Innovative approaches in chemistry teaching: a systematic review on the use of improvised chemicals for student engagement and performance

Abstract

This review systematically examines the impact of using improvised chemicals on students' motivation and performance in chemistry education. It employed a systematic literature review to gather relevant studies from scientific publications. The review utilized the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and included 23 research articles published in reputable journals between 2006 and 2023. These articles were sourced from various electronic databases such as Web of Science, Scopus Index Journal, Google Scholar and ERIC, using keywords and topics taught with improvised materials and chemicals such as improvised chemicals, student motivation, performance, acids, bases, saponification reaction, and thermochemistry. The review highlights the potential of improvised chemicals to enhance hands-on learning, engagement, and academic achievement in chemistry. The collected data were analyzed using document analysis. The results revealed that the use of improvised chemicals enhanced students’ motivation and performance in chemistry. The findings suggested that improvised chemicals offer a cost-effective alternative to standard laboratory materials, reduce costs and promote deeper learning particularly in resource-constrained settings. The review identifies key gaps in the literature, such as the need for further research into long-term effects and teacher preparedness, and recommends support from educational stakeholders for integrating improvised chemicals into curricula to improve learning outcomes in developing countries.

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Introduction

Chemistry educators are continually seeking innovative approaches to engage students, foster motivation, and enhance academic performance. Chemistry, like other STEM subjects, benefits from hands-on activities that help students apply theoretical concepts to real-world situations. However, access to quality laboratory equipment and reagents remains limited, particularly in developing countries (Ngendabanga et al., 2022). This has led to the need for improvising chemicals using readily available local materials, offering a cost-effective and environmentally sustainable alternative to traditional chemicals (Mgbomo, 2021). A strong STEM education, as advocated by (Akanbi et al., 2022), employs problem-solving and hands-on learning, connecting students with science professionals. Johnstone (2006) highlighted students' challenges in learning chemistry, emphasizing its significant real-world applications. Laboratory activities enhance student participation, yet accessibility to quality chemicals can be limited in developing countries (Ndihokubwayo, 2022). This has led to a focus on improvising chemicals from available local materials (Okori and Jerry, 2017; Canfarini et al., 2022). Thus, the focus on improvised chemicals is motivated by the need to address both resource constraints in educational settings and the desire to create an authentic and engaging learning experience. Through utilizing locally available or easily accessible materials, educators may introduce cost-effective and environmentally sustainable alternatives to traditional experiments (Mgbomo, 2021). This study seeks to build upon existing literature on innovative teaching methods in chemistry education while specifically honing in on the impact of improvised chemicals.

In the 21st century, learners should acquire science skills, including chemistry, through practical work that fosters skills such as measurement, innovation, and creativity. Curriculum designers aim to create low-cost, improvised chemicals that can function as standard ones (Ministry of Education, 2006). Teachers employ laboratory activities to motivate students and promote STEM subjects, reshaping the world (Bayar and Karaduman, 2021). Safety measures are crucial, and students must learn proper handling and disposal techniques.

Chemistry education is integral to this, offering students a deeper understanding of their surroundings. Yet, limited access to quality lab equipment and reagents poses a significant challenge, particularly in underprivileged schools and developing nations. The use of improvised materials can enhance chemistry learning, fostering self-sufficiency and confidence among students. However, employing improvised chemicals, which are not commercially available, presents its own set of challenges. Additionally, teachers' proficiency in utilizing these materials also impacts their effectiveness, as evidenced by a study (Nkurunziza et al., 2023). The study indicated that improvised chemicals enhance students’understanding of abstract concepts through hands-on activity (Mgbomo, 2021). The use of improvised chemicals boosts students' performance in the field of chemistry and enables them to connect with broader interdisciplinary issues, fostering the development of valuable competencies.

