Chapter Three
Methodology
This chapter deals with the methodology for the study under the following subheadings: the
Research Design, Population of the Study, Sample and Sampling Technique, Description of the
Research Instrument, Validity of Research Instrument, Reliability of the Research Instrument,
Data Collection, Data Analysis and Ethical Approval.
3.1 Research Design
This study employed quasi-experimental research design including one experimental and
one control groups. The study employed pretest-posttest strategy where the dependent variable is
measured twice (before the administration of the treatment (improvised instructional material
and after the administration of the improvised instructional materials.
Table 3.1: Factorial Design
Group Protest Treatment Posttest
Experimental O1 X1 O3
Control O2 - O4
3.2 Population of the Study
All the students in SS2 in all the private secondary school in Ido Local Government Area
taking Biology.
Table 3.2: Population of the Study
School No of Students in SS2
1 50
2 50
37
3 50
4 50
Total 200
3.3 Sample and Sampling Techniques
The sample for this study comprised 200 senior secondary school respondents in the Ido
Local Government Area in Oyo State. It covered senior secondary school (SS) II students from
senior secondary schools. The choice of SS II class was borne out of the observation that SS I
students are relatively new in the school, while SS III students are preparing for external
examination, hence SS II class is more stable and appropriate enough for such research activities.
A multi-stage sampling procedure was used to select the sample for the study. Two Senior
Secondary Schools were selected.
3.4 Description of the Research Instrument
Four research instruments were employed for the study: (1) lesson plan for experimental
group; (2) lesson plan for control group; (3) improvised instrument material for experimental
group; (4) achievement test for the study tagged pollination achievement test (PAT) which
contains 20 objectives questions on pollination which contain options A to D for students to tick
the correct option in the questions.
3.5 Validity of Research Instrument
The instrument on effect of improvised instructional material on private senior secondary
school students was given to the supervisor and two experts in the Department of Science
Education to ascertain the face and content validity of the instrument. Their comments,
observations and corrections were fully incorporated into the final copy of the instruments.
3.6 Reliability of the Research Instrument
38
The reliability of the research instrument (PAT) was carried out on a sample of the
population consisting of no of students who did not partake in the main study. Kader-Richardson
20 (KR-20) was used to calculate the reliability of the test within three weeks.
3.7 Data Collection
The instrument used for this study was questionnaire. The research questionnaire was
personally administered by the researcher among Private Senior Secondary School Student’s in
Ido Local Government Area in Oyo State. The questionnaire was collected by the researcher.
3.8 Data Analysis
Data collected were analyzed using frequency, percentage and mean statistical tools
through the application of statistical packages for social sciences.
3.9 Ethical Approval
This study adhered to strict ethical guidelines to protect participants. Approval was
obtained from educational authorities and school management, with informed consent from
selected students. Confidentiality was ensured through coded data, and participation was
voluntary. These measures ensured an ethical and responsible study.
39
Endnotes
1
Agbonifoh, B.A., & Yomere, G.O., (1999). Research Methodology in the Social Sciences and
Education. Benin City: Uniben Press.
2
Kerlinger, F.N., & Lee, H.B., (2000). Foundations of Behavioral Research (4th ed.). Belmont,
CA: Wadsworth/Thomson Learning.
40
Chapter Four
4.1 Introduction
This chapter deals with the presentation and analysis of the result obtained from questionnaires.
The data gathered were presented according to the order in which they were arranged in the
research questions, sample percentage and pie charts were used to analyze the demographic
information of the respondents while the chi square test was adopted to test the research
hypothesis.
4.2 Presentation of results
Bio- data of respondents
Table 1: Gender of Respondents
Cumulative
Frequency Percent Valid Percent Percent
Male 92 46.0 46.0 46.0
Female 108 54.0 54.0 100.0
Total 200 100.0 100.0
Source: Field Survey, 2025
Table 1 above shows the gender distribution of the respondents used for this study.
Out of the total number of 200 respondents, 92 respondents which represent 46.0 percent of the
students are male. 108 which represent 54.0 percent of the students are female.
41
Table 2: Age Range of Respondents
Cumulative
Frequency Percent Valid Percent Percent
10-15years 137 68.5 68.5 68.5
15-20years 30 15.0 15.0 83.5
21-25years 25 12.5 12.5 96.0
Above 25years 8 4.0 4.0 100.0
Total 200 100.0 100.0
Source: Field Survey, 2022.
Table 2 above shows the age grade of the respondents used for this study.
