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The main focus of the study was regarding how to make usage of improvised local materials as teaching aids for effective teaching and learning of physics. The analysis was performed in Ilorin West Local Government Section of Kwara State. 13 secondary schools presenting physics at WAEC level was utilized. 13 physics teachers and 39 physics students were utilized. Two groups of questionnaire, one for college students and one for your teachers were sent to those schools. Each group of questionnaire contain 10 items. Frequency count and percentages were utilized to evaluate the returned questionnaires. The analysis said that teachers usually are not using improvised materials regularly within their teaching. The analysis recommends that teachers should be motivated to make use of local materials that can easily be bought around them as well as allow students to participate in improvisation. INTRODUCTION Physics is really a basics science subject working with fundamental constituent of the universe, the force they exact on one another, as well as the result created by these forces. Aiyelabegan (2003) writes that physics comes from Greek term meaning nature. Therefore physics ought to be a science committed to study regarding matter with regards to energy. Based on Abdullahi(1982),physics is definitely the study of the relationship between matter as well as. Aiyelabegan (2003) observed that physics is really a science subject where students usually perform poorly in senior school certificate examination. The incorrect perception of some individuals concerning the abstractness of physics ought to be corrected. Physics will not be abstract if taught using the right materials and method. The environment is rich with materials to be utilized if properly harness. This is why why we have to use appropriate teaching aids and improvise materials where they are certainly not easily available in shops. Within the opinion of Daniel (2001) teachers have to be subjected to the creation of instructional and learning materials using available resources and many particularly in this era of i . t. Kola (20007), said improvised physics apparatus should be utilized as suitable plastic containers instead of glasswares or breakable items in the earlier stage of students participation in physics class. Many of the equipment we use within teaching physics could be improvised. You will find discarded materials like milk tins, broken plastic, plus some woods which can be used for improvisation. Abdullahi(1982), said improvised equipment and materials like bamboo microscope aid science teaching. Abimbola (1999) wrote the primary reason for using instructional materials in teaching and learning process would be to make teaching more efficient and facilitate learning. He further stated it would add up to wasteful exercise in case a teacher decides to make use of materials which are not easily available. Some might be available but very costly for your school to pay for, and so the teacher must improvise. One major reason for improvisation would be to allow students to participate in the procedure. Based on Adeniran (2006) when learner participates in improvisation of instructional materials they may be subjected to creativity, innovation and curiosity, which are fundamental to teaching and learning of science. Many science teachers usually do not see improvisation as anything to discuss or labour for.This is just because equipments are readily available for sale for teaching and learning. Improvisation is essential to teaching and learning of science. Based on Fatubarin(2001), improvisation in science teaching is referred to as an essential issue in science Education that has attracted lots of contributions from science teachers. For more information about secondary school in Nigeria,simply visit our website.
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