Nowadays, there are research gaps regarding the impact of using improvised chemicals on students' motivation and performance in chemistry, with no comprehensive review paper available. While existing studies have often combined improvised materials, our focus is specifically on improvised chemicals. Unlike previous research, which mainly discusses the effects of improvised chemicals, our recent review delves into their contribution to student engagement through hands-on activities, emphasizing how teachers in developing countries can utilize locally available materials to create these chemicals, fostering student motivation and practical application of classroom lessons to real-world challenges. Given the high cost of standard chemicals, our study aims to train chemistry teachers through sharing the ideas from different authors, different countries on the use of improvised chemicals, which have consistently shown positive effects on student performance. We advocate for governmental and educational stakeholders to invest in innovative methods like improvised chemicals, particularly in financially constrained developing countries where teacher training is essential. Through this review, we aim to provide readers with insights into recent trends, studies, and initiatives surrounding the use of improvised chemicals while highlighting research gaps and future directions for advancing chemistry education. The use of improvised chemicals boosts students’ performance in the field of chemistry and enables them to connect with broader interdisciplinary issues, fostering the development of valuable competencies.

This review seeks to consolidate and critically assess the current literature, highlighting trends, gaps, and areas that need further investigation regarding the use of improvised chemicals and how student engagement and motivation can be enhanced in chemistry education. To achieve this, the following are specific research question of the study.

(a) How does the integration of improvised chemicals in chemistry teaching influence students' academic performance and engagement in resource-constrained settings?

(b) How effectively does the use of improvised chemicals reflect and support constructivist teaching strategies in chemistry education?

(c) What evidence exists in the literature regarding the motivational impacts of using improvised chemicals in chemistry education?

Literature review

Studies have found that improved chemistry understanding and higher chemistry scores may be achieved by using improvised chemicals (NJA and Iroha, 2013; Obi and Amba, 2014; Nja and Obi, 2019). Chemistry educators should employ the Round-robin teaching method for challenging topics like electrochemistry to boost student enthusiasm (Adigun et al., 2019). Utilizing available instructional materials is vital to maintain interest and improve performance. However, caution is needed when using improvised chemicals in instruction due to safety concerns, potential impacts on academic performance, and experimental accuracy issues. The use of improvised chemicals in chemistry experiments has become common in Rwandan secondary schools, posing both cost-effective benefits and challenges that require attention (Rwanda REB, 2018). Studies have shown that teaching with improvised instructional materials leads to better student achievement in chemistry than teaching with standard materials (Onasanya and Omosewo, 2011; Uchegbu et al., 2015). The constructivism theory had explained that hands-on experiences were used to develop mental skills, and they were combined with modern teaching methods, emphasizing the learner's active creation of meaning through personal experiences (Adom and Ankrah, 2016). Students construct meaning by connecting their prior knowledge with new experiences and information.

Kira and Nchunga (2016) highlighted that improvisation techniques accelerate teachers' creativity and increase student engagement in lessons. In this context, Akanbi et al. (2022) found that hands-on instructional strategies significantly improve student performance in waves, regardless of gender. Financial support is crucial for enhancing educational resources, and the use of improvised instructional materials and constructivist teaching approaches can positively impact student achievement in chemistry and foster creativity and engagement in the classroom.

Additionally, when designing improvised chemicals for teaching and learning chemistry, it is important to follow some best practices. These include always adhering to safety protocols, opting for safer alternatives, starting with small quantities, using readily available materials, keeping thorough documentation, testing the chemicals, and seeking guidance when needed (Bulte et al., 2006). By following these best practices, you can design improvised chemicals that are safe and effective for teaching and learning chemistry. However, it is important to note that this should only be done by trained professionals in properly equipped laboratories. The development of improvised chemicals involved several techniques. Reliance fostered trust among actors. Recognition encouraged openness to new ideas. Concentrated listening enhanced collaboration (Gessell, 1997). Spontaneity promoted real-time engagement (Keefe, 2002). Storytelling created impactful narratives. Nonverbal communication conveyed honesty. Warm-ups established a safe environment for improvisation (Koppett, 2013), enabling teachers to explore innovative solutions. In parallel to Hains-Wesson et al. (2017) outlined a three-stage process for developing improvisation resources: (1) presenting ideas for collective agreement, (2) collaborating with commitment and focus, and (3) creating and presenting the final product, fostering creativity, confidence, and risk-taking.

