International Journal of Engineering Research ISSN:2319-6890)(online),2347-5013(print) Volume No.5, Issue No.12, pp :889-892 1 December 2016 IJER@2016 doi : 10.17950/ijer/v5s12/1202 Page 889 Impact of Improvisation and Utilization of Instructional Materials on Effective Learning of Technical Drawing in Technical and Science Schools Dr. Titus M. Owoh Department of Technology and Vocational Educational Enugu State University of Science and Technology, Enugu (ESUT) owohtitus@gmail.com Abstract: This study explored the production and utilization of Instructional Materials (IM) by Technical Drawing (TD) teachers for determining the impact which such use has on students attitude towards TD. It also sought to ascertain the degree of competencies by TD teachers for the production and utilization of IM. The study was conducted in Enugu State with TD students and teachers constituting the population. Seven hundred (700) semifinalists TD students and 140 TD teachers participated in the study. A questionnaire was used to elicit information related to the research questions. Data were analysed using mean, standard deviation, frequency and percentage. The results revealed, among other things, that TD students showed positive attitude towards the production and utilization of IM. TD teachers are ready to produce and utilize IM in the classroom. Based on the findings, the implications of the study were X-rayed and recommendations made among which is that TD teachers should involve TD students in the production and utilization of some IM. Keywords: Impact, Improvisation, Utilization, Learning Technical Drawing Introduction A look is worth a thousand words. This corroborates the Chinese adage that what I hear, I forget, what I see, I remember and what I do, I understand. This is why teaching and learning are supposed to be activities-oriented. This also accounts for the important role of the teacher in facilitating learning through appealing to the sensory stimuli of the learners. The National Policy on Education (NPE, 2013 Revised) devoted a section of the policy on Education Services which according to the document is meant to facilitate the implementation of educational planning and objectives and promote the efficacy of education. The objectives include among others to enhance teaching and improve the competencies of teachers; to make learning more meaningful for children; to reduce education costs and to develop and promote an effective use of innovative materials in schools. The policy goes on to specify measures in achieving the above objectives through the establishment of teachers Resource Centres; Educational Resource Centres, Audio-Visual Centres and Science and Mathematics Centres and Workshops. There are clear indications of the Federal Government’s recognition of the important roles instructional materials could play in enhancing effective teaching and learning. Ifeakor (2004) stated that the objectives of any educational process determine the contents, methods and materials needed for achieving such objectives the materials used for enhancing instructional effectiveness are aspects of media employed for achieving the instructional objectives. Whether they are named educational media, instructional media, curriculum materials, teaching aids and the likes, instructional materials (IM) represent message carriers, a sure dependable media by the teacher for the noble purpose of attaining instructional objectives in teaching learning situations. Thus, educational media is geared towards eliciting desired, behavioural changes in our target audience (Cheta, 2002). Agu (2008) described IM as information carriers designed specially to fulfill objectives in teaching-learning situations. Furthermore, Okeke (2013) noted that IM can be referred to as the wide variety of equipment and materials used for teaching and learning. They include chalkboard, real objects, models, mock- ups, pictures, charts television, slide projectors and other non- projected and projected devices. They now posses high functional values in education and classroom instructions. The indispensability of IM, for teaching can not be over emphasized. The following claims have therefore been used to support the use of well applied educational aids: i. IM supply a concrete basis for conceptual thinking; ii. They have a high degree of interest for children; iii. They offer a reality of experience which stimulates self-activity on the part of the pupils; iv. They develop a continuity of thought; v. They supply necessary basis for developmental learning hence make learning more permanent, and vi. They provide experience not easily secured by other materials and contribute to the efficiency, depth and variety of learning (Yusa, 2014). To achieve this laudable importance of IM all hands should be on deck to produce IM in different subjects. Especially in TD To Technical and Science schools TD teachers, an involvement of the TD students would serve even as an inducement for teaching and learning to be student-centred. In the area of production of instructional science materials, apart from the specific practical techniques for producing each of the various types of materials, the following general guidelines can be of help. For instance, it is important to select specific instructional objectives, then identify characteristics of the learner, select content, the appropriate media/instructional materials, determine the cost, design and develop the materials observing closely the rule of clarity, simplicity, accuracy, durability, suitability, size of the class, operating facilities and test the materials for effectiveness.