The Future of Education

              AbstractThis study investigated the impact of an Improvised Instructional Material Model on primary five basic science teachers and pupils Classroom Interaction and pupils’ achievements, in Jos North Local Government, Plateau state in Nigeria. The samples comprised of twelve primary five basic science teachers and 144 primary five pupils. Three research questions guided the study and one null hypothesis was tested at 0.05 level of significant. A pure experimental, pre-test-post test control randomized group research design was used. Samples were randomized and a pre-test observation was conducted. The treatment groups were exposed to the use of Improvised Instructional Materials model while the control group was exposed to the usual lecture method observed during pre-test observation. Data were gathered through video recordings of classroom interactions between teachers and their pupils. An achievement test was constructed and administered to pupils in the classes of teachers in both experimental and control groups. Frequency counts and percentages were used to answer research questions while the chi-square statistic was used to test the null hypothesis. The results show that the Improvised Instructional Materials model produced a significantly positive effect on the participation of primary school pupils and teachers in basic science activities as well as pupils’ achievement in science. It was recommended that the training should be extended to junior secondary school students and the training should be a continual process in order to improve students’ participation and interest in science and ensure quality teaching and learning of science in schools. 

                                                     By

                                         Chollom Azumi Grace

                                      University of Jos, Nigeria . West Africa

                                                        ID 1251