Vol. 1 Issue 1 - 2024
The use of traditional approach in teaching and learning basic sciences often faces challenges when the aim is to engage students effectively and ensuring long-term retention of knowledge. This research examined the impact of improvisation on the retentive memory of students studying basic sciences. Data were collected through the administration of questionnaires and the two formulated hypotheses were rejected after using Chi square to analyze collected data. The implication of this is that improvised materials have huge impact on students’ ability to learn faster and also for better retaining of knowledge. Their retentive memory and ability to assimilate faster were tested through their results. It was revealed that students who were taught with the aid of instructional materials did better than students who were taught without using instructional guides. Furthermore, it highlights how improvisation can help close the gap between theoretical concepts and real-world applications, thereby enhancing the relevance and practicality of basic science education. It was therefore recommended that students should be taught with improvised materials for better assimilation of vital points.
Assimilation, Retention, Improvisation
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