Hands-on instruction displayed that learners’commitment inside and the outside of the classroom and definite the curiosity and collaboration of the students (Kibga et al., 2021). Improvisation has various educational benefits, including cutting down on expenses incurred by schools in purchasing equipment (Ndihokubwayo, 2021). It allows teachers to showcase their creativity and inspire students to develop their creativity, critical thinking, and investigative skills. This perspective also helps teachers devise more efficient and cost-effective teaching and learning methods, promoting environmental awareness, encouraging students to utilize resources in their surroundings, and engaging in recycling and environmental protection. Building on global research trends, innovative teaching methodologies, such as those employing improvised chemicals, are increasingly recognized as pivotal in enhancing motivation and performance. A meta-analytic review of teaching methodologies Vega (2024) identifies hands-on learning and inquiry-based approaches as critical drivers of student engagement and academic success. These approaches, which align with the constructivist learning theory, enable students to connect theoretical knowledge to practical applications. Similar studies have demonstrated that hands-on learning methods, particularly those utilizing improvised chemicals, can significantly enhance student academic performance in chemistry. By making learning more concrete and relevant to real-world scenarios, these methods improve students' understanding and application of chemical concepts (Mboto et al., 2011; Botes, 2021; Ibe et al., 2021). The use of locally sourced chemicals allows students to grasp complex concepts more easily, leading to better retention and deeper understanding.

This study explores the pedagogical implications of using improvised chemicals in chemistry education, focusing on how students can learn by conducting experiments to investigate chemistry and scientific concepts. It also examines the impact on student motivation and academic performance. The research aims to seek the main reason of using improvised materials to teach science concept in resource constraints. Although research supporting the use of improvised chemicals is expanding, there are still gaps in fully understanding their impact on student engagement in teaching practices, as well as on improving students' motivation and performance. To fill these gaps, this review compiles findings from existing studies to explore how improvised chemicals can affect student engagement, motivation, and academic outcomes in chemistry education.

Theoretical context

This study is grounded in constructivism theory, championed by Vygotsky which advocates that effective teaching and learning strategies in science education require the use of practical activities. Vygotsky emphasized the significance of play-based learning on stimulating students' cognitive, social, and emotional development (Scharer, 2017). The central tenet of constructivism theory is that learning is not a passive process but involves active engagement and hands-on experiences to build mental skills (Adom and Ankrah, 2016). From a constructivist standpoint, learning is not confined to traditional teacher-centered lectures. Instead, learners acquire knowledge through experimentation and practical application. Interpersonal interactions during classroom discussions are considered vital for cognitive development, particularly in the context of social constructivism, which underscores the connection between social interaction and cognitive growth (Dogru and Kalender, 2007). Constructivism posits that learners construct knowledge by actively engaging with their environment, continually refining their understanding through experiences and incorporating new information into existing knowledge structures. In the specific context of chemistry education in Rwandan secondary schools, improvising chemicals using readily available materials is common due to resource limitations.

In the context of our study and based on the constructivism theory, the study explores the impact of improvised chemicals on students' motivation and performance in learning chemistry subject, aligning with constructivism principles. This approach promotes experiential learning, allowing students to interact with substances in a hands-on manner, which can lead to deeper understanding and meaningful learning in chemistry education. In addition, the use of improvised chemicals in chemistry experiments aligns with constructivism through promoting authentic learning. Educators connect theoretical concepts to practical experiences by creating a tangible link, enhancing engagement and motivation. This aligns with the importance of hands-on experiences and active knowledge construction by learners. Therefore, the exploration of improvised chemicals in chemistry education not only aligns with the principles of constructivism but also seeks to investigate how these principles manifest in terms of student motivation and performance. This research aims to contribute valuable insights into the application of constructivist theory in the context of chemistry education, specifically examining how hands-on experiences with improvised chemicals may influence students' motivation and academic outcomes.

Research methodology

This review paper adopted Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) principles and procedures (Moher et al., 2009; Kamioka, 2019). The PRISMA guidelines support researchers in generating a thorough and clear report of our systematic review. By following these guidelines, researchers can establish their research methods, criteria for eligibility, selection process, and data collection process. Therefore, systematic review of the literature on the impact of improvised chemicals on students' motivation and performance in chemistry is crucial for understanding the relationship between these chemicals and students' motivation and performance. This review helps identify patterns, trends, and gaps in the literature, consolidating existing evidence and identifying areas for further investigation. The findings inform educators, policymakers, and curriculum developers about the potential impact of improvised chemicals in the chemistry classroom, enhancing the learning experience and guiding future research and interventions. In this review study, a broad federated search method was employed to identify relevant studies on teaching and learning chemistry using improvised chemicals and materials. Various reputable databases, including ERIC, Web of Science, and Google Scholar, were utilized to find relevant articles on topics such as student engagement with improvised materials and chemicals, chemistry learners' performance, and the effectiveness of using improvised chemicals in education. Inclusion and exclusion criteria were carefully applied throughout the literature selection process.

