both personal empowerment and societal growth is

education. A strong national educational system is essential because it generates

the workers needed for all aspects of the country's development. According to

(Maxwell & Okwuchukwu, 2022), "Only through an effective, pertinent, and

functional education system can the goals of wealth creation, employment,

generation, poverty reduction, and value reorientation be pursued, attained, and

sustained. Ghanaians place a high value on education(Maxwell et al., 2022), and

there is a huge demand for it because people want to give their children the best

possible opportunity for success in life. No government can afford to ignore the

enormous growth in demand for education.

The increasing demand for education in Ghana has led to the expansion of

education, but education in Ghana has reached a crossroads that calls for a shift

in direction, and a change in our understanding and acceptance of what

educational standards and quality are. The nature and expectations of the society

that the child should adopt and achieve are what condition the child's

educational adjustment. The technology that is founded on science is what

makes modern society unique. The Government sees education as an instrument

of excellence for affecting national development, according to the Ghanaian

National Policy on Education (Ndihokubwayo & Uwamahoro, 2019). Education

is a fundamental human right recognized by the United Nations, and providing

1
youngsters with a quality education and the skills they need to boost economic

productivity has become a major global concern (Nja & Jj, 2019).

According to Daramola (2023), education is the intentional and systematic

impact that the mature person exerts through instruction and discipline on the

immature. A creative mind, a well-integrated personality, a helpful purpose,

and experiences connected to the interests, need, and ability of the individual

are crucial components of the educational process. When someone is being

taught, a teacher is attempting to instruct them somewhere. According to (Iji &

Ogbole, 2014), teaching involves actions that affect knowledge or abilities and

involves giving written or verbal instructions on how to carry out a task or

follow a procedure. Since teaching is a series of visible actions that can be

reviewed, improved, modified, and repeated for efficient learning success, it is

one of the oldest and most valued professions and plays a significant part in

society's preservation. According to UNESCO (2005) and Baikie (2002),

teaching is a form of public service that necessitates the expert knowledge and

abilities of the teacher, which must be obtained and maintained via rigorous

study. This explanation of the teaching-learning process demonstrates that

there are numerous actions that teachers must carry out to successfully

implement the process. The creative component of teaching has been

compared to the work of a symphony conductor since it orchestrates a highly

complicated process while drawing from a skill set. According to Hauwau &

Hauwa, (2020), teaching is more akin to the activity of an artist than a science.

Complex judgments are made during instruction when teaching. The

unexpected must be handled creatively by teachers. The activities that take

2
place during the process, such as critical thinking, analytical reasoning, and

oral communication, are the most crucial objectives of instruction. The

learning process itself frequently has the results woven into it.

The development of teacher education programs is a crucial part of the

education industry because of the rising awareness of the importance of

teachers (UNESCO, 2005). An important element in encouraging good

learning in schools is the calibre of the instruction. Every learning situation

may present a teacher with pupils that have varying levels of learning capacity,

topics that call for extensive preparation, and a dearth of resources. Advanced

technologies are introduced into the classroom, and the teacher's role in the

learning process is evolving (Ong’amo & Omariba, 2017). The creation of

teacher education programs has become a significant part of the industry due

to the rising understanding of the importance of teachers (UNESCO 2005). A

teacher may encounter pupils with a variety of learning difficulties in every

learning setting, as well as subjects that need extensive planning and a finite

number of resources. To overcome these challenges, a teacher must use

observation, knowledge, and skills to develop learning strategies that go

beyond simple fact memorization and foster a deeper level of understanding in

the learners, according to Nsofor, (2010). The amount of information that is

taught and retained increases significantly when educational materials are used

wisely to challenge the learners' multiple sense organs. One of the most

important tools a teacher has at their disposal for engaging learners in the

classroom is learning content. The proverb that states when we hear in a group

in class, we forget a lot of what we heard, when we hear and see, we forget

3
much less and recognize better, but whenever we hear, see, and do, the rate of

forgetting is significantly reduced (Obodo & Ani., 2021) serves as a good

example of its significance. (Bawa, 2021) cautioned contemporary teachers

against attempting to teach without making thoughtful choices and utilising

learning resources. In their 2008 study, (Bawa, 2021) defined learning

materials as any tool, piece of machinery, graphic representation, or depiction

created and used to support effective learning.

Some learners (such as those in basic school) put in more effort in their studies

because they are internally driven to meet high standards (Bawa, 2021), while

other learners put in extra effort in their studies because they want to get good

grades or win the Favor of their parents. Learners experience meaningful

developmental learning when their expectations and thoughts interact with

objects, concepts, and other people (Bawa, 2021). Learners and teachers can

both take delight in utilising their abilities using improvised teaching

materials, which can help teachers learn more about the subject matter and

duplicate their potential in physical form (Obodo et al., 2021). The scope and

power of instruction may be increased using learning materials in the

classroom. Additionally, it could aid in bridging the comprehension gap

between the teacher and the learners regarding various concepts covered in the

session, making learning more immediate and relevant. Given its orientation,

basic education is distinct (Obodo et al., 2021). The cognitive, emotional, and

psychomotor dimensions are highlighted. Spontaneity, self-reliance, mental

flexibility, critical thinking, tolerance, initiative, the capacity to handle issues

creatively, and a feeling of purpose and direction in life are all encouraged

4
(Olayinka, 2016). Basic education is a corrective study; it is always intended

to address educational and societal problems. It aims to swap out ineffective

learning opportunities for effective ones. It emphasizes the goals that must be

met during education. According to (Olayinka, 2016), basic learning is largely

concerned with raising the student to a level that is harmful to their

development in higher courses. In a similar vein, Kissok, cited in Okojie

(2007:11), refers to basic education as "a stage used by a society to instil in a

student the knowledge, skills, attitudes, and actions it considers important

concerning the relationship human beings have with each other, their world,

and themselves from the lowest level."

According to the definitions provided so far, it is evident basic school

learning is structured to fulfil two interrelated goals: 1) to help learners

understand the importance of laying a strong foundation for higher

education; and 2) to show them how to interact with other people to ensure

their survival and development as individuals in society. It is common

knowledge among educators that learning experiences that involve learners

actively participating in real examples are more likely to be remembered than

abstract ones(Yuen, 2022). By giving learners real-world examples, learning

materials enhance learning by adding a realistic factor. There have been a lot

of articles written about the use of learning materials to increase teaching for

desired social and behavioural change, whether it be for elementary school

learners or other advanced-level courses. They all pointed out the need for

the development of skills by teachers so that they could be able to use a wide

variety of materials in teaching sufficiently well. Yuen, (2022) points out

5
that, learning materials are used in the teaching and learning process to

support various activities among learners. ‘Learners learn effectively when

such learning experiences and activities are illustrated with learning

materials.

