UTILIZATION OF IMPROVISED INSTRUCTIONAL MATERIALS AND ACADEMIC PERFORMANCE ON PHYSICAL EDUCATION AMONG SECONDARY SCHOOLS STUDENTS
UTILIZATION OF IMPROVISED INSTRUCTIONAL MATERIALS AND ACADEMIC PERFORMANCE ON PHYSICAL EDUCATION AMONG SECONDARY SCHOOLS STUDENTS
TABLE OF CONTENTS
TITLE PAGE
CERTIFICATION
DEDICATION
ACKNOWLEDGEMENTS
ABSTRACT
TABLE OF CONTENTS
CHAPTER ONEÂ Â Â Â Â –Â Â Â Â Â Â Â INTRODUCTION
1.1 Â Â Â Background of the Study
1.2 Â Â Â Statement of the Problem
1.3 Â Â Â Purpose of the Study
1.4 Â Â Â Research Questions
1.5 Â Â Â Research Hypotheses
1.6 Â Â Â Significance of the Study
1.7 Â Â Â Delimitation of the Study
1.8 Â Â Â Limitation of the Study
1.9 Â Â Â Definition of Terms
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CHAPTER TWOÂ Â Â Â –Â Â Â Â Â Â Â REVIEW OF RELATED LITERATURE
CHAPTER THREEÂ –Â Â Â Â Â Â Â RESEARCH METHODOLOGY
3.1 Â Â Â Research Design
3.2 Â Â Â Area of the study
3.3 Â Â Â Population of the study
3.4 Â Â Â Sample and Sampling Technique
3.5 Â Â Â Instrumentation
3.6 Â Â Â Validation
3.7Â Â Â Â Scoring
3.8 Â Â Â Research Procedure
3.9 Â Â Â Method of Data Analysis
CHAPTER FOURÂ Â –Â Â Â Â Â Â Â RESULTS AND DISCUSSION
 4.1    Introduction
4.2 Â Â Â Discussion of the Results
CHAPTER FIVE
 SUMMARY, RECOMMENDATIONS AND CONCLUSION
 5.1    Introduction
5.2 Â Â Â Summary
5.3Â Â Â Â Recommendations
5.4 Â Â Â Conclusion
References
Appendix
CHAPTER ONE
INTRODUCTION
1.1 Â Â Â Background to the Study
It is a fact that, learning does not just occur. Indeed, it comes through interaction with persons or things. When a person is engaged in a form of direct activity such could find himself/herself influenced by external ideas and emotion such a person is learning. Learning may be directly observed when someone is allowed to interact with the learning materials.
Instructional materials in Physical and Health Education are aids developed for the purpose of effective teaching of the subject and are acquired as instruments for implementing a given curriculum (Bassey, 2016).
UTILIZATION OF IMPROVISED INSTRUCTIONAL MATERIALS AND ACADEMIC PERFORMANCE ON PHYSICAL EDUCATION AMONG SECONDARY SCHOOLS STUDENTS
The importance of using instructional materials for teaching learning of Physical and Health Education is to assist in communicating permanently, information that are incidental to the process of teaching (Acons, 2013) and since facts and information in physical and health education are more reality retailed when supplemented with instructional material, the chances are that if the materials are carefully improvised selected, and skillfully used, they make learning more meaningful (Adeniyi, 2021).
Furthermore, Udo (2023) pointed out instructional materials used in implementing Physical and Health Education Curriculum in secondary schools are not sufficient and call for the need for improvised materials.
Instructional materials for effective teaching process in Physical and Health Education comprise of charts, the laboratory, physical education equipment recreational facilities, films and projects/life scale activity sites in addition to a functional department of the four elements of touch, sight, smell and hearing (Johnson, 2020) perhaps it may also be added that the entire environment in which the learners lives is a learning system. Therefore, this study aimed to examine the utilization of improvised instructional materials and academic performance on physical education among secondary schools students.
1.2 Â Â Â Statement of the Problems
The phenomenon of poor external results in Physical and Health Education among Nigerian students especially in Physical and Health Education has become a source of worry to successive government and major stakeholders in the education sector in the country (Okpala, 2016) over the years the majority of students that wrote terminal examination or sat for the May/June West African Examination Council (WAEC) examinations have been recording mass failure not only in the area of P.H. but also in the key subject like Mathematics, English, Chemistry, Biology and Physics (Okpala, 2016). The utilization of improvised instructional materials and academic performance on physical education among secondary schools students.
However, in 2010, the percentage of students who pass WAEC with credit in English, Physical and Health Education and Mathematics was below 50% (Okpala, 2010). The same poor performance radio (50%) were equally recorded by students in the subsequent years of 2011, 2012 and 2013. in the just released 2014/ NECO examination results it indicates that 47.1% of candidates had credits in Mathematics, English and Physical and Health Education.
Undeniably, this ugly trend may have instigated the current worry among stakeholders as to factors responsible for the poor performance of students in physical and Health Education. Thus, this study seeks to answer the question:
Firstly, does improvised material in Physical and Health Education affect student performance? Secondly, would students taught with improvised materials perform better in Physical and Health Education than their counterpart taught without it?
1.3 Â Â Â Purpose of the Study
The study examines the utilization of improvised instructional materials and academic performance on physical education among secondary schools students. The study aims at achieving the following specific objectives.
(i) Â Â Â Â To determine the difference in academic performance of Physical and Health Education student taught with improvised instructional materials and those taught without it.
(ii)     To determine the difference in academic performance between male and female in Physical and Health Education student taught with improvised instructional materials.
1.4 Â Â Â Research Questions
The following research questions are set to guide the study.
(1) Â Â Â What is the difference between academic performance of students in Physical and Health Education taught with improvised instructional and those taught without it.
(2) Â Â Â What is the difference in academic performance of male and female in Physical and Health Education taught with improvised instructional material?
1.5 Â Â Â Research Hypotheses
The following null hypotheses are hereby formulated to guide the researcher;
(1) Â Â Â There is no significant difference in academic performance of student in Physical and Health Education taught with improvised instructional material and those taught without it.
(2) Â Â Â There is no significant difference between academic performance of male and female students taught with improvised instructional material in Physical and Health Education.
1.6 Â Â Â Significance of the Study
The study will be significant in the following ways;
(i)   Firstly, it will enable Physical and Health Education of school to understand the effect of improvised instructional material on student’s performance and the need for improvisation.
(ii)Â Â Â Secondly, this study will provide base data for future researchers in the field of Physical and Health Education and related discipline. The utilization of improvised instructional materials and academic performance on physical education among secondary schools students.
(iii)Â Â Furthermore, it will enable students to really understand the relatedness between improvised instructional materials and students academic performance.
(iv)Â Â Â Lastly, it will enable educational administrators especially in Physical and Health Education, Science to restrategize in their guest for qualitative education and to organize seminar/workshops to show the relationship between improvised materials and academic performance.
Definition of Terms
Improvisation: It refers to a case of making available substitute in Physical and Health Education materials in cases of emergency or lack in the process of teaching-leaning.
Physical and Health Education: It is an instruction in the development and care of the body ranging from simple callisthenic exercise to a course of study providing training in hygiene, gymnastics and the performance and management of athletic games.
Academic Performance: In brief, this refers to score obtained by student in a test or examination.
Conclusion
From the results above, the study concludes that physical and health education student taught using improvised instructional materials achieved better than their counterpart taught without it. Also male and female students taught using improvised instructional material do not differ in their academic performance in physical and health education.
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