Volume 9, Issue 12, December – 2024 International Journal of Innovative Science and Research Technology

ISSN No:-2456-2165 https://doi.org/10.5281/zenodo.14621430

Design and Construction of a Locally Fabricated

Automated Audio-Visual Slides Projector with
Remote Control for Enhanced Teaching and
Learning Sciences in Nigerian Schools
Amao Habeeb1 Dr. BELLO, Zakariyau Adebayo2
Kwara State College of Education Ilorin Department of Biology, Kwara State College of Education,
Department: Computer Science Ilorin P.M.B. 1527, Ilorin, Nigeria
Orchid link: https://orcid.org/0000-0001-8001-2404

Obisesan Racheal Oyeranti3

Kwara State College of Education Ilorin
Department: Computer Science

Abstract:- This research project addresses the critical limited access to modern educational tools and technologies.
need for accessible educational technology in off-grid In light of this, the proposed research project seeks to
rural schools lacking reliable electricity. The focus of this address this disparity by focusing on the development and
study is the development and implementation of a locally implementation of a locally fabricated and automated audio-
fabricated and automated audio-visual slides projector, visual slides projector for off-grid rural schools.
designed specifically for deployment in environments
where conventional power infrastructure is absent. The The global digital transformation in education has been
core innovation lies in integrating solar power as a largely concentrated in areas with established electrical
sustainable backup source to ensure continuous infrastructure, leaving rural and remote schools in
functionality in the targeted rural school settings (Iji et developing regions at a distinct disadvantage. The
al (2014) The absence of reliable electricity in these rural electrification disparities contribute to a stark contrast in the
schools poses a significant obstacle to the integration of quality of education, limiting the scope for interactive and
modern educational tools. This project aims to overcome technology-enhanced learning experiences (Iji et al, 2014).
this challenge by providing a tailored solution that
combines automation features with renewable energy Research consistently highlights the positive
sources. As we delve into the technical intricacies of the correlation between access to technology and educational
fabricated audio-visual material, it becomes apparent outcomes. However, in the context of off-grid rural schools,
that its design is optimized for durability and efficiency the lack of electricity hampers the integration of audio-
in resource-constrained environments (Iji et al visual aids and other electronic educational resources. This
(2014).This research is guided by a commitment to project aims to narrow the technological gap and unlock the
advancing inclusive education and technological potential for improved learning outcomes in these
empowerment in underserved communities. By utilizing underserved communities (Mboto et al, 2011).
solar power as a backup source, the proposed audio-
visual solution not only addresses the immediate Previous efforts to address this issue have often
challenges faced by these schools but also contributes to focused on external interventions that may not be
the establishment of a sustainable and resilient sustainable or suitable for the unique challenges of off-grid
educational infrastructure (Onasanya et al; 2011). environments. The proposed research diverges by
emphasizing the development of a locally fabricated
Keywords:- Design, Construction, Locally Fabricated, solution, acknowledging the need for context-specific
Automated, Audio-Visual Slides, Projector, Remote Control, technologies that can be maintained and adapted by the
and Enhanced Teaching and Learning. communities themselves (Onasanya et al; 2011).

I. INTRODUCTION The integration of solar power as a backup source is a

pivotal aspect of this research. Recognizing the unreliability
Rural schools in off-grid areas face substantial of conventional power sources in rural areas, the use of solar
challenges in providing a quality education due to the energy not only addresses the immediate need for electricity
absence of reliable electricity. The digital divide between but also aligns with broader sustainability goals. This
urban and rural educational institutions is exacerbated by the