Inclusion and exclusion criteria

This PRISMA review utilized specific Inclusion and Exclusion Criteria for selecting research articles based on study type, participant category, intervention nature, outcome measures, and avoiding duplicates. This could include study types peer-reviewed articles, empirical studies focus on the impact of improvised chemicals in teaching chemistry. The relevance studies was determined by screening titles, abstracts, and conclusions for eligibility. Initially, 123 papers were found, and a manual filter was applied to assess relevance through chemistry concepts, title, abstract, study design, conclusion and relevance to the teaching of chemistry through multiple review to avoid bias as indicated in (Table 1).

Table 1 Inclusion and exclusion criteria

Inclusion	Exclusion
Empirical studies in peer-reviewed journals, and conference proceedings	Reviews in non-peer-reviewed journals
Teaching approach in learning chemistry	Journal pre-proof, e-book
Use improvised chemicals and materials	Educational report

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The full-text content was reviewed after screening 50 publications based on titles, abstracts, research design, and conclusions. Publications solely focusing on improvised chemical in chemistry, excluding relevance to teaching and learning chemistry, were excluded, resulting in 39 relevant studies. These studies, spanning from 2006 to 2023, were meticulously analyzed and categorized for further analysis, as depicted in Table 2 and Fig. 1. The selection process is visualized in the PRISMA diagram in Fig. 1.

Table 2 Summarizes studies on the use of improvised chemicals in chemistry teaching and learning outcomes