Out of the total number of 200 respondents, 137 respondents which represent 68.5 percent of the
students are between 10-15years.
30 respondents which represent 15.0 percent of the students are between 15-20years.
25 respondents which represent 12.5 percent of the students are between 21-25years
8 respondents which represent 4.0 percent of the students are above 25years.
42
Table 3: Occupation of Parents of Respondents
Cumulative
Frequency Percent Valid Percent Percent
Farming 26 13.0 13.0 13.0
Artisan 84 42.0 42.0 55.0
Civil servant 40 20.0 20.0 75.0
Trading 50 25.0 25.0 100.0
Total 200 100.0 100.0
Source: Field Survey, 2025.
Table 3 above shows the occupation of parents of the respondents used for this study.
Out of the total number of 200 respondents, 26 respondents which represent 13.0 percent of the
students signifies that their parents are into farming.
84 which represent 42.0 percent of the students signifies that their parents are artisan.
40 which represent 20.0 percent of the students signifies that their parents are civil servant.
50 which represent 25.0 percent of the students signifies that their parents are trading.
43
Table 4: Education of Parents of Respondents
Frequency Percent Valid Cumulative
Percent Percent
Primary Education 29 24.5 24.5 24.5
Secondary Education 67 33.5 33.5 58.0
Tertiary Education 104 52.0 52.0 100.0
Total 200 100.0 100.0
Source: Field Survey, 2025.
Table 4 above shows the level of education of the parents of the respondents used for this study.
29 which represent 24.5 percent of the students signifies that their parents have primary
education.
67 which represent 33.5 percent of the students signifies that their parents have secondary
education.
104 which represent 52.0 percent of the students signifies that their parents have tertiary
education.
44
Table 5: Marital Status of the Parents of Respondents
Frequency Percent Valid Cumulative
Percent Percent
Divorced 10 5.0 5.0 5.0
Married 182 91.0 91.0 96.0
Single 8 4.0 4.0 100.0
Total 200 100.0 100.0
Source: Field Survey, 2025.
Table 5 above shows the social class of respondents used for this study.
10 which represent 5.0 percent of the students indicated that their parents are divorced.
182 which represent 91.0 percent of the students indicated that their parents are married.
8 which represent 4.0 percent of the students indicated that their parents are single.
45
Tables based on research questions
Research Question 1: What is the main effect of improvised instructional materials on
senior secondary school students' academic achievement in Biology concepts in pollination
in Ido Local Government Area, Oyo State?
Table 6: Using locally-made models of flower structures helped me understand how
pollination occurs.
Frequency Percent Valid Percent Cumulative Percent
Strongly Agree 105 52.5 52.5 52.5
Agree 68 34.0 34.0 86.5
Disagree 20 10.0 10.0 96.5
Strongly Disagree 7 3.5 3.5 100
Total 200 100.0 100.0
Source: Field Survey, 2025.
Table 6 shows the effect of using locally made models of flower structures helped me understand
how pollination occurs
105 respondents representing 52.5 percent of the students strongly agree.
68 respondents representing 34.0 percent of the students agree.
20 respondents representing 10.0 percent of the students disagree.
7 respondents representing 3.5 percent of the students strongly disagree.
46
Table 7: The improvised visual aids (e.g., crafted stamens and pistils) improved my recall
of pollination terms.
Frequency Percent Valid Percent Cumulative Percent
Strongly Agree 93 46.5 46.5 46.5
Agree 71 35.5 35.5 82.0
Disagree 22 11.0 11.0 93.0
Strongly Disagree 14 7.0 7.0 100
Total 200 100.0 100.0
Source: Field Survey, 2025.
Table 7 shows the improvised visual aids (e.g., crafted stamens and pistils) improved my recall
of pollination terms.
93 respondents representing 46.5 percent of the students strongly agree.
71 respondents representing 35.5 percent of the students agree.
22 respondents representing 11.0 percent of the students disagree.
14 respondents representing 7.0 percent of the students strongly disagree.
47
Table 8: Hands-on experiments with improvised materials increased my interest in
learning pollination concepts.
Frequency Percent Valid Percent Cumulative Percent
Strongly Agree 65 32.5 32.5 32.5
Agree 78 39.0 39.0 71.5
Disagree 26 13.0 13.0 84.5
Strongly Disagree 31 15.5 15.5 100
Total 200 100.0 100.0
Source: Field Survey, 2025.
