Teachers’ Knowledge of Improvisation of Resources in the Teaching of Biology in Rivers State Secondary Schools

Abstract

The study investigated teachers’ knowledge of improvisation of instructional resources in the teaching of Biology in secondary schools in Rivers State. The study was guided by two research questions and one null hypothesis. The study adopted an analytic-descriptive survey design. The population of the study comprised all Biology teachers’ in Rivers State secondary schools. Proportional stratified random sampling and simple random sampling techniques were used in drawing 235 Biology teachers from the three education zones in Rivers State, namely Rivers Central, Rivers East, and Rivers West. Of this sample, only responses from 215 were used for data analysis due to instrument mortality. The instrument used for data collection was the Biology Teachers Improvisation Knowledge Assessment Test (BTIKAT). The instrument had a reliability coefficient of 0.76. The result revealed that there is a significant difference between the percentage of Biology teachers with knowledge and those without knowledge of improvisation of resources. The knowledge level of the biology teachers for improvisation of teaching resources was moderate. Based on the findings, it was recommended, among other things, that improvisation be made a core aspect of methods courses in the training of science teachers.