No.	Authors	Topic taught and research design used for collecting data	Findings
1	Ibe et al. (2021)	Acids, bases and acid–base reactions	The use of improvised chemical materials in chemistry instruction resulted in significant academic improvement and higher retention of knowledge compared to traditional teaching materials.
		Quasi-experimental design
2	Harlow (2010)	Magnetism properties	When comparing the activities in the classroom to those in professional development, it became apparent that there were improvisational teaching methods being used, which were influenced by the specific classroom environment.
		Quasi-experimental design
3	Yitbarek (2012)	Low cost apparatus from local available materials	The study concluded that shifting from expensive, factory-made equipment to locally produced, low-cost materials is a practical and efficient way to engage students in science learning. It promotes inquiry-based education, fosters innovation, and enhances hands-on learning experiences, ultimately improving students' motivation and understanding of scientific concepts.
		Action research
4	Obi and Amba (2014)	Saponification reaction using kitchen resources	The utilization of improvised chemicals led to excellent academic performance, resulting in the development of strong entrepreneurial abilities. Therefore, it is important to make the most of these resources.
		Quasi-experimental and survey design
5	Nja and Obi (2019)	Acids and bases	The research showed that using improvised materials to teach Acids and Bases resulted in better performance among students, and suggested that financial support from government, non-governmental organization (NGOs) and parent teacher association (PTA) should be provided to encourage improvisation of instructional materials in secondary schools.
		Quasi-experimental design
6	Bulte et al. (2006)	Chemistry curriculum	Improvised materials enabled teachers to engage with students, allowing them to set their own learning goals through practical, hands-on activities.
		A case study design
7	Kibga et al. (2021)	Hands-On Activities to Develop Chemistry Learners’	The study findings demonstrated that learners are better equipped to articulate their inquisitiveness while working in a group with familiar materials, possibly due to the ease of working with known resources and the advantage of exchanging ideas and queries with peers in a collaborative environment.
		Curiosity in Community Secondary
		Convergent mixed method design Schools
8	Kira and Nchunga (2016)	Improvisation material	The use of improvised instructional materials for practical lessons refined and broadened teachers' knowledge in designing and utilizing local materials for conducting physics experiments.
		Cross-sectional survey design
9	NJA and Iroha (2013)	Thermo-chemistry	Using kitchen resources during the instruction of Thermochemistry improved the academic achievement and memory retention of students with varying levels of reasoning abilities. The study suggests that educators should consider incorporating kitchen resources in their science teaching practices.
		Quasi experimental factorial research design
10	Attah et al. (2020)	Calcium trioxocarbonate(IV) (CaCO3) in egg shell as an improvised material	Improvisation in chemistry for operative teaching and improved students learning becomes authoritative.
		True experimental design
11	Okori and Jerry (2017)	Improvisation and utilization of resources in the teaching and learning of science and mathematics	Improvised chemicals enhanced learners ‘performance in science and Mathematics.
		Case study design
12	Rishi (2021)	Constructivist Approach in Learning Chemistry	Researcher confirmed that students who were instructed using the constructivist approach obtained a notably higher mean achievement score compared to those who were taught using the conventional method.
		Quasi-experimental design
13	Obi and Anari (2021)	Thermochemistry	Results indicated that both public and private schools benefited from using home materials as teaching resources, but the analysis revealed no significant difference.
		Pre-test post-test control design (quasi-experimental)
14	Kira and Nchunga (2016)	Improvisation in teaching physics concepts	The utilization of locally made teaching aids during practical sessions was discovered to have enhanced and expanded teachers' understanding of how to create and employ such resources to conduct physics experiments.
		Cross-sectional survey design
15	Akanbi et al. (2022)	Wave	Hands-on instructional strategies were found to be effective methods of teaching because they made the process more tangible compared to traditional teaching methods. This means that teaching and learning were more practical and applicable in real-life situations.
		Quasi-experimental design
16	Adigun et al. (2019)	Electrochemistry	Round-Robin enhanced students' interest in electrochemistry compared to the traditional approach.
		Quasi-experimental design
17	Kibirige and Maake (2021)	Chemical reactions.	Instructional strategy improved learners’ performance rather than traditional method.
		Quasi-experimental design
18	Mensah (2015)	Acids and bases	The outcomes from both experiments indicated that the use of self-made teaching resources resulted in equivalent learning outcomes as using the conventional teaching materials.
		Mixed method (experimental design)
19	Mboto et al. (2011)	Radioactivity	The findings of the study suggested that the experimental group had achieved significantly higher academic performance compared to the control group.
		Quasi experimental research design
20	Odutuyi (2015)	Laboratory learning environment	The study discovered a significant correlation between five aspects of the laboratory learning environment and chemistry performance, with the material environment exerting the greatest influence on students' performance.
		Descriptive research design
21	Kibirige and Masemola (2014)	Chemical reaction	The survey findings indicated that participants held divergent views on chemical reactions, with some struggling to comprehend the breakdown of bonds while others viewed the creation of bonds as involving the transfer of electrons between atoms.
		Case study design
22	Gladys and Zainab (2017)	Volumetric analysis	The findings from the research suggested that employing guided-inquiry laboratory experiments as a teaching technique in chemistry had a more significant effect on students' academic performance compared to the conventional method. This was evident in heightened motivation and higher average achievement scores.
		Quasi-experimental design

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Fig. 1 PRISMA diagram of the selection process of the reviewed studies.

Out of 50 publications screened based on date, titles, abstracts, research design, and conclusions, 11 were excluded for discussing improvised chemicals without their application in chemistry education. The remaining 39 studies, published between 2006 and 2023, were analyzed and categorized in detail. In the end, 23 articles were selected for their relevance to the study's objectives and findings.

Results

The use of improvised chemicals in chemistry and its effect on students' academic performance and engagement in resource-constrained settings

Our review aimed to identify the chemistry topics most commonly taught using improvised chemicals. Fig. 2 visually illustrates the various chemistry lessons explored through this approach.

Fig. 2 Visual representation of the different topics that were explored.

Table 2 presents a comprehensive overview of the diverse topics covered in studies utilizing improvised chemicals from 2006 to 2023. These studies encompassed areas such as acids, bases, magnetism, saponification reactions, and more, with a focus on enhancing chemistry education. The research highlighted the positive impact of improvised materials on learners’ performance, advocating for increased financial support from government and NGOs to promote the development of instructional resources in secondary schools, fostering a constructive approach to learning chemistry and improving the overall educational environment.