IJISRT24DEC2041 www.ijisrt.com 2718

Volume 9, Issue 12, December – 2024 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.5281/zenodo.14621430
approach ensures that the technology is resilient and can craftsmanship or the utilization of locally available
operate efficiently in resource-constrained settings. resources, this approach maximizes the use of indigenous
knowledge and technology.
Beyond the technical aspects, this research is grounded In summary, the background of this study underscores
in the principle of community empowerment. By providing the urgency of addressing electrification disparities in off-
a locally fabricated solution, the project aims to foster a grid rural schools and emphasizes the need for context-
sense of ownership and self-sustainability within the specific, sustainable technological solutions. The integration
targeted communities. This approach is aligned with the of renewable energy sources in the proposed audio-visual
growing emphasison participatory development strategies solution signifies a holistic approach towards enhancing
that consider the social, cultural, and economic contexts of education in underserved communities. Through this
the communities involved. research, we aspire to contribute not only to the academic
discourse on educational technology but also to the
The necessity to locally construct instructional practicalRural schools in off-grid areas face substantial
materials is integral to the broader framework of enhancing challenges in providing a quality education due to the
educational outcomes in off-grid rural schools. The absence of reliable electricity. The digital divide between
challenges posed by limited access to electricity and urban and rural educational institutions is exacerbated by the
external resources underscore the significance of developing limited access to modern educational tools and technologies.
instructional materials within the local context(Onasanya et In light of this, the proposed research project seeks to
al; 2011). address this disparity by focusing on the development and
implementation of a locally fabricated and automated audio-
Locally constructing instructional materials allows for visual slides projector for off-grid rural schools.
the integration of culturally relevant content. This approach
acknowledges the unique cultural backgrounds of the The global digital transformation in education has been
students and ensures that educational materials resonate with largely concentrated in areas with established electrical
their experiences, fostering a more engaging and meaningful infrastructure, leaving rural and remote schools in
learning environment. developing regions at a distinct disadvantage. The
electrification disparities contribute to a stark contrast in the
Off-grid rural schools often face resource constraints quality of education, limiting the scope for interactive and
that limit their ability to procure standardized instructional technology-enhanced learning experiences (Iji et al, 2014).
materials. By promoting local construction, this research
addresses the pragmatic need for creating cost-effective and Research consistently highlights the positive
sustainable educational resources tailored to the specific correlation between access to technology and educational
requirements of the community (Mboto et al, 2011). outcomes. However, in the context of off-grid rural schools,
the lack of electricity hampers the integration of audio-
Educational needs can vary widely across different visual aids and other electronic educational resources. This
communities. Local construction empowers educators to project aims to narrow the technological gap and unlock the
adapt and customize instructional materials according to the potential for improved learning outcomes in these
specific challenges and opportunities present in their underserved communities (Mboto et al, 2011).
context. This flexibility is crucial for addressing the diverse
learning needs of students in off-grid areas. Previous efforts to address this issue have often
focused on external interventions that may not be
Involving the local community in the construction of sustainable or suitable for the unique challenges of off-grid
instructional materials fosters a sense of ownership and environments. The proposed research diverges by
collaboration. This participatory approach not only emphasizing the development of a locally fabricated
strengthens community ties but also ensures that the solution, acknowledging the need for context-specific
materials created are aligned with the community's values, technologies that can be maintained and adapted by the
traditions, and language, thereby enhancing their communities themselves (Onasanya et al; 2011).
effectiveness (Mboto et al,2011).
The integration of solar power as a backup source is a
Locally constructed instructional materials are more pivotal aspect of this research. Recognizing the unreliability
likely to be sustainable in the long term. The community's of conventional power sources in rural areas, the use of solar
direct involvement in their creation facilitates a better energy not only addresses the immediate need for electricity
understanding of maintenance practices, reducing but also aligns with broader sustainability goals. This
dependence on external entities. This sustainability aspect is approach ensures that the technology is resilient and can
particularly crucial in off-grid settings where external operate efficiently in resource-constrained settings.
support may be sporadic.
Beyond the technical aspects, this research is grounded
Integrating local knowledge and skills into the in the principle of community empowerment. By providing
construction of instructional materials provides an a locally fabricated solution, the project aims to foster a
opportunity to leverage existing technologies within the sense of ownership and self-sustainability within the
community. Whether it's the incorporation of traditional targeted communities. This approach is aligned with the