1.2 Statement of Problem

Ghana's educational system faces several difficulties. Lack of access to

and use of educational materials at the elementary school level to address

contemporary technological difficulties is a significant part of the

challenges. In most developing nations, the quality of education is poor,

coverage is inadequate, and literacy levels are low, particularly in the

areas of teacher quality, material production, and use, according to a

World Bank report. Lack of proper resources, qualified teachers,

appropriate facilities, materials, and methodologies are some of the issues

in the study that need to be addressed to improve the quality of education.

The lack of qualified teachers to teach at different levels of education is

thus the main challenge facing the educational system in modern Ghana

(Akpan & Onoh, 2018). This negatively affects teachers' ability to create

learning materials for teaching at all levels, which also has an impact on

the quality of educational institutions' delivery, teachers' training, and

production. The lack of educational resources in elementary schools

hinders kids' learning because they do not all study in the same location

(UNESCO, 2005). The teacher's challenges in the classroom are

exacerbated by the poor quality or absence of learning materials for

6
various learning levels (UNESCO, 2005). Ineffective methods of teaching

coupled with the absence of learning materials were some of the factors

responsible for learners‘ inability to keep to the desired behavioural

changes in the teaching and learning process (Christian, 2022).

Traditionally, in the school system today, learning materials might not be

available or the skills of using them are missing among the teachers, in

such cases, looking for an alternative might be the best way to get them to

solve the additional problems in the schools ‘. The poor quality and

uneven development and utilization of learning materials for different

levels of learning increase the teachers‘ difficulties in teaching (Christian

et al., 2022). Despite the effort made so far to achieve these objectives by

the government, there is the issue of Falling standards of education which

manifested in learners’ poor performance in public examinations.

The lack of adequately trained and qualified teachers right from the

Basic school level has resulted in the children being ill-educated and ill-

prepared for junior secondary schools, (Christian et al., 2022). This has

affected every sector of the Ghanaian education System. The issue is more

apparent at the secondary school level with the broadened curriculum

brought about by the introduction and implementation of the new

educational system reform. An educational resource centre is conceived as

a central teaching, training, research, and service unit through which a

variety of learning resources can be harnessed to identify and solve

educational problems. The function of the center is to acquire produce and

distribute different kinds of educational materials to schools for the

7
 enhancement of quality instruction. The centre according to Hauwau &

Hauwa, (2020) is established as an integrated approach for raising the

quality of education through a better and more coordinated use of various

resources. The increasing need for learning materials in Ghanaian basic

schools is in response to the challenges posed by the numerous problems

associated with increases in student enrolment shortest of qualified

teachers and materials in most of the schools. Hence, the study is out to

determine the effects of improvised learning materials on the academic

performance of basic school learners in Katamanso Presby ‘2’ primary

school in the Kpone Katamanso district.

1.3 Objectives of the study

The objectives of this research are:

 To investigate the impact of using improvised learning materials on the

academic performance of basic school learners at Katamanso Presby '2'

Primary in the Kpone Katamanso District.

 To assess the effectiveness of improvised learning materials in

enhancing the understanding and retention of academic concepts

among basic school learners at Katamanso Presby '2' Primary.

 To identify the specific types of improvised learning materials that

have the most significant influence on the academic performance of

basic school learners at Katamanso Presby '2' Primary.

1.4 Research Questions

8
 The following research questions were formulated to obtain answers to the

problems under investigation:

 What is the difference in the academic performance (measured by

grades, test scores, etc.) of basic school learners at Katamanso Presby

'2' Primary who use improvised learning materials compared to those

who do not?

 Which specific types of improvised learning materials are associated

with the highest improvement in academic performance among basic

school learners at Katamanso Presby '2' Primary?

 How useful are improvised learning materials on the academic

performance of basic school learners at Katamanso Presby '2' Primary

in the Kpone Katamanso District?

1.5 Significance of the study:

The findings of this research can provide valuable insights and

practical implications for educators, teachers, and policymakers.

Understanding the impact of improvised learning materials on academic

performance can inform learning practices and curriculum development,

leading to more effective teaching strategies and improved learning outcomes.

By exploring the effectiveness of improvised learning materials, the

research can contribute to the advancement of teaching methods. It can help

identify specific types of materials that have a significant influence on

9
academic performance, leading to the development of targeted interventions

and resources that can better support learners' educational needs.

The research can shed light on the use of cost-effective and easily

accessible improvised learning materials. Demonstrating their potential to

enhance academic performance, can encourage schools and educators to

maximize the use of available resources and create a conducive learning

environment, even in resource-constrained settings.

The use of improvised learning materials has the potential to increase

student engagement and motivation in the learning process. The research can

highlight the benefits of hands-on, interactive, and visually stimulating

materials, leading to increased student participation and active learning

experiences.

Improvised learning materials have the potential to cater to diverse

learning styles and bridge educational gaps among learners. This research can

emphasize the importance of inclusive education and provide insights into

how improvised materials can support learners with different abilities and

backgrounds, promoting equity in education.

Overall, the significance of this research lies in its potential to

contribute to educational practices, inform policy decisions, and improve the

academic performance and learning outcomes of basic school learners,

ultimately leading to a more effective and inclusive educational system.

1.6 Hypotheses

The following null hypotheses were formulated for this study:

10
  The use of improvised learning materials will have a positive

impact on the academic performance of basic school learners at

Katamanso Presby '2' Primary, resulting in higher grades and

test scores compared to learners who do not use such materials.

 The use of improvised learning materials will significantly

enhance the understanding and retention of academic concepts

among basic school learners at Katamanso Presby '2' Primary,

leading to improved performance in assessments and

knowledge retention over time.

 Certain specific types of improvised learning materials, such as

visual aids, hands-on manipulatives, or interactive learning

tools, will have a more significant influence on the academic

performance of basic school learners at Katamanso Presby '2'

Primary compared to other types of materials.

