AN INVESTIGATION ON THE PERCEPTION OF PRE SERVICE BIOLOGY TEACHERS TOWARDS IMPROVISATION OF INSTRUCTIONAL MATERIALS IN YUSUF MAITAMA SULE UNIVERSITY, KANO

ABSTRACT This study investigated the perceptions of pre-service biology teachers at Yusuf Maitama Sule University, Kano, regarding the improvisation of instructional materials. Recognizing the challenges faced by educators in resource-constrained environments, this research explored pre-service teachers' attitudes, beliefs, and perceived competence in improvising instructional materials using locally available resources. A mixed-methods approach was employed, utilizing a questionnaire administered to a sample of pre-service biology teachers, followed by semi-structured interviews to gather in-depth perspectives. The quantitative data analyzed through descriptive statistics identified the extent of positive or negative perceptions on improvisation and the qualitative data, analyzed using thematic analysis, explored underlying reasons and provided a richer understanding of the phenomenon. The findings revealed that while pre-service biology teachers generally acknowledge the importance of improvisation, their perceived competence in improvising instructional materials is moderate, highlighting a need for targeted training and support. The study identifies barriers such as lack of resources, time constraints, and a need for better knowledge of improvisation techniques. The research recommends the integration of more practical improvisation exercises in teacher training curricula, and the provision of appropriate resources and support systems to encourage and equip pre-service teachers for effective improvisation in their future teaching practice. This study contributes to a deeper understanding of the role of improvisation in biology education and suggests strategies for enhancing its adoption by pre-service teachers in resource-constrained environments.