IJISRT24DEC2041 www.ijisrt.com 2719

Volume 9, Issue 12, December – 2024 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.5281/zenodo.14621430
growing emphasis on participatory development strategies solution signifies a holistic approach towards enhancing
that consider the social, cultural, and economic contexts of education in underserved communities. Through this
the communities involved. research, we aspire to contribute not only to the academic
The necessity to locally construct instructional discourse on educational technology but also to the practical
materials is integral to the broader framework of enhancing improvement of learning environments in resource-limited
educational outcomes in off-grid rural schools. The settings.
challenges posed by limited access to electricity and
external resources underscore the significance of developing The need to locally construct instructional materials
instructional materials within the local context(Onasanya et emerges as a pivotal component in the holistic strategy to
al; 2011). enhance education in off-grid rural schools. This approach
not only addresses immediate resource constraints but also
Locally constructing instructional materials allows for aligns with the broader goal of empowering communities to
the integration of culturally relevant content. This approach take an active role in shaping their educational landscape.
acknowledges the unique cultural backgrounds of the Through the intersection of technology, local expertise, and
students and ensures that educational materials resonate with cultural relevance, this research endeavors to contribute to
their experiences, fostering a more engaging and meaningful the development of sustainable and impactful educational
learning environment. practices in resource-limited environments (Mboto et
al,2011).
Off-grid rural schools often face resource constraints
that limit their ability to procure standardized instructional  Problem Statement/Justification:
materials. By promoting local construction, this research In rural educational settings, the scarcity of modern
addresses the pragmatic need for creating cost-effective and instructional materials poses a formidable challenge to the
sustainable educational resources tailored to the specific quality of teaching and learning experiences. One of the
requirements of the community (Mboto et al, 2011). primary issues confronting schools in rural areas is the
limited access to contemporary audio-visual materials.
Educational needs can vary widely across different Unlike their urban counterparts, these schools often lack the
communities. Local construction empowers educators to necessary infrastructure and resources to procure or produce
adapt and customize instructional materials according to the audio-visual materials that could enhance the pedagogical
specific challenges and opportunities present in their process. This dearth impedes the comprehensive delivery of
context. This flexibility is crucial for addressing the diverse educational content, hindering the development of a
learning needs of students in off-grid areas. dynamic and engaging learning environment.

Involving the local community in the construction of Furthermore, even when modern instructional
instructional materials fosters a sense of ownership and materials are made available to rural schools, a critical
collaboration. This participatory approach not only barrier emerges in the form of inadequate technological
strengthens community ties but also ensures that the infrastructure. Many rural schools struggle with limited
materials created are aligned with the community's values, access to electricity and a lack of appropriate devices,
traditions, and language, thereby enhancing their hindering the seamless integration of audio-visual materials
effectiveness (Mboto et al,2011). into the curriculum. The absence of reliable power sources
and compatible devices contributes to a significant digital
Locally constructed instructional materials are more divide, restricting the potential benefits of multimedia
likely to be sustainable in the long term. The community's resources in facilitating effective teaching and learning
direct involvement in their creation facilitates a better (Ubana, 2009).
understanding of maintenance practices, reducing
dependence on external entities. This sustainability aspect is The repercussions of these challenges are acutely felt
particularly crucial in off-grid settings where external in the reduced quality of teaching and learning experiences
support may be sporadic. within rural schools. The absence of audio-visual materials
diminishes the ability of educators to illustrate complex
Integrating local knowledge and skills into the concepts in a visually comprehensible manner. Students are
construction of instructional materials provides an thus deprived of the multisensory learning experiences that
opportunity to leverage existing technologies within the have been shown to enhance understanding and retention.
community. Whether it's the incorporation of traditional Consequently, the educational landscape in rural areas is
craftsmanship or the utilization of locally available marked by a stark contrast in instructional quality,
resources, this approach maximizes the use of indigenous perpetuating an inequitable distribution of educational
knowledge and technology. opportunities.

