IOSR Journal of Research & Method in Education (IOSR-JRME) e-ISSN: 2320–7388, p- ISSN: 2320-737x Volume 12, Issue 3 Ser. I (May. – June. 2022), 20-24 www.iosrjournals.org DOI: 10.9790/7388-1203012024 www.iosrjournals.org 20 | Page Perceived Impact of Using Improvised Instructional Materials on Teaching and Learning: A Case Study of Chemistry Students and Teachers in Southeast, Nigeria Deborah Affiah 1 , Glory Okore 1 , Rosemary Uchegbu 1 , Geraldine Omerekpe 2 , Augustine Isemede 1 1 (Department of Chemistry, School of Science/ Alvan Ikoku Federal College of Education Owerri, Nigeria) 2 (Department of Special Needs, School of General Education/ Alvan Ikoku Federal College of Education Owerri, Nigeria) Abstract: This study examined the perceived impact of using improvised instructional materials on teaching and learning chemistry in secondary schools in Owerri Municipal Council Area of Imo State. The study adopted a descriptive design. Two hundred and thirteen (213) students and fourteen (14) chemistry teachers were sampled across four secondary schools in Owerri Municipal Council Area of Imo State. Data for the study was collected quantitatively using both a checklist and questionnaire and data analysis was done with Microsoft excel with consideration of mean and percentage. The result of the study highlighted the unavailability and ineffective use of improvised instructional materials across the schools selected for the study. It also showed that improvised instructional materials influence teaching and learning. In conclusion, there is a need for teachers to be trained on improvisation of materials as this will enable them to acquire the necessary skills and appropriate techniques required for teaching students. Hence, it was recommended that teachers should accept the use of improvised instructional materials as a method in teaching chemistry since it is found to be most effective. Key Word: Chemistry, Improvisation, Instructional Materials, Teaching --------------------------------------------------------------------------------------------------------------------------------------- Date of Submission: 02-05-2022 Date of Acceptance: 14-05-2022 --------------------------------------------------------------------------------------------------------------------------------------- I. Introduction In the absence of approved real or original and sophisticated materials, improvised methods are employed to achieve the same learning effect as real materials would have provided. These materials can be created from easily available objects in the environment or invented from scratch 1,2 . The purpose of improvisation is to provide a solution to a problem, it entails teachers establishing a physical reality through creative and manipulative actions and emotions while also ensuring that the learners' learning experience is soothed 3,7 . When students are involved in the creation of the necessary learning products, improvised educational materials have been found to encourage students to engage in creative and analytical thinking. Because improvised materials allow students to apply concepts through play-like activities, topics taught using improvised methods become more evident to them 4 . Chemistry education is critical for improving the quality of teaching and research, as well as ensuring that students have the requisite skills and knowledge essential for educational success 2,8 . The teaching and learning of chemistry in secondary schools has become extremely difficult because of unequipped laboratories, and inexperienced chemistry teachers among others, which has resulted in or allowed for a lack of enthusiasm and interest among students 10 . The mastery of chemistry concepts cannot be fully achieved without the use of learning instructional materials in teaching 12 . In the absence of stipulated materials and equipment, instructional materials when used in teaching science subjects have been shown to help enrich the learning experience while the lack of these materials in the classroom makes teaching and learning less attractive 1,12 . Improvisation is more than just the development of import-substitution materials for the actual thing; it is also an activity that fosters curiosity, vigilance, persistence, and perseverance, all of which are essential to science, scientists, and learning 13,14 . Improvisation is also aimed at providing substitutes or alternatives to conventional science materials, especially where teachers do not know how to manipulate existing conventional materials to make learning chemistry easy 4,8 . Emphasis should there be laid on using cheap and locally available materials which are familiar to the students. On this note, this study set out to determine the Perceived Impact of using improvised instructional materials on the teaching and learning of chemistry among chemistry students and their teachers. The objectives were to determine the types of improved instructional materials, the