Abstract:

Biology education is crucial for students to understand living organisms and their interactions with the environment. However, many schools struggle with limited access to teaching materials. This study investigated the impact of improvised instructional materials on biology education among senior secondary school students in Dala Local Government Area, Kano State. The research involved two schools, SSII classes from each school were assigned to control and experimental groups, totaling 346 students. Data was collected through surveys, classroom observations, and student assessments. Biology teachers were trained to design and use improvised materials in their curriculum. The findings revealed that improvised instructional materials improved teaching and learning in biology. Students in the experimental group showed better learning outcomes, higher engagement, and enhanced comprehension and retention of concepts. Quantitative data from post-tests were statistically analyzed to compare learning outcomes between the groups, while qualitative data from surveys were thematically analyzed to understand perceptions, challenges and benefits of using improvised materials. This study underscores the cost-effectiveness and practicality of improvised instructional materials, advocating for their adoption in schools. It provides insights for educators and policymakers to enhance biology education, innovative and student-centered teaching methods that foster a deeper understanding of life sciences among students.