Strategies and Challenges in Strengthening Science Education through Resource Improvisation in Secondary Schools: A Review

Abstract

The use of improvised instructional materials (IIM) in teaching natural and physical sciences in African schools has gained significance due to the challenges faced by science education, such as student disinterest and financial constraints. To evaluate the effectiveness of IIM in science education, a review of ten studies conducted between 2015 and 2023 was undertaken using Google Scholar and the ERIC database. The review found that IIM can be an effective and affordable alternative to traditional instructional materials, leading to improved student engagement, motivation, and learning outcomes in science subjects. However, the quality and reliability of IIM can vary, and further research is needed to determine the best practices for their use in science education. Inadequate classroom space, a lack of power, and limited infrastructure have been identified as effective use factors that influence the successful use of instructional materials in education. This review highlights some of the difficulties encountered in obtaining educational resources in Africa, including inadequate infrastructure, limited access to technology, a lack of cultural relevance, high cost for educational materials, and a scarcity of educational resources. To address these challenges, modernizing instructional materials is crucial. Creating and using up-to-date instructional materials can significantly improve learning outcomes and student engagement. This includes incorporating multimedia lectures, engaging simulations, and virtual laboratories that provide students with practical experience. Enhancing science education through resource improvisation and the effective use of instructional materials is crucial for improving the quality of education in African schools.