Background of the Study
Science and Technology Education constitute the foundation of any scientific and technological development.
Science have predominantly shaped the world, constituting the major determinant of national and international empowerment.
Science has been defined by different authors according to their own understanding. Lasisi and Daniel (2009) defined Science as a systematic study of the nature of the behaviour of the material and physical universe through observation, experimentation, measurement and recording.
Also, Cunningham and Saigo (1999), defined Science as a systematic, precise, objective way to study the natural world. Science is often an exciting and satisfying enterprise that requires creativity, skill and insight. In addition, Eyetsmitan (2002) defined Science as rationally structured knowledge about nature, which embraces systematic methods of positive attitude for its acquisition, teaching and learning. Indeed Mullholand and Idallance (1996) in Ogunleye (2008) acknowledge that science is an important part of every child’s education, yet in many countries, there is much evidence to suggest that basic science education is not properly taught
Basic science according to Aina (2007) is viewed as one of the core subject in a curriculum for primary education and is a foundation for subsequent science learning. Therefore, the proper teaching will result in enhancing pupils understanding and better their achievement.
Thus, the success or failure in basic science would to a large extent the success and failure of science education (Leghara and Okafor, 2006).
The national policy on education (FME, 2004) emphasizes the teaching and learning of science processes and principles, therefore, the policy recommends practical, exploratory and experimental methods. Leghara and Okafor, (2006) stated that the basic tools that science uses in the learning of science processes are the instructional materials. Studies have shown that the use of improvised instructional materials have improved achievement in basic science (Eyetesmitan 2000).
The teaching of basic science demands the use of instructional materials or media and these media help to bring variation in teaching process which arouses and sustains the interest of the learner’s. Science teaching equipment and materials are often lacking in our schools (Uyota 2006).
However, most of the equipments needed for teaching in the primary schools can be easily improvise to substitute when the real equipments are not enough or available. Improvisation as far as teaching basic science is concerned, requires a considerable development through imaginative planning and good knowledge.
As far as teaching of basic science is concerned, it is necessary to look in to the level of primary school pupils’ attitude toward science and their achievement. In this study, the researcher attempt to investigates the effects of usage of improvised instructional materials on the academic performance of basic 5 pupil’s in science.
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