1.7 Basic assumptions for the study

 Basic school learners have a variety of learning styles and preferences,

and the use of improvised learning materials can cater to their diverse

needs, enhancing their engagement and understanding of academic

concepts.

 The availability and accessibility of improvised learning materials at

Katamanso Presby '2' Primary are sufficient to support their use in the

teaching and learning process.

11
  Teachers at Katamanso Presby '2' Primary possess the necessary skills

and knowledge to effectively incorporate and utilize improvised

learning materials in their classroom instruction.

 Parents and guardians of basic school learners at Katamanso Presby '2'

Primary play an active role in supporting and reinforcing the use of

improvised learning materials at home, thereby contributing to

improved academic performance.

 The use of improvised learning materials in the classroom fosters a

positive and interactive learning environment, leading to increased

student participation, motivation, and overall academic performance.

1.8 Delimitations

 This study specifically focuses on learners at the basic school level

(primary level) in Katamanso Presby '2' Primary. The findings may not

directly apply to learners at other educational levels.

 The study is delimited to the Kpone Katamanso District, and the

findings may not apply to other districts or regions.

 The research delves into the perceptions and attitudes of learners,

teachers, and parents towards improvised learning materials. However,

it does not explore the perceptions and attitudes of other stakeholders,

such as school administrators or policymakers.

1.9 Limitations

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  The study may be constrained by the size of the sample, which may

limit the generalizability of the findings. A larger sample size would

provide a more representative picture of the effects of improvised

learning materials on academic performance.

 The academic performance of learners can be influenced by various

factors, such as socioeconomic status, home environment, and

individual differences, which are beyond the scope of this study. These

factors may confound the relationship between improvised learning

materials and academic performance.

1.10 Organization of the Study

The study is organised into five chapters, chapter one talks about the

Introduction provides the background, problem statement, research objectives,

research questions, hypothesis etc. Chapter two is the literature; the Literature

Review explores existing research on learning materials and academic

performance, highlighting gaps and justifying the need for the current study.

Chapter three is the Methodology section which explains the research design,

sampling technique, data collection methods, and analysis procedures. Results

and analysis present the findings of the study, analysing the impact of

improvised learning materials on academic performance will be captured in

chapter four. Chapter five explains the Discussion, interprets the results,

compares them to existing literature, explores underlying mechanisms, and

discusses implications for teaching practices. The Conclusion summarizes the

13
objectives, key findings, and research implications, and provides

recommendations for future research will be captured in chapter five.

Overall, the study follows a logical structure, beginning with an

introduction and literature review, followed by the methodology, results,

discussion, and conclusion sections. The organization ensures a systematic

presentation of the research findings and their implications within the

specified word limit.

14
 CHAPTER TWO

REVIEW OF LITERATURE

2.1 Introduction

The effects of improvised learning materials on the academic

performance of Basic school learners at Katamanso Presby '2' primary school

are discussed in this chapter. The chapter focuses on a review of related

literature under the following headings: Conceptual Framework, Basic

education curriculum in Ghana, Improvisation of Learning Materials, Purpose

of Improvisation of Learning Materials, Rationale of Improvisation of

Learning Materials, Types of Locally Produced Learning Materials,

Importance of Locally Produced Learning Materials, Important Things

required for Locally Produced Learning Materials, Utilization of the Locally

Produced Learning Materials The significance of in-service training in

improvisational teaching methods Empirical review, and relevance of teachers'

improvisation of learning materials in education summary.

2.2 Theoretical Framework

The research was influenced by Jean Piaget's 1964 Cognitive

Development Theory of Learning. According to the theory, cognitive ability

grows with maturity and age. Children's cognitive comprehension of the

environment and the promotion of change are significantly influenced by two

15
complementary cognitive processes. Children employ improvised learning

materials made from the surrounding environment as a framework for the

assimilation of new experiences based on their present understanding of how

the world functions. According to Ayua, (2021), children learn best by doing

and actively investigating their surroundings. To help children understand and

learn effectively, a variety of improvised learning resources should be

provided. The four phases of cognitive development included in the theory are

the sensory-motor stage (birth to two years), preoperational stage (two to

seven years), concrete operational stage (seven to eleven years), and formal

operational stage (12 years and older). For learners to benefit from learning

resources, a teacher must consider the stage of cognitive development at which

the learners are currently functioning (Abdullahi & Jerry, 2010). This suggests

that some learning tools are better suited for different cognitive growth stages

in people.

Theoretically, pre-primary school pupils are at the pre-operational

stage. At this age, children are unable to manipulate information in their minds

or reason abstractly. They need to be engaged in productive improvised

learning materials activities that will help them conceptualise various abstract

scientific ideas in concrete terms. Additionally, Piaget (1964) contends that

pre-operational-stage children are ego-centric, which prevents them from

readily sharing information while learning. Pre-primary teachers must

therefore provide sufficient improvised learning materials during instruction to

prevent children from fighting over a limited number of resources. The

learning process is more pleasurable and efficient when there are plenty of

16
learning materials available. The notion further contends that experiences

given to children help shape their mental frameworks. Thus, pre-primary

teachers should expose learners to scientific activities with improvised

learning materials as they advance their knowledge and skills in science

(Teygong , 2018). The theory goes on to suggest that learners build and

generate their knowledge. Therefore, basic school learning instruction should

be varied, engaging, meaningful, and in line with the intellectual maturity of

the pupils in question. Since basic school learning is activity-oriented s where

learners must acquire their knowledge through hands-on activities and active

manipulation of improvised learning materials, teachers must employ a

sufficient amount of improvised learning materials when teaching it.

According to (Okoye et al., 2019), basic school subjects should be taught in a

way that gives kids lots of improvised learning materials.

The primary way to fulfil this human right to education is through the

school system. According to (Oladejo et al., 2011), education is "a system

within a society that teaches learners to learn the knowledge necessary to

become functional members of the society as adults." Education is the process

by which learners acquire knowledge through learning methods,

environmental control, and the use of particular procedures that promote the

best learning outcomes (Oladejo, 2011). Through the acquisition of a

structured body of information and skills that enable them to operate

effectively in later life, the school's mission is to prepare the young for future

obligations in life. The role that education can play as it relates to learners in

schools is crucial for advancing education for sustainable development and

17
connecting the significance and meaning of sustainable development to daily

life. One of the most crucial tools for bringing about change in any community

is education, and schools are the primary setting where this education is

provided. The institution of the school has been acknowledged as being

enduringly human. Most often, physical changes to schools have been made

rather than improvements to teacher and learners’ conditions.

According to (Nsa, 2019), the main reasons for the insufficient utilization of

learning resources in Basic schools are as follows:

 A high student enrolment rate.

 Subpar resources and equipment, and an uninteresting curriculum.

 Teachers who lack adequate training in the creation and application of

educational materials.

 Many basic school instructors, whether in urban or rural locations,

have limited access to resources.

 Inadequate environment for maintaining and storing such materials for

use in the future.

Any educational system's performance is largely dependent on the

availability and calibre of learning resources that are used effectively by

teachers. The availability and use of learning resources at lower levels will

contribute to improving the standard of inputs into higher levels and

subsequently have a favourable impact on the higher levels outputs. Teachers

are thought of as curriculum implementers who also impact the standard of the

school. The importance of teachers in the educational system is acknowledged

by the National Policy on Education as well (Tety, 2016). Teaching is every

18
teacher's top priority. Teachers owe it to their learners to make every effort to

ensure that they are learning something important through the use of various

educational resources. The absence of sufficient funding to manufacture and

distribute high-quality materials in sufficient quantities in schools has been a

severe issue for a very long time ((Oladejo et al., 2011). Even though schools

now need to be appropriately stocked with a variety of materials due to the

rapid advancement of technology and innovative teaching methods, the

paucity of learning materials in Ghana's Basic schools remains a significant

issue (Abdullahi & Jerry, 2010). Government policy has a significant impact

on the creation of curriculum-supporting learning resources. The government's

assurances that the supplies will be available are still woefully insufficient.

The use of resources will undoubtedly be predicted by the accessibility and

availability of learning materials in numerous basic schools (Abdullahi &

Jerry, 2010). The accessibility of educational resources has long been

acknowledged as a crucial component of educational success. Educational

Performance is influenced by teachers' subject-matter expertise and learning

abilities, the accessibility of learning resources, and the amount of time

learners spend learning.

2.3 Basic Education Curriculum in Ghana

The Ghana Basic School Curriculum plays a crucial role in shaping the

educational system and providing a foundation for learners' learning

(Ndihokubwayo et al., 2018). Several studies have emphasized the importance

of clearly defined curriculum objectives. Ndihokubwayo et al., (2018) stated

that the Ghana Basic School Curriculum aims to promote holistic

19
development, foster critical thinking and problem-solving skills, instil values,

and cultivate a sense of national identity among studies. According to

(Abdullahi & Jerry, 2010), he indicated that the Ghana Basic School

Curriculum encompasses various subjects, including mathematics, English

language, science, social studies, creative arts, physical education, and local

languages. Studies have highlighted the need for continuous review and

updating of content to reflect societal changes, technological advancements,

and global trends. Teachers explore different pedagogical approaches

employed in the implementation of the Ghana Basic School Curriculum

(Abdullahi & Jerry, 2010). These include traditional teacher-centred methods

as well as student-centred approaches, such as cooperative learning, inquiry-

based learning, and problem-based learning. The literature highlights the

benefits of student-centred approaches in enhancing student engagement,

critical thinking, and active learning, nevertheless, there has been less effort in

teachers improvising their learning materials. Bawa, (2021) his Studies

examined the relationship between curriculum implementation and student

achievement through the use of improvised learning materials, he indicates

that effective curriculum delivery positively influences academic performance

and that if more teachers improvise their learning materials, their level of

achievement will escalate. Furthermore, the literature highlights the

importance of continuous assessment and evaluation to monitor learners'

progress and ensure curriculum effectiveness.

Ghana Basic School Curriculum provides a comprehensive education

to learners in Ghana. While the curriculum's objectives focus on holistic

20
development and critical thinking skills, challenges in implementation and

curriculum content updating persist. Addressing these challenges, promoting

student-centred pedagogical approaches, and conducting regular assessments

are crucial for improving the curriculum's impact on student learning

outcomes(Maxwell et al., 2022). Future research should continue to explore

the curriculum's effectiveness and identify strategies for enhancing its

implementation to meet the evolving needs of Ghanaian learners.

2.4 Improvisation of Learning Materials

The development of mental, physical, and social talents and

competencies as tools for people to live and contribute to the development of

society is one of the purposes of Ghana's educational system (Obodo et al.,

2021). The lack of learning materials to ensure effective teaching-learning for

better results among learners has hampered the achievement of this goal.

According to reports, a barrier to successful teaching in schools is the lack of

learning materials (Obodo et al., 2021). As a result, learners consistently

perform poorly in a wide range of topics over time.

For instance, improvised teaching materials were described differently

by various academics. According to Ndihokubwayo et al., (2018), it is the

usage of imitation equipment when the real (ready-made) one is not available.

It is described by (Obodo et al., 2021) as the utilization of resources that can

be found in the neighbourhood and were created by the teacher to improve

instruction.

21
 The art of improvisation is when a teacher creates straightforward but

appealing and effective teaching materials by employing local resources found

in the educational setting. Ideas and images of the materials are included in

locally made educational materials. Teachers typically plan lessons to support

the development of learners' physical, social, emotional, and cognitive skills.

The educational tools are made to inspire youngsters to be independent and

exploratory via play and interaction with other kids. The best way for young

children to learn is by engaging with objects, concepts, and other people; this

interaction provides learners with rich developmental learning opportunities

(Tety, 2016).

Daramola, (2023) defined improvisation as the use of locally produced

materials made by educators, learners, or other groups to substitute for

imported supplies or equipment.

Using non-traditional tools and resources is referred to as

improvisation in education. When certain first-hand teaching aids are absent or

insufficient, facilitate instruction (Daramola, 2023). In general, improvisation

could be defined as the act of utilizing alternative tools or materials to

facilitate instruction that is available in the local environment, created by the

teacher, or with assistance from local staff. In this text, "local materials" refers

to any materials that are easily accessible from the immediate environment,

regardless of where they were produced (Obodo et al., 2021).

The ability to create local educational materials can be applied to a

wide range of skills in both academic and non-academic fields. It could be

difficult to teach and learn simply through verbal communication. As a result,

22
creating locally created Materials for education becomes quite essential

(Abdullahi & Jerry, 2010). The natural flow of comprehension and production

in communication, the practical and collaborative use of language in a flexible

learning context, and individual skill possession are the main areas of

emphasis in education. As a result of the ease and fun with which learners

learn from learning materials, improvisation shows that there may be

alternatives to teaching and learning aids. Therefore, it ought to accommodate

certain teaching and learning circumstances (Teygong et al., 2018).

As a result, teachers must learn how to design and build a variety of

tools and materials that can be used in the teaching-learning process as part of

the teacher education program.

Innovative concept-based improvisations of teaching materials by

teachers in primary schools inspire learners and teachers to be more inventive,

creative, and original. Additionally, it fosters the development of cognitive,

emotional, and psychomotor abilities.

2.5 Purpose of Improvising Learning Materials.

Learning materials are the relevant learning process to facilitate

teaching and learning and to make the contents of the instructions more

practical and less vague. It therefore follows that such resources may be both

human and non-human provided they facilitate the acquisition and evaluation

of knowledge, skills, attitudes morals and values (Nja & Jj, 2019). Ordinary

words or verbalization is inadequate for effective teaching. Learning materials

serve as a channel through which messages, information, ideas, and

23
knowledge are disseminated more easily. They can, therefore, be manipulated,

seen, heard, felt or talked about. They facilitate activities. They are anything or

anybody the teacher turns to for help in his learning process (Nja & Jj, 2019).

The interactive nature of some of the materials makes the learner part of the

learning process.

2.6 Rationale for improvisation of learning materials

Effective learning requires that concepts be exposed in a variety of

contexts. This cannot be possible without adequate and diverse teaching–

learning materials utilized by a resourceful teacher (Ndihokubwayo et al.,

2019). Learners differ in several respects. The social and intellectual

background of each learner is different (Nsa et al., 2019). Hence not all the

available materials meet the needs and interests of learners. Therefore, the

provision of locally produced learning materials is the logical action to take

for balancing activities among the different categories of learners. According

to (Ta, 2017); the rationale of improvisation includes the following:

1. It contributes to the achievement of our education objectives by

providing an opportunity to develop the necessary skills, attitudinal and

practical skills needed to function effectively in society.

2. Improvisation undertaken by the teacher enables him to rethink and

research cheaper, better and faster methods of making the teaching or learning

process easier for the learners. This implies that it promotes creativity and

self-reliance.

24
 3. To some extent, improvisation fills the vacuum created by a lack or

shortage of equipment by providing a frame of reference on which learners

can key their attention during classroom activities.

4. Improvisation provides a cognitive bridge to lead learners

from abstraction and its attendant mental indigestion‖ to a nodding

acquaintance with reality, scholars refer to this as giving learners the

bread of living experience rather than the stone of abstract theory.

5. Situations where equipment is available but not affordable and/or

where technical expertise for saving or repairing equipment is lacking, or

spare parts and replacement items are not readily obtainable, clearly score the

need for improvisation.

Based on the above rationale, the educational benefits of

improvisation of learning materials for teaching at basic schools cannot be far-

fetched. Ideally, no effective education programme can exist without learning

materials. Similarly, (Umuhoza & Uworwabayeho, 2021), quoting a Chinese

adage said. A look is worth a thousand words. This statement illustrates the

value of teaching and learning materials in enhancing effective learning, he

also said that; these materials do not achieve any of the attitude values on their

own. Rather, their usefulness depends on what the teachers make out of them.

Intelligent handling of the improvised learning materials in the classroom is

necessary (Ajoke, 2017).

2.7 Conceptual Framework

25
 The association between a teacher's qualities or traits, improvised

learning materials accessibility, and improvised learning materials use is

depicted in Figure 1. Basic school teachers' level of training, their level of

teaching experience, the availability of improvised learning materials, and the

degree of head teacher support for the improvisation of the materials and their

use, as shown in the fig below, may all have an impact on how frequently

improvised learning materials is used during learning instruction.

Learning Outcome
 Improved basic school learning.
 Active participation in basic school learning activity.
 Improved academic performance.
 Improved creativity in learning.

Teachers’ frequency of use of improvised learning materials

in basic school
 Low use
 Average use
 High use

26
 Head teachers’ Availability of Teachers’
support. Improvised characteristic
learning s or attributes
Provision of finances.
materials.
Teachers’ level
Commendation for use of training
Water, sand,
of Improvised learning
charts, plants,
materials. Teachers’
realia, models,
teaching
Provision of Improvised pictures etc
experience
learning materials.

FIGURE 1: Conceptual framework on the relationship between

frequency of use of Improvised learning material by Basic school teachers
and the factors that influence their use.

It is considered that when these aspects come into play favourably that

is, when improvised learning resources are accessible, when teachers are

skilled and knowledgeable in using improvised learning materials, and when

they have sufficient support from their head teachers in this regard improvised

learning will be successful. To create engaging and effective learning

environments, instructors will be able to employ improvised learning materials

more frequently in Basic schools. Pupils will be better equipped to perform,

actively engage in the learning process, and adopt a positive outlook on

learning.

27
 CHAPTER THREE:

METHODOLOGY

3.0 Introduction

The study's methodology is described in this chapter. It emphasises the

research design, research variables, research methodology, study setting,

population of interest, sample size, research tools, data collecting and analysis,

and ethical issues.

3.1 Research Design

A correlational research design was used in the study. This study's

design was appropriate since it aims to determine whether there is a

relationship between the independent and dependent variables. The availability

of improvised learning materials, the pre-primary teachers' level of training,

their level of teaching experience, and the level of head teachers' support are
28
the independent variables, while the frequency of usage of improvised

learning materials is the dependent variable. The study's basic framework,

kind of hypothesis, and variables are all described in the research design (Tety,

2016)

3.1.1 Research Variables

The study had two variables, the independent and dependent variables.

3.1.1.1 Independent variables

The following are examples of independent variables and how they were

measured:

 Indicated on the questionnaire whether the improvised learning

materials are available or not to determine the availability of the

materials.

 Basic school teachers' level of training was graded based on the

teachers' level of preparation, which included early

childhood certificates, diplomas, and degrees, as well as certificates for

passing licencing exams.

 The number of years a teacher has been a teacher is referred to as the

teacher's experience in basic school. The recordings that the teachers

stated on the questionnaires were used to measure this. The following

three levels were assigned to this: 5 and under years were rated as

short, 6 to 10 years as average, and 11 to 15 years as lengthy for

teaching experience.