In summary, the background of this study underscores Moreover, even in instances where technological
the urgency of addressing electrification disparities in off- access is improved, language and cultural barriers present
grid rural schools and emphasizes the need for context- additional obstacles. The limited availability of audio-visual
specific, sustainable technological solutions. The integration materials tailored to local contexts and languages
of renewable energy sources in the proposed audio-visual exacerbates the challenge. As a result, the potential benefits

IJISRT24DEC2041 www.ijisrt.com 2720

Volume 9, Issue 12, December – 2024 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.5281/zenodo.14621430
of these materials are not fully realized, contributing to a document cameras, enabling the seamless integration of
disconnection between thecurriculum and the lived technology into daily lessons.
experiences of students in rural areas (Babayemi, 2014).
In conclusion, the overarching problem lies in the
systemic lack of access to and integration of modern  Objective(s) of the Study:
instructional materials, particularly audio-visual resources, The study aimed at Designing and Construction of a
in rural schools. This not only compromises the quality of Locally fabricated Automated Audio-Visual Slides Projector
teaching and learning but also perpetuates educational with Remote Control for Enhanced Teaching and Learning
disparities, hindering the holistic development of students in in Nigerian Schools
these underserved communities. Addressing these
challenges requires a multifaceted approach that II. LITERATURE REVIEW
encompasses infrastructural improvements, technological
empowerment, and the development of context-specific  The Imperative for Teaching Aids in Science Education
instructional materials tailored to the unique needs of rural and Their Impact on Student Understanding and Interest
educational settings. The effective teaching of sciences is a multifaceted
endeavor that necessitates the utilization of diverse
 Advantages of Using Projectors in the Classroom for pedagogical tools. This literature review delves into the
Technology-Based Learning compelling need for teaching aids in science education,
Integrating projectors into classroom activities offers a elucidating how their incorporation enhances students'
wide range of benefits for technology-driven education. In comprehension and fosters a heightened interest in the
the modern digital era, adopting technology is essential to learning process.
create engaging and interactive learning environments.
Projectors have become a popular tool in education due to Numerous studies underscore the positive correlation
their ability to present visual content on large screens, between the use of teaching aids and enhanced conceptual
making learning more dynamic and effective. understanding in science education (Ubana, 2009). Visual
aids, such as diagrams, models, and multimedia
 Enhanced Visual Learning presentations, serve as cognitive scaffolds, providing
Projectors allow educators to deliver visually rich students with tangible representations that facilitate the
lessons by displaying images, videos, and interactive grasp of abstract scientific concepts ((Ubana, 2009).
presentations. This approach caters to various learning
preferences and makes classroom content more engaging. Science classrooms are inherently diverse in terms of
Visual aids help simplify complex topics, boost students' learning styles and preferences. Teaching aids cater
comprehension, and improve knowledge retention, ensuring to this diversity by offering varied sensory inputs. Visual
that students remain attentive and invested in their learning. learners benefit from charts and diagrams, while tactile
learners engage with hands-on models and experiments,
 Encouraging Interactive Teaching ensuring a more inclusive and effective learning
With projectors, teachers can adopt more interactive environment.
teaching methods. Features like touchscreens and interactive
whiteboards let educators annotate, emphasize key points, Engaging teaching aids have been shown to stimulate
and interact with the projected material. These tools promote curiosity and interest in scientific subjects. Interactive
student involvement, making lessons more participatory and simulations, virtual labs, and real-world applications capture
engaging, while encouraging collaboration and discussion. students' attention, transforming the learning experience into
an exploration rather than a passive reception of information
 Supporting Multisensory Learning (Okafor, 2015).
Projectors provide a multisensory learning experience
by combining visual, auditory, and sometimes even tactile Teaching aids facilitate the integration of real-world
elements. This approach accommodates a variety of learning examples and applications into science education. By
styles, helping students grasp and remember information contextualizing scientific principles within tangible
more effectively. It also supports learners with unique scenarios, students develop a deeper appreciation for the
strengths and preferences, creating a more inclusive relevance and practical implications of scientific concepts.
educational environment.
The multisensory nature of teaching aids contributes to
 Boosting Classroom Efficiency improved information retention and recall. Studies indicate
Using projectors helps streamline classroom activities that students exposed to visual aids alongside traditional
by reducing the reliance on physical teaching aids like lectures exhibit higher retention rates and are better able to
charts, posters, or transparencies. Teachers can store and recall complex scientific information.
organize digital resources more efficiently, minimizing
clutter and saving preparation time. Additionally, projectors For students facing language barriers in science
easily connect with devices such as laptops, tablets, or education, visual aids serve as a universal language.
Diagrams, charts, and multimedia presentations transcend
linguistic constraints, providing a means for all students,

