Assessing Students’ Involvement in Improvisation Practices in Learning Basic Science: Implications for Sustainable Development Goals (SDGs)

Abstract

This study examined students’ involvement in the design, development, and usability of improvised instructional resources as predictors of academic achievement in Basic Science, with particular reference to the Sustainable Development Goals (SDGs). A mixed-method research design was adopted, involving 120 students selected through a multistage sampling technique. Data were collected using the Basic Science Achievement Test (BSAT) and an observation checklist measuring students’ engagement in the design and development of improvised resources, as well as their usability. The research instruments were validated, and reliability was established using test–retest and Cronbach’s alpha techniques. Correlation analysis was conducted at the 0.05 level of significance. The findings revealed a strong positive relationship between students’ engagement in improvisation practices and academic achievement, indicating significant improvement in learning outcomes. Similarly, a very strong positive correlation was found between the usability of improvised resources and students’ academic achievement. These results demonstrate that student-centered improvisation practices support inclusive, sustainable, and resource-efficient science education, thereby contributing to the attainment of relevant SDGs. Improvisation should be systematically integrated into science curricula, with teachers actively involving learners in the design and development of instructional resources.