Teaching science requires science teachers to provide enough materials to enable students to learn by using all their senses. Therefore, where the schools are isolated or inaccessible, materials can be improvised to enhance science teaching and learning. This paper seeks to investigate the attitudes of teachers towards improvisation and its effects on the study of science and to suggest recommendations for school administrators. The instrument used was a structured questionnaire. Data for the study were obtained by administering 120 questionnaires to 120 teachers. Ten public Junior High Schools were selected. 12 teachers were sampled randomly from each Junior School making a total of 120. 120 questionnaires were fully answered and returned. The data were analyzed using frequency counts and percentages. .
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