IJISRT24DEC2041 www.ijisrt.com 2721

Volume 9, Issue 12, December – 2024 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.5281/zenodo.14621430
regardless of language proficiency, to access and understand
scientific content (Okafor, 2015). Audio-visual material, especially when incorporating
real-world scenarios, enhances the authenticity of
The advent of digital technologies has further educational content. The contextualization of information
expanded the repertoire of teaching aids in science through audio-visual means provides a more realistic
education. Virtual reality (VR), augmented reality (AR), and representation of concepts, promoting a deeper
interactive simulations offer immersive learning understanding of their practical applications (Babayemi, &
experiences, allowing students to explore complex scientific Olagunju, 2010)
phenomena in ways previously unattainable (Okafor, 2015).
The multisensory nature of audio-visual material
Teaching aids facilitate dynamic teacher-student accommodates varied learning styles. While some learners
interactions. Teachers can use visual aids to elicit may benefit more from auditory input, others may be visual
discussions, prompt questions, and encourage collaborative learners. Audio-visual presentations strike a balance,
problem-solving. This interactive approach not only ensuring that information is accessible to a broader spectrum
enhances understanding but also fosters a positive teacher- of students.
student relationship.
Advances in technology have facilitated the seamless
 The Significance of Audio-Visual Material in Teaching integration of audio-visual material into educational
and Learning Compared to Audio-Only or Visual-Only platforms. This accessibility enables learners to engage with
Approaches content through various devices, fostering flexibility in
The integration of multimedia components, specifically learning environments and accommodating diverse
audio-visual material, into educational settings has become educational settings (Babayemi, & Olagunju, 2015).
increasingly prevalent. This literature review examines the
importance of audio-visual material in teaching and  Challenges of Audio-Only and Visual-Only Approaches
learning, drawing comparisons with the effectiveness of While audio-only and visual-only methods have their
audio-only and visual-only approaches (Babayemi, 2014). merits, they also present limitations. Audio-only approaches
may lack the visual context necessary for certain concepts,
Studies consistently highlight that the combination of while visual-only methods may overlook the reinforcing
auditory and visual stimuli enhances cognitive engagement impact of auditory cues. The combination of both in audio-
and information retention compared to singular modalities. visual material aims to address these shortcomings
The multimedia nature of audio-visual material provides a (Babayemi, & Olagunju, 2010).
richer learning experience, allowing students to process and
retain information more effectively (Babayemi, & Olagunju, III. METHODOLOGY
2015).
 Summary of Key Activities
Dual Coding Theory posits that combining verbal and
visual information aids in better understanding and memory  Activity 1: identification of subject andits corresponding
recall. Audio-visual material aligns with this theory, topics to be projected
providing learners with multiple channels for processing  Activity2: identification of various diagrams in the
information, reinforcing the educational content through selected topic to be projected
both auditory and visual pathways.  Activity3: choosing of appropriate audio sound to use
that will suit the diagram selected for projection
Research suggests that audio-visual material facilitates  Activities 4: planning Dimension of the size of projector
improved comprehension and conceptual understanding to be constructed
compared to audio-only or visual-only methods. The  Activities 5: choosing of materials to be used for the
dynamic interplay of auditory and visual elements helps casement
clarify abstract concepts, making complex topics more  Activities 6: coupling of the electrical components
accessible to learners (Babayemi, 2014).  Activities 7: packaging
 Activities 8: test running
The incorporation of visual elements in audio-visual  Activities 9: Finishing,Labeling, Automation
material captures and sustains students' attention more andBranding:This the final stage where finishing touches
effectively than purely auditory presentations. Visual will be put in place on the instructional materials
stimuli, when synchronized with auditory information, produce so as for it to measure and serve the purpose it
contribute to increased engagement, reducing the likelihood was designed to do. And lastly, the produce instructional
of cognitive overload and enhancing overall focus materials shall caries the name of the researcher
(Babayemi, & Olagunju, 2015). institution and TETFUND as the sponsor

