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ABSTRACT
This study examined the Influence of Qualification on Teacher’s Ability to Improvise Instructional Media for Teaching Chemistry in Secondary Schools. The survey research design was adopted for this study because data was collected from a sample population with specific characteristics.
The research questions were asked and answered during the study using simple percentage counting. The population of the study covered the entire senior secondary school chemistry teachers in the area of study. Out of this population, one hundred (100) chemistry teachers were selected as the sample for the study using random sampling technique. The instrument used to collect data for the study was a twenty-item self-structured questionnaire.
On the basis of the findings made in the study, we conclude that teacher qualifications significantly influence their ability to improvise instructional media for teaching chemistry. The results indicated that teachers with higher qualifications and professional training were more likely to create and use improvised teaching aids effectively. The implication of this study to practice highlights the importance of continuous professional development for chemistry teachers. Conclusively, the results emphasized that teachers with lower qualifications often struggle to utilize improvised instructional materials. The researcher recommends that workshops and training programs be organized to improve teachers’ skills in using locally available materials for effective chemistry instruction.