Table 8 shows hands-on experiments with improvised materials increased my interest in learning
pollination concepts.
65 respondents representing 32.5 percent of the students strongly agree.
78 respondents representing 39.0 percent of the students agree.
26 respondents representing 13.0 percent of the students disagree.
31 respondents representing 15.5 percent of the students strongly disagree.
48
Table 9: Improvised charts and diagrams clarified the stages of pollination better than
textbook pictures.
Frequency Percent Valid Percent Cumulative Percent
Strongly Agree 102 51.0 51.0 51.0
Agree 36 18.0 18.0 69.0
Disagree 40 20.0 20.0 89.0
Strongly Disagree 22 11.0 11.0 100
Total 200 100.0 100.0
Source: Field Survey, 2025.
Table 9 shows the improvised charts and diagrams clarified the stages of pollination better than
textbook pictures.
102 respondents representing 51.0 percent of the students strongly agree.
36 respondents representing 18.0 percent of the students agree.
40 respondents representing 20.0 percent of the students disagree.
22 respondents representing 11.0 percent of the students strongly disagree.
49
Table 10: My performance on pollination quizzes improved after lessons using improvised
materials.
Frequency Percent Valid Percent Cumulative Percent
Strongly Agree 111 55.5 55.5 55.5
Agree 47 23.5 23.5 79.0
Disagree 19 9.5 9.5 88.5
Strongly Disagree 23 11.5 11.5 100
Total 200 100.0 100.0
Source: Field Survey, 2025.
Table 10 shows the performance on pollination quizzes improved after lessons using improvised
materials.
111 respondents representing 55.5 percent of the students strongly agree.
47 respondents representing 23.5 percent of the students agree.
19 respondents representing 9.5 percent of the students disagree.
23 respondents representing 11.5 percent of the students strongly disagree.
50
Research Question 2: What is the main effect of the standardized instructional materials on
the academic achievement of senior secondary school students in Biology concepts in
pollination in Ido Local Government Area, Oyo State?
Table 11: Using the approved Biology textbook examples helped me master pollination
vocabulary.
Frequency Percent Valid Percent Cumulative Percent
Strongly Agree 125 62.5 62.5 62.5
Agree 51 25.0 25.5 88.0
Disagree 11 5.5 5.5 93.5
Strongly Disagree 13 6.5 6.5 100
Total 200 100.0 100.0
Source: Field Survey, 2025.
Table 11 shows that using the approved Biology textbook examples helped me master
pollination vocabulary.
125 respondents representing 62.5 percent of the students strongly agree.
51 respondents representing 25.0 percent of the students agree.
11 respondents representing 5.5 percent of the students disagree.
13 respondents representing 6.5 percent of the students strongly disagree.
51
Table 12: Standardized laboratory equipment (e.g., slides, specimens) made pollination
processes clear.
Frequency Percent Valid Percent Cumulative Percent
Strongly Agree 63 31.5 31.5 31.5
Agree 74 37.0 37.0 68.5
Disagree 39 19.5 19.5 88.0
Strongly Disagree 24 12.0 12.0 100
Total 200 100.0 100.0
Source: Field Survey, 2025.
Table 12 shows that standardized laboratory equipment (e.g., slides, specimens) made pollination
processes clear.
63 respondents representing 31.5 percent of the students strongly agree.
74 respondents representing 37.0 percent of the students agree.
39 respondents representing 19.5 percent of the students disagree.
24 respondents representing 12.0 percent of the students strongly disagree.
52
Table 13: Official diagrams in my textbook were easy to interpret and aided my learning
of pollination.
Frequency Percent Valid Percent Cumulative Percent
Strongly Agree 61 30.5 30.5 30.5
Agree 72 36.0 36.0 66.5
Disagree 47 23.5 23.5 90.0
Strongly Disagree 20 10.0 10.0 100
Total 200 100.0 100.0
Source: Field Survey, 2025.
Table 13 shows that official diagrams in textbook were easy to interpret and aided my learning of
pollination.
61 respondents representing 30.5 percent of the students strongly agree.
72 respondents representing 36.0 percent of the students agree.
47 respondents representing 23.5 percent of the students disagree.
20 respondents representing 10.0 percent of the students strongly disagree.
53
Table 14: Teaching from the government-issued syllabus materials prepared me well for
pollination tests.
Frequency Percent Valid Percent Cumulative Percent
Strongly Agree 70 35.0 35.0 35.0
Agree 42 21.0 21.0 56.0
Disagree 37 18.5 18.5 74.5
Strongly Disagree 51 25.5 25.5 100
Total 200 100.0 100.0
Source: Field Survey, 2025.
Table 14 shows that teaching from the government-issued syllabus materials prepared me well
for pollination tests.
70 respondents representing 35.0 percent of the students strongly agree.
42 respondents representing 21.0 percent of the students agree.
37 respondents representing 18.5 percent of the students disagree.
51 respondents representing 25.5 percent of the students strongly disagree.
54
Table 15: My scores on pollination topics were higher when only standardized materials
were used.
Frequency Percent Valid Percent Cumulative Percent
Strongly Agree 47 23.5 23.5 23.5
Agree 33 16.5 16.5 40.0
Disagree 69 34.5 34.5 74.5
Strongly Disagree 51 25.5 25.5 100
Total 200 100.0 100.0
Source: Field Survey, 2025.
Table 15 shows that scores on pollination topics were higher when only standardized materials
were used.
47 respondents representing 23.5 percent of the students strongly agree.
33 respondents representing 16.5 percent of the students agree.
69 respondents representing 34.5 percent of the students disagree.
51 respondents representing 25.5 percent of the students strongly disagree.
55
Research Question 3: What is the interaction effect of improvised instructional materials
and standardized instructional materials on the academic achievement of senior secondary
school students in Biology concepts in pollination in Ido Local Government Area, Oyo
State?
Table 16: Combining improvised models with textbook diagrams gave me a deeper
understanding of pollination than either alone.
Frequency Percent Valid Percent Cumulative Percent
Strongly Agree 109 54.5 54.5 54.5
Agree 53 26.5 26.5 81.0
Disagree 11 5.5 5.5 86.5
Strongly Disagree 27 13.5 13.5 100
Total 200 100.0 100.0
Source: Field Survey, 2025.
Table 16 shows that combining improvised models with textbook diagrams gave me a deeper
understanding of pollination than either alone.
109 respondents representing 54.5 percent of the students strongly agree.
53 respondents representing 26.5 percent of the students agree.
11 respondents representing 5.5 percent of the students disagree.
27 respondents representing 13.5 percent of the students strongly disagree.
56
Table 17: Lessons that used both local materials and official charts were more engaging
and informative.
Frequency Percent Valid Percent Cumulative Percent
Strongly Agree 97 48.5 48.5 48.5
Agree 62 31.0 31.0 79.5
Disagree 20 10.0 10.0 89.5
Strongly Disagree 21 10.5 10.5 100
Total 200 100.0 100.0
Source: Field Survey, 2025.
Table 17 shows that lessons that used both local materials and official charts were more
engaging and informative.
97 respondents representing 48.5 percent of the students strongly agree.
62 respondents representing 31.0 percent of the students agree.
20 respondents representing 10.0 percent of the students disagree.
21 respondents representing 10.5 percent of the students strongly disagree.
57
Table 18: My test performance improved most when I studied with both improvised aids
and standardized equipment.
Frequency Percent Valid Percent Cumulative Percent
Strongly Agree 73 36.5 36.5 36.5
Agree 86 43.0 43.0 79.5
Disagree 18 9.0 9.0 88.5
Strongly Disagree 23 11.5 11.5 100
Total 200 100.0 100.0
Source: Field Survey, 2025.
Table 18 shows that test performance improved most when I studied with both improvised aids
and standardized equipment.
73 respondents representing 36.5 percent of the students strongly agree.
86 respondents representing 43.0 percent of the students agree.
18 respondents representing 9.0 percent of the students disagree.
23 respondents representing 11.5 percent of the students strongly disagree.
58
Table 19: Interacting with both kinds of instructional materials helped me retain
pollination concepts longer.
Frequency Percent Valid Percent Cumulative Percent
Strongly Agree 92 46.0 46.0 46.0
Agree 63 31.5 31.5 77.5
Disagree 27 13.5 13.5 91.0
Strongly Disagree 18 9.0 9.0 100
Total 200 100.0 100.0
Source: Field Survey, 2025.
Table 20 shows that interacting with both kinds of instructional materials helped me retain
pollination concepts longer.
92 respondents representing 46 percent of the students strongly agree.
63 respondents representing 31.5 percent of the students agree.
27 respondents representing 13.0 percent of the students disagree.
18 respondents representing 9.0 percent of the students strongly disagree.
59
Table 20: A mixed-approach lesson (improvised + standardized) was the most effective
way for me to learn pollination.