IJISRT24DEC2041 www.ijisrt.com 2722

Volume 9, Issue 12, December – 2024 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.5281/zenodo.14621430

 Picture Gallery/Step by Step Process

Image 1 Planing Stage Setting Dimension

Image 2 Contruction of Casing Stage Stage Contruction of Roller

IJISRT24DEC2041 www.ijisrt.com 2723

Volume 9, Issue 12, December – 2024 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.5281/zenodo.14621430

Image 3 Test Running the Roller

Image 4 Branding

Image 5 Fixing the Electronic Components and Remote Sensor

IJISRT24DEC2041 www.ijisrt.com 2724

Volume 9, Issue 12, December – 2024 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.5281/zenodo.14621430

Image 6 Test Running

 Activity 10: Data Analysis designing context-specific educational tools that are not only
cost-effective but also durable and easy to maintain within
No primary or secondary data is expected to be local environments.
collected.
The successful implementation of this technology is
 Activity 11: Dissemination Workshop and Media expected to bridge the digital divide between urban and rural
Chats schools by providing an accessible platform for enhanced
teaching and learning. By incorporating automation and
Workshop for both awareness and training on the use audio-visual capabilities, the projector offers a multisensory
constructed materials was organized for teacher and students learning experience that fosters deeper understanding and
in Kwara state. The workshop run for five days, with engagement among students. Furthermore, this research
practical experience on how construct same Video aligns with the broader goals of educational equity and
Documentary was produced and shared on all popular social sustainability, empowering local communities to actively
media platforms for mass adoption. participate in the creation and utilization of instructional
technologies. The anticipated dissemination of this
innovation through workshops, training sessions, and media
IV. RESULTS
outreach ensures its adoption and replication across similar
contexts. This initiative serves as a step towards creating
 (Expected Outputs/Results):
resilient and inclusive educational systems, where the
The anticipated outcome of this research was the
potential of every student, regardless of their geographic
successful development and implementation of a locally
location, can be fully realized. Ultimately, the findings and
fabricated audio-visual projector tailored for use in rural
outcomes of this study contribute to the growing discourse
schools. It is expected that the integration of this technology
on educational technology and sustainable development in
will enhance the teaching and learning experiences by
resource-constrained settings.
providing a cost-effective and sustainable solution for
delivering audio-visual educational content. The research
aims to identify technical specifications, address usability  Funding:
considerations, and propose solutions to potential challenges This research is supported by the Tertiary Education
associated with the deployment of the projector. Ultimately, Trust Fund, Abuja (Grant number: TETF/DR&D/CE/COE/
the goal is to contribute to an improved educational ILORIN/RG/2024/VOL.1)-BATCH 5.
environment in rural schools, fostering engagement,
comprehension, and overall academic performance.  Declaration of Author Contribution
This publication titled "Design and Construction of a
V. CONCLUSION Locally Fabricated Automated Audio-Visual Slides
Projector with Remote Control for Enhanced Teaching
This research has demonstrated the feasibility and and Learning in Nigerian Schools" reflects the
importance of developing a locally fabricated automated collaborative effort of the authors listed below, with each
audio-visual slides projector with remote control, contributing in the roles specified:
specifically tailored for deployment in off-grid rural schools
in Nigeria. By integrating solar power as a sustainable  Amao Habeeb:
backup energy source, this innovation addresses the critical Served as the Principal Researcher, leading the
challenge of unreliable electricity in underserved conceptualization, design, construction, and testing of the
communities. The project underscores the value of automated audio-visual slides projector. He was responsible