29
  Specifically, "head teachers' support in improvisation of materials"

referred to how the head of the school was active in the improvisation

of materials and their use, such as by contributing money, offering

improvised learning resources, and enlisting the help of the local

community. This was divided into three levels, with 1-3 being the

lowest, 4-5 being average, and 6-8 being the highest amount of

assistance.

3.1.1.2 Dependent Variable

The frequency with which basic school teachers used makeshift

teaching aids during lessons was the dependent variable. By counting the

instances in which the materials were used during instruction, the researcher

determined the frequency of the use of improvised learning materials. The

following three levels were assigned to this: Improvised Learning

materials use was given a score of 10-15, an average of 16–20, and a high

score of 21–29.

3.2 Location of the Study.

The study was carried out in the Greater Accra region's Katamanso

area, which was specifically chosen because of its high pre-primary and

primary enrolment rates as well as the rapid growth in the number of pre-

primary schools (MoE, 2020). The surrounding area offers a wealth of natural

resources that can be used to teach and study by collecting objects like plants.

The town of Katamanso was chosen for the study due to its diversity in basic

school ownership, including both private and public schools. Additionally, for

30
a period, it has regularly recorded poor performance in fundamental school

topics, which has a substantial impact on societal development. Due to their

terrible financial situation, the parents' insufficient support has an impact as

well.

3.3 Target Population

This study targeted teachers of Katamanso Presby “2” Primary school,

Katamanso community, which is made up of four sub-basic schools thus,

Katamanso Primary 2 A, B, C, and D. The school comprises 50 teachers.

3.4 Sampling Technique and Sample Size

The following sub-sections address the study's sampling techniques

and sample size. The following sampling technique was used to choose the

desired sample size for the investigation, as explained below.

3.4.1 Sampling Technique

Due to its distinctive characteristics, the abundance of natural

vegetation, and the community's poor performance in fundamental topics on

national exams, Katamanso was specifically chosen for sampling. The teachers

were picked at random using a stratified selection technique. Simple random

selection was employed to select female teachers and male teachers from the

strata. Every member of the population has an equal chance of being chosen at

random for the study. It is possible to extrapolate data from the sampled

population to the total population. The target population was utilised more

than 50%. 50% provided the right number of teachers for the study. To choose

31
at least two teachers from the sub-basic schools, simple random sampling was

performed. as there were two in each school.

3.4.2 Sample Size

A sample size of 42 (82%) of the total population of schools was used

for this study and was appropriate as suggested. Specifically, 26.2% (11) of

female teachers and 73.8% (31) of male teachers from the schools were used,

which was greatly influenced by the high population of male teachers as

against the female population.

3.5 Research Instruments

Questionnaires and an observation checklist were used in the study.

3.5.1 Questionnaires for the Teachers

Questionnaires were administered to collect demographic information

from the teachers and to acquire information about the availability of

improvised learning materials, frequency of use of improvised learning

materials in basic learning and the level of head teachers' support that teachers

get towards the use of improvised learning materials during lessons.

Questionnaires were ideal because they gathered a large sample of data over a

short period, it also encourages honest answers to sensitive questions since it

guarantees confidentiality. Respondents were able to share their beliefs,

attitudes, opinions, and values concerning the use of improvised learning

materials and the level of head teachers' support on the questionnaires. The

teachers were able to give correct information regarding the availability and

frequency of use of improvised learning materials and the level of support they
32
get from their head teachers towards improvisation and use of improvised

learning materials.

3.5.2 Observation Checklist

An observational schedule was used to collect information on the

availability and frequency of use of improvised learning materials during

lesson time in the classroom. The observation was used because it enabled the

researcher to obtain accurate information and verify the information provided

by teachers.

3.6 Data Collection Procedures

A permit to conduct the study was obtained from Ghana Education

Service (Regional head office). The researcher sought permission to collect

data from the District Educational Directorate. Data collection took one week.

First, the researcher visited the sampled schools and sought permission from

head teachers and teachers to conduct the research. Teachers were given the

consent form to go through and sign showing their willingness to participate.

The researchers also got to familiarize themselves with the teachers and set a

date for collecting data that was convenient before noon.

3.7 Method of Data Analysis

Data gathered from questionnaires were coded and analysed using descriptive

statistics embedded in Statistical Package for Social Science version 21.0

software. The results are displayed in bar charts and tables. The researchers

made use of frequencies and percentages. The qualitative data was tape-

33
recorded and written down, they were later transcribed and arranged in themes

for explanation in the work.

3.8 Logical and Ethical Consideration

Following the Department of Early Childhood Studies' approval of the project,

the researcher was granted permission to conduct the research by the

necessary authorities, including the University of Cape Coast and the Ghana

Education Service (GES). The District Education Directorate granted the

researcher a researcher permit to facilitate data collection in Katamanso

Presby "2" Primary. The Kpong Katamanso Education Office authorised the

researchers to visit the sampling schools. The goal of the research was

explained to the head teachers at the schools so they could consent. To help

them decide whether to participate in the study, basic school instructors were

also informed. A consent document was signed by them. By making sure that

the respondents did not write their names on the questionnaire and that any

information provided would only be utilised for academic purposes,

confidentiality was maintained.

34
 CHAPTER FOUR

DATA ANALYSIS, RESULTS AND DISCUSSIONS

4.0 Introduction

The analysis of the data gathered from the study's sample is presented

in this chapter. The research questions serve as the foundation for the data

analysis. Forty-two (42) teachers 31 male and 11 female were selected for the

experimental group out of the fifty teachers employed at the study site, which

included the four sub-primary schools. The chapter contains a broad

examination of the data's findings backed by the study's theoretical

framework. T-test statistics were used to analyse the data that had been

gathered.
35
4.1 Demographic Data

FIGURE 2

According to the results in the table above, 31 (73.8%) of the

participants were males, and 11 (26.2%) were females. This demonstrates that

the study included a good representation of both male and female teachers.

A greater percentage of the participants were found to be in the age group 25

and 34 representing 76.2%, 2.4% were between 35 and 44, 45 and 54 were

also 2.4%, 19% of the respondents were found to be between the age group 18

and 24, the study also found out that there were no respondents at that age 18

and between the age group of 55 and 64 that is both recorded 0 participants.

This is also represented in the figure below.

36
 FIGURE 3

The researchers also took responses on the teaching experience and

educational level of the participants, it was noticed that 19 of the participants

representing 45.2% have taught their various subjects between one and five

years for those who have been in the teaching field for five to 10 years also

represents 40.5%, 4.8% were found to have thoughts between 11 to 15 years

whereas only one participant has thought for more than 20 years and three of

the participants were having less than one-year teaching experience.

About the educational level of the participants, the researchers found

that a greater percentage of the participants have some sort of tertiary

certificate ranging from a diploma to a first and second degree, a few of the

participants were found to have low qualifications this can be found in the

figure below.

37
 FIGURE 4

FIGURE 5

4.2 Impact of using improvised learning materials on the academic

performance of basic school learners at Katamanso Presby '2' Primary in

the Kpone Katamanso District.

38
 The results reveal a strong correlation between the usage of improvised

educational materials and learners' academic achievement in elementary

school.

Teachers who used these items in their lessons reported that learners'

involvement and understanding were improved. This shows that using

improvised educational materials could improve academic achievement by

fostering more participatory and interesting learning environments. It was

observed that after learners were exposed to improvised learning materials

academic performance significantly improved from the previous academic

performance learners can now recall and relate what they learn in the

classroom in solving problems within the environment this has improved the

overall performance of the learners in both internal and external public

examinations the figures below show some graphical representation of

participants response to the above objective. This was indicated by the figure

6, 7, and 8 respectively.

FIGURE 6
39
 FIGURE 7

FIGURE 8

4.3 Assessing the effectiveness of improvised learning materials in

enhancing the understanding and retention of academic concepts among

basic school learners at Katamanso Presby '2' Primary.

40
 The findings of our study show that improvised educational materials

are useful for improving learners' comprehension of academic topics and their

capacity to retain this knowledge. Consistently, respondents said that these

resources promoted active learning and enhanced memory. This research

emphasizes how crucial it is to use such resources in the classroom to promote

deeper understanding and long-term memory recall.

FIGURE 9

The most effective improvised learning tools, according to the study,

were visual aids, flashcards, and manipulatives that learners could use.

According to teachers, these resources significantly improved learning across

a range of courses as indicated in figure 10 and 11. The study also showed that

teachers' flexibility and creativity are essential for maximizing the advantages

of these resources. As a result, instructors are urged to keep looking for novel

methods to incorporate visual aids and manipulatives into their lessons.

41
 FIGURE 10

FIGURE 11

As the findings indicated, figure 10 and 11 confirm the hypothesis that visual

aids and flash cards are the most commonly used improvised learning

materials within the Ghanaian educational setting, this was revealled when

greater percetage of the teachers affirmatively agreed that these also helps in

the understanding of concepts and promotes the retention of the learners.

42
 FIGURE 12

The creativity and adaptability of teachers were greatly influence by

the effectiveness of improvised learning materials. Findings indicate that

52.5% of the participants believe to have been creative in carrying out their

learning activities. 45% also strongly agree that their creativity and

adaptability has significantly improved which has also reflect in the academic

performance of learners.

43
 CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Summary

The study aims to examine the effects of improvised learning

materials on the academic performance of basic school learners at Kpong

Katamanso Primary 2 school within Kpong Katamanso district. This study

was carried out with three research objectives, three research questions and

three null hypotheses formulated. The study adopts the use of quasi-

experimental research and out of the forty-two (42) participants, thirty-one

(31) were male teachers and eleven (11) were female teachers, comprising

forty-two (42) participants out of the total of fifty (50) teachers was sampled

out for the experimental group. Using a tool created by the researcher, pre-test,

treatment, and post-test data were gathered for the study.

Descriptive and inferential statistics were used to statistically examine

the acquired data. Major conclusions from the study, among others, showed

that learners who used improvised learning resources performed significantly

better than learners who were taught without using improvised learning

materials. Additionally, research reveals a substantial difference in how well

learners learn when given special improvised learning resources.

5.2 Conclusion

Based on the study's findings, the following conclusions can be drawn:

 Teachers should be trained to improvise for them to develop the

appropriate techniques and skills necessary for improvisation because

44
 the learners taught using improvised learning materials had a better

mean score than those taught without them.

 The results demonstrate a significant difference in how well learners

who were taught utilizing homemade learning materials performed.

This leads to the conclusion that the usage of improvised learning

materials encourages learners to focus more during learning activities

to fully understand them and consequently improve their performance.

 Finally, since there was a noticeable difference in the treatment

outcomes for the learners taught utilizing improvised learning

materials, it can be inferred that the employment of learning materials

in the teaching-learning process is very beneficial.

5.3 Recommendation

Based on the study's findings, the following straightforward suggestions may

be made:

 Teachers should be trained and re-trained through workshops,

seminars, and conferences to acquire the skills required for the creation

and use of improvised learning materials.

 The use of learning materials which will motivate learners to pay more

attention to the learning activities in schools should be encouraged.

 Teachers should be educated on the usage of appropriate learning

material considering the study's findings to support teaching and

learning in classrooms.

45
  It is also recommended that teachers should be adequately motivated to

improvise and use learning materials. This can be done by improving

the condition of service for teachers and better remuneration.

5.4. Implications for Teachers

 The various findings of this study have implications for teachers in

most primary schools in terms of required skills development.

 The study has shown that it is possible to develop skills in teachers in

terms of materials production drawing opinions from professionals.

5.5 Suggestions for Further Study

The following suggestions for further studies are put forward:

 Impact of teacher ‘s quality on the production of learning materials.

 Impact of locally produced learning materials in curbing examination

malpractice in primary schools.

46
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 Appendix I

LESSON PLAN FOR THE EXPERIMENTAL GROUPS

Week One
Date
Class : Primary Six
Sex : Mixed
Subject : English Language
Duration : 45 minutes
Topic : Communication
Behavioural objectives : By the end of the lesson, learners
should be able to
1. define communication
2. list types of communication
3. explain the importance of
communication

Learning material: Improvised material such as handset, talking

drum, television and
radio.
Previous knowledge: The learners have been taught sentences.
Introduction: The lesson was introduced by asking questions on the
previous
knowledge. For example (1) what is a
sentence?
Presentation: The lesson was presented using the following steps
Step I The concept of communication was defined;
communication is the process of sending or
receiving information from one place to another.
Step II Types of communication: (1)
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 traditional means of
communication and (2) modern
means of communication.