Despite encountering challenges, several studies have explored the use of improvised chemicals in chemistry education. Ibe et al. (2021) undertook a study that involved 192 SS1 chemistry students. They examined the impacts of improvised and standard instructional materials. Their findings revealed that students taught with improvised materials performed better and retained knowledge more effectively than those taught with standard materials. Nja and Obi (2019) conducted research involving 100 SS I Chemistry students, focusing on teaching Acids and Bases. Their study demonstrated that the use of improvised materials improved academic performance. They recommended that teachers receive training in creating relevant instructional materials. In a separate study involving 50 Nigerian secondary school students, Obi and Amba (2014) found a significant positive correlation (r = 0.81) between academic performance and entrepreneurial ability, challenging the null hypothesis.

Furthermore, Mboto et al. (2011), Odutuyi (2015) investigated the academic achievements of 247 Senior Secondary School III Physics students. Their analyses using ANCOVA, MCA, and t-test indicated that the experimental group, which likely utilized improvised materials, achieved significantly higher academic performance and retention rates. Additionally, male students exhibited significantly higher mean academic achievement compared to female students in these studies. Overall, these research findings underscore the potential benefits of incorporating improvised chemicals and materials in chemistry and physics education. Such approaches not only enhance academic performance but may also have a positive impact on entrepreneurial skills and gender-related differences in academic achievement.

Constructivist learning principles reflected in the use of improvised chemicals

The use of improvised chemicals in chemistry education aligns with constructivist learning principles by fostering hands-on, experiential learning, where students actively construct knowledge through engagement, experimentation, and collaboration. Students can learn through using improvised chemicals by engaging in hands-on activities to manipulate experiments, exchange ideas, and explore new concepts. This approach enhances their motivation to learn, encourages deeper conceptual understanding, and strengthens their ability to connect scientific knowledge to real-life applications. However, the thoughtful use of improvised materials is critical, ensuring that students not only interact with these resources but also develop problem-solving skills and innovative thinking in addressing chemical shortages (Obi and Anari, 2021). By integrating such practical experiences, educators assume roles as facilitators, guiding students in the learning process while fostering creativity and inquiry-based learning (Adom and Ankrah, 2016). Utilizing improvised materials in Science and Mathematics education can enhance the learning process (Okori and Jerry, 2017). Students engage in hands-on activities, manipulating experiments with improvised chemicals, creating an environment for idea exchange and active problem-solving.

Different studies suggested that using improvised chemicals can boost academic performance and nurture creativity and entrepreneurship among chemistry learners (Bulte et al., 2006; Harlow, 2010; Kira and Nchunga, 2016; Adigun et al., 2019; Attah et al., 2020; Kibga et al., 2021; Affiah et al., 2022; Akanbi et al., 2022). Providing teachers with training on creating improvised chemicals from local resources is essential for classroom integration (NJA and Iroha, 2013; Mensah, 2015; Odutuyi, 2015; Kibirige and Maake, 2021). Despite positive outcomes, limited research on this topic necessitates increased focus from researchers.

The use of improvised chemicals engaged students in learning chemistry through hands-on activities, fostering motivation and active participation in classroom instruction

The use of improvised materials in chemistry education can significantly boost students' motivation. These materials provide a practical and hands-on experience, making the subject more engaging and relatable (Cecilia et al., 2020). Educator also foster a sense of ownership and empowerment among students, encouraging creativity and problem-solving skills (Acharya, 2018). However, the availability and quality of these materials can vary, potentially leading to disparities in motivation levels. To achieve this, proper guidance and supervision are essential to maintain a balance between motivation and safety. The teaching approach and pedagogical strategies employed by educators also influence the impact of improvised materials on students' motivation (Ah-Nam and Kamisah, 2018). Thus, when used thoughtfully, improvised materials can transform the chemistry classroom into a stimulating learning environment, promoting subject-specific motivation and essential lifelong learning skills.

Discussion

The use of improvised chemicals on students’ performance and students' academic performance and engagement in chemistry

Our analysis of the reviewed studies sought to identify the chemistry principles that were primarily covered using improvised chemicals. Fig. 2 provides a visual representation of the different topics that were explored through the use of improvised chemicals.