Frequency Percent Valid Percent Cumulative Percent
Strongly Agree 65 32.5 32.5 32.5
Agree 88 44.0 44.0 76.5
Disagree 27 13.5 13.5 90.0
Strongly Disagree 20 10.0 10.0 100
Total 200 100.0 100.0
Source: Field Survey, 2025.
Table 21 shows that a mixed-approach lesson (improvised + standardized) was the most effective
way for me to learn pollination.
65 respondents representing 32.5 percent of the students strongly agree.
88 respondents representing 44.0 percent of the students agree.
27 respondents representing 13.5 percent of the students disagree.
20 respondents representing 10.0 percent of the students strongly disagree.
60
Interaction Effect
Table 21: Using both improvised and standardized materials helped me correct
misconceptions about pollination more quickly.
Frequency Percent Valid Percent Cumulative Percent
Strongly Agree 73 36.5 36.5 36.5
Agree 48 24.0 24.0 60.5
Disagree 60 30.0 30.0 90.5
Strongly Disagree 19 9.5 9.5 100
Total 200 100.0 100.0
Source: Field Survey, 2025.
Table 21 shows that using both improvised and standardized materials helped me correct
misconceptions about pollination more quickly.
73 respondents representing 36.5 percent of the students strongly agree.
48 respondents representing 24.0 percent of the students agree.
60 respondents representing 30.0 percent of the students disagree.
19 respondents representing 9.5 percent of the students strongly disagree.
61
Table 22: Lessons that blended local models with textbook specimens boosted my
confidence in handling biology equipment.
Frequency Percent Valid Percent Cumulative Percent
Strongly Agree 118 59.0 59.0 59.0
Agree 40 20.0 20.0 79.0
Disagree 27 13.5 13.5 92.5
Strongly Disagree 15 7.5 7.5 100
Total 200 100.0 100.0
Source: Field Survey, 2025.
Table 22 shows that lessons that blended local models with textbook specimens boosted my
confidence in handling biology equipment.
118 respondents representing 59.0 percent of the students strongly agree.
40 respondents representing 20.0 percent of the students agree.
27 respondents representing 13.5 percent of the students disagree.
15 respondents representing 7.5 percent of the students strongly disagree.
62
Table 23: Group activities using both types of materials enhanced my teamwork and
understanding of pollination concepts.
Frequency Percent Valid Percent Cumulative Percent
Strongly Agree 37 18.5 18.5 18.5
Agree 121 60.5 60.5 79.0
Disagree 10 5.0 5.0 84.0
Strongly Disagree 32 16.0 16.0 100
Total 200 100.0 100.0
Source: Field Survey, 2025.
Table 23 shows that group activities using both types of materials enhanced my teamwork and
understanding of pollination concepts.
37 respondents representing 18.5 percent of the students strongly agree.
121 respondents representing 60.5 percent of the students agree.
10 respondents representing 5.0 percent of the students disagree.
32 respondents representing 16.0 percent of the students strongly disagree.
63
Table 24: The combination of improvised aids and official labs made the learning process
faster and more efficient.
Frequency Percent Valid Percent Cumulative Percent
Strongly Agree 124 62.0 62.0 62.0
Agree 67 33.5 33.5 95.5
Disagree 7 3.5 3.5 99.0
Strongly Disagree 2 1.0 1.0 100
Total 200 100.0 100.0
Source: Field Survey, 2025.
Table 24 shows that the combination of improvised aids and official labs made the learning
process faster and more efficient.
124 respondents representing 62.0 percent of the students strongly agree.
67 respondents representing 33.5 percent of the students agree.
7 respondents representing 3.5 percent of the students disagree.
2 respondents representing 1.0 percent of the students strongly disagree.
64
Table 25: When teachers used both local and standard resources, I was more motivated to
study pollination at home.
Frequency Percent Valid Percent Cumulative Percent
Strongly Agree 45 22.5 22.5 22.5
Agree 98 49.0 49.0 71.5
Disagree 33 16.5 16.5 88.0
Strongly Disagree 24 12.0 12.0 100
Total 200 100.0 100.0
Source: Field Survey, 2025.
Table 25 shows that when teachers used both local and standard resources, I was more motivated
to study pollination at home.
45 respondents representing 22.5 percent of the students strongly agree.
98 respondents representing 49.0 percent of the students agree.
33 respondents representing 16.5 percent of the students disagree.
24 respondents representing 12.0 percent of the students strongly disagree.
65