IJISRT24DEC2041 www.ijisrt.com 2725

Volume 9, Issue 12, December – 2024 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.5281/zenodo.14621430
for coordinating the research activities, supervising the [7]. Okafor, N.M. (2015). Teacher of poor learning
technical aspects of the project, and drafting the manuscript environment: Improvisation for the improvisations
for publication. for the improvisation of science teaching aids,
instructional materials in science education. Journal
 Dr. Bello Zakariyau Adebayo: of Resourcefulness and Distinction 10(1), 1-7.
Served as a Research Assistant and Technical Crew [8]. Mboto, F.A., Ndem, N.U. & Stephen, U. (2011).
Member, providing critical input during the experimental Effect of improvised materials on students
setup, troubleshooting, and refinement stages of the project. achievement and retention of the concept of
His role included supporting technical execution, validating radioactivity Journal of African Research Review
the findings, and reviewing the manuscript for academic 5(18), 342-353.
quality and consistency. His inclusion in this publication [9]. Iji, C.O. Ogbole, P.O. &Uka, N.K. (2014). Effect of
acknowledges his significant contributions to the research improvised instructional materials on students’
processes. achievement in geometry at upper basic education
level in Makurdi metropolis, Benue State, Nigeria.
America Journal of Educational Research 2(7), 538-
 Obisesan Racheal Oyeranti:
542
Also served as a Technical Crew Member, assisting
with the practical execution of the design and construction
phases. She provided valuable technical assistance in
ensuring the proper assembly and functionality of the
projector. Her inclusion in the publication is a recognition of
her important role in the research's technical success.

REFERENCES

[1]. Babayemi, J.O. and Olagunju, A.M. (2015). A

Survey of Pre-Service Teachers' Skills for
Improvising Educational Resources for Effective
Instruction in Basic Science. African Journal of
Educational Research (AJER) Vol. 19 Nos 1 & 2
Jan-June 2015. Pp 64-76
[2]. Babayemi, J.O. and Olagunju, A.M. (2010).
Assessing Pre-service Teachers' Skills of
Improvisation and Management of Resources in
Integrated Science in Selected Secondary Schools in
Oyo State. Journal of Applied Education and
Vocational Research Vol. 7 (2) March, 2010. Pp 155-
167
[3]. Babayemi, J.O. (2014). Influence of Pre-Service
Teachers' Subject Specialization on Their Skills of
Improvisation and Management of Resources in
Basic Science. Researchjournali's Journal of
Education, Vol. 2 No. 7/July 2014, ISSN:2347-8225
[4]. Onuh, Mela Ilu Lappi, Akoh, OnuhAkoh
(2023), EVALUATION OF AVAILABILITY OF
FABRICATION AND WELDING
INSTRUCTIONAL FACILITIES IN SCIENCE
AND TECHNICAL COLLEGES IN GOMBE
STATE, NIGERIA , BW Academic Journal: 2023:
Bushwealth Academic Journals
[5]. Ubana, U.A. (2009). Effects of improvised materials
on students’ achievement and interest in integrated
science in junior secondary school in Cross Rivers
State. Unpublished M.Ed.Dissertation, Ebonyi State
University, Abakiliki.
[6]. Onasanya, S.A. &Omosewo, E.O. (2011). Effect of
improvised and standard instructional materials on
secondary school students’ academic performance in
physics in Ilorin, Nigeria. Singapore Journal of
Scientific Research, 1,68-76.

IJISRT24DEC2041 www.ijisrt.com 2726