EFFECT OF IMPROVISED INSTRUCTIONAL MATERIALS ON PERFORMANCE AND RETENTION IN ECOLOGY CONCEPT AMONG SECONDARY SCHOOL STUDENTS IN GUSAU LOCAL GOVERNMENT, ZAMFARA STATE.

This study investigates the effects of improvised instructional materials on students’ academic performance and retention of Ecology concepts among senior secondary school students in Gusau Local Government Area of Zamfara State, Nigeria. Given the persistent lack of standard laboratory equipment and instructional aids in Nigerian secondary schools, particularly in science education, this research explores how locally available and creatively adapted teaching resources can enhance the teaching and learning of Ecology—an important component of the biology curriculum. Grounded in constructivist, dual-coding, and cognitive load theories, the study adopted a quasi-experimental design to compare the outcomes of students taught using improvised materials versus those taught through traditional lecture methods. Findings indicate that the use of improvised instructional materials significantly improved both academic performance and long-term retention of Ecology concepts. Additionally, the study found no significant gender disparity in outcomes, suggesting that improvised materials benefit all learners equitably. The study underscores the importance of student-centered, activity-based instructional strategies and recommends wider adoption of improvisation to bridge resource gaps and promote quality science education in resource-limited settings.