The Fig. 2 illustrates the distribution of research on improvised chemicals across various chemistry topics, revealing a diverse range of applications for teaching chemistry concepts in resource-constrained settings. The prominence of studies focusing on acids and bases, thermo-chemistry, and chemical reactions suggests these areas are particularly amenable to the use of improvised materials, indicating a potential to enhance student engagement and performance through hands-on, constructivist learning approaches. The variety of topics covered, from basic concepts like acids and bases to more specialized areas like electrochemistry and radioactivity, demonstrates the versatility of improvised chemicals in supporting a wide range of chemistry lessons, thus reflecting the potential for significant motivational impact and practical application within classrooms. This diversity supports the idea that improvised chemicals can effectively replace traditional lab materials, fostering a more engaging and accessible learning environment, particularly in settings where resources are limited.

The study conducted by Nartey and Hanson (2021) explores the challenges faced in teaching certain chemistry topics. These topics were selected due to their abstract and complex nature, leading to difficulties in achieving lesson objectives. Thirteen chemistry teachers and 235 students were included in the study. The research found that teachers encountered ease in teaching three subjects but faced difficulty with 14 topics, while eight topics were challenging for students to comprehend, and nine were exceptionally complicated such as acid–base tritration (Donkoh, 2017). To enhance students' understanding of organic chemistry concepts, the study recommends incorporating improvised chemicals in instructional sessions Mboto et al. (2011). This approach provides practical exposure crucial for intellectual growth. Osei-himah et al. (2018) supported this idea, noting that improvised teaching materials can effectively convey the same concepts as standard chemicals, especially when the original materials are unavailable. In summary, the study highlights the importance of using improvised chemicals in chemistry education to address the challenges associated with complex topics and promote better comprehension among students. Inquiry-based learning, also called improvised chemical design in chemistry education, fosters student engagement through hands-on experimentation and problem-solving. Success relies on resource availability, teacher guidance, collaboration, and a positive classroom environment (Odutuyi, 2015). Integrating creativity in teaching chemistry for innovation updates enhances the learning experience. Nja and Obi (2019) recommended teacher training, material sourcing involvement, and financial support to promote improvisation in secondary school chemistry education.

Constructivist learning principles reflected in the use of improvised chemicals

In recent studies by Rishi (2021) and Gladys and Zainab (2017) inquiry-based learning has proven to enhance student engagement and performance in chemistry, surpassing traditional teaching methods. This underscores the importance of educators incorporating improvised chemical design into their classrooms to foster a deeper comprehension of chemistry concepts. Affiah et al. (2022) emphasized the necessity for teacher training in material improvisation, equipping them with the skills to effectively educate students. The utilization of improvised instructional materials is also endorsed as an effective chemistry teaching method. Overall, improvised chemical design offers a highly effective approach to chemistry education, promoting active student involvement, deeper comprehension, creativity, hands-on learning, collaboration, problem-solving, personalization, and risk-taking. Teachers are advised to undergo training on implementing substitute instructional materials that align with their lesson content (Nja and Obi, 2019). The use of improvised chemicals in alignment with constructivist learning principles fosters an interactive and student-centered educational environment. It allows learners to construct knowledge by actively engaging in hands-on experiments, connecting prior knowledge to new concepts, and solving real-world problems. By utilizing these materials, students can develop critical thinking, problem-solving, and collaborative skills while exploring scientific phenomena in meaningful contexts. This approach encourages autonomy, curiosity, and deeper understanding, making learning not just about acquiring facts but building a framework of interconnected knowledge relevant to their experiences and environment.

Insights on Students' Motivation. The use of improvised chemicals engaged students in learning chemistry through hands-on activities, fostering motivation and active participation in classroom instruction (Ngendabanga et al., 2025).

To nurture young students into future scientists and innovators through effective STEM education, the use of improvised chemicals and materials enabled students to explore and actively engage in lessons, promoting the development of essential competencies. This approach builds lifelong learning skills and fosters a positive attitude toward chemistry (Ah-Nam and Kamisah, 2018). Students conducting experiments using improvