Utilisation of Local Materials for Improvised Science Teaching Aids in Primary Schools in Adamawa State

This study assessed the utilisation of locally available materials for improvising science teaching aids in primary schools in Adamawa State, Nigeria. The chronic shortage of manufactured science teaching resources in North East Nigerian primary schools has prompted calls for locally sourced improvisation as a cost-effective and contextually meaningful alternative. A descriptive survey design was employed. The sample comprised 200 Basic Science and Technology teachers from public primary schools in Yola North, Numan, and Mubi North Local Government Areas. A validated questionnaire measuring awareness, frequency of improvisation, and types of materials used was administered. Reliability was established at 0.76. Data were analysed using descriptive statistics and chi-square. Findings indicated that while most teachers were aware of local material improvisation as a strategy, only a minority practised it consistently. Teachers who had received improvisation training during their initial teacher education reported significantly higher improvisation rates. Bottle caps, plant specimens, sand, and recycled plastics were the most commonly used local materials. The main barriers reported were time constraints, lack of guidance on improvisation techniques, and uncertainty about curriculum alignment. Recommendations included integration of improvisation practicals into pre-service teacher education, production of a state improvisation resource guide, and establishment of material banks in school clusters. Keywords: improvisation, local materials, science teaching, primary schools, Adamawa State.