TEACHER’S DIFFICULTIES ON IMPROVISATION OF MATERIALS FOR PRACTICAL BIOLOGY CLASS: A CASE STUDY OF SCHOOLS IN IKA SOUTH LGA

This chapter explores the various challenges biology teachers face in improvising instructional materials for effective practical lessons in secondary schools within Ika South Local Government Area. It begins with an introduction that outlines the significance of improvisation in the teaching and learning of biology, especially in the context of limited resources. The conceptual framework examines key concepts such as improvisation, instructional materials, and practical biology teaching. The theoretical framework is anchored on relevant educational theories such as Piaget’s Constructivist Theory and Bruner’s Theory of Instruction, which emphasize active learning and the role of materials in facilitating understanding. Empirical studies reviewed in this chapter reveal that teachers often encounter difficulties including lack of training, inadequate funding, limited exposure to innovative practices, and absence of administrative support. The review also highlights successful cases where improvisation has positively impacted students’ performance and engagement. Additional concepts discussed include the importance of teacher creativity, community resource utilization, and policy implications. The chapter concludes with a critical appraisal of the literature, identifying gaps in research and practice that necessitate further investigation, especially in rural and under resourced areas like Ika South LGA.