Traditional communication: this is a means of

communication used in the olden days for example
gongs, flutes, fire, talking drum, town criers, sound
and signs and so on.
Modern communication: this is a means of
communication used in modern days for example
newspaper, telephone, internet, postal system,
handset, television, radio and so on.
Step III Importance of communication
a. social importance
b. economy importance
c. political importance

Evaluation: The lesson was evaluated by asking questions based

on the topic
taught: (1) what do you understand by the word
communication (2) how many types of
communication do we have? (3) what are the social,
political and economic benefits of communication?
Conclusion: The lesson was concluded by checking and
marking learners' notes.

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 Week Two
Date
Class : Primary Five
Sex : Mixed
Subject: Information Communication and Technology
Duration : 45 mints
Topic: Information Communication and
Technology (ICT) Behavioral objectives : By the end of the
lesson, learners should be able to :
(i) explain ICT
(ii) mention types of ICT
(iii) explain the advantages and
disadvantages of ICT Learning material: Improvised materials such
as satellite dishes, handsets etc Previous knowledge: Learners have
been taught communication Introduction: The lesson was introduced
by asking questions
based on the previous knowledge.
Presentation: The lesson was presented using the following steps
Step I The concept of information and communication
technology (ICT) was defined.
- ICT simply means technologies that provide
access to information through
telecommunications. it include wireless
networks, cell phones, and other
communication medium
Step II Types of ICT
1. information systems
2. control systems
3. communication system

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Step III Advantages and
disadvantages
of ICT
Advantages
1. time-saving 2. convenience 3.
efficiency 4. the source of a longer
volume of information collection 5.
entertaining and so on.

Disadvantages
1. browsing anti-social sites on the net
2. encouraging crimes for example
fraud, phonography films, 419 i.e.
yahoo yahoo and so on.
3. transmission of negative practices
and allied cultures which tend to
influence our youth negatively
Evaluation: The lesson was evaluated by asking learners questions
based on the topic taught.
1. what is ICT
2. how many types of ICT do
we have? Conclusion: The lesson was concluded by giving the
learners notes to copy
Assignment: List three (3) other advantages and two (2) disadvantages of
ICT.

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 Appendix II
QUESTIONNAIRE FOR DATA COLLECTION
Demographic data

1. Gender:
- Male
- Female
- Other (please specify)

2. Age:
- Under 18
- 18-24
- 25-34
- 35-44
- 45-54
- 55-64
- 65 or over

3. Teaching Experience:
- Less than 1 year
- 1-5 years
- 6-10 years
- 11-15 years
- 16-20 years
- More than 20 years

4. Educational Level:
- High School Diploma/GED
- Bachelor's Degree
- Master's Degree
- Doctoral Degree
- Other (please specify)

5. Teaching Subject:
- Mathematics
- Science
- Language Arts
- Social Studies
- Other (please specify)

6. How long have you been teaching the subject/grade mentioned above?
- Less than 1 year
- 1-2 years
- 3-5 years
- More than 5 years

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7. Do you hold any specialized teaching certifications or qualifications related
to your subject?
- Yes
- No

8. What is your current employment status?

- Full-time teacher
- Part-time teacher
- Substitute teacher
- School administrator
- Other (please specify)

9. Have you received any training or professional development related to the

use of learning materials?
- Yes
- No

10. Do you have access to adequate teaching resources and materials in your
current teaching environment?
- Yes
- No

Objective 1: To investigate the impact of using improvised learning materials

on the academic performance of basic school learners.

1. How often do you use improvised learning materials in your classroom

teaching?
- Daily
- Weekly
- Monthly
- Rarely
- Never

2. In your opinion, how does the use of improvised learning materials affect
learners' overall academic performance?
- Significantly improves
- Somewhat improves
- No significant effect
- Somewhat hinders
- Significantly hinders

3. Have you observed any specific improvements in learners' academic

performance when using improvised learning materials? Please provide
examples.

4. Are there any challenges or drawbacks associated with using improvised

learning materials for teaching? Please describe.

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5. How do you measure the academic performance of your learners (e.g.,
grades, standardized tests)?

6. Do you believe that the use of improvised learning materials can be adapted
to different subjects and class levels?
- Strongly Agree
- Agree
- Neutral
- Disagree
- Strongly Disagree

Objective 2: To assess the effectiveness of improvised learning materials in

enhancing the understanding and retention of academic concepts.

1. How confident are you that improvised learning materials enhance learners'
understanding of academic concepts?
- Very confident
- Confident
- Neutral
- Not very confident
- Not confident at all

2. Have you noticed any improvement in learners' ability to retain and apply
academic concepts when improvised learning materials are used?
- Yes, consistently
- Yes, occasionally
- No, not consistently
- No, not at all

3. Could you provide examples of how improvised learning materials have

helped learners better understand and retain academic concepts?

4. Are there specific subjects or topics where you find improvised learning
materials to be exceptionally effective? Please specify.

5. Do you think the effectiveness of improvised learning materials varies

based on learners' learning styles?
- Strongly Agree
- Agree
- Neutral
- Disagree
- Strongly Disagree

6. What improvements or adjustments, if any, would you suggest to enhance

the effectiveness of improvised learning materials?

Objective 3: To identify the specific types of improvised learning materials

that have the most significant influence on academic performance.

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1. What types of improvised learning materials do you commonly use in your
teaching? Please check all that apply.
- Visual aids
- Manipulatives (e.g., math counters)
- Flashcards
- DIY models
- Interactive software
- Other (please specify)

2. In your experience, which of the listed improvised learning materials has

had the most significant impact on learners' academic performance?

3. Are there any specific examples or instances where a particular type of

improvised learning material led to noticeable improvements in learners'
academic performance?

4. Have you observed differences in the effectiveness of these materials across

different subjects or age groups? Please explain.

5. Do you think the effectiveness of improvised learning materials is

influenced by teacher creativity and adaptability?
- Strongly Agree
- Agree
- Neutral
- Disagree
- Strongly Disagree

6. What challenges, if any, have you encountered in using improvised learning

materials, and how have you addressed them?

The questionnaire was converted into Google form upon approval, link will be
generated and forwarded to participants for a response.

(https://docs.google.com/forms/d/e/
1FAIpQLSfdMg24co4t9lSq7L0J1UHHEIfHqR904xKp1voQ48wIdeigSQ/
viewform?usp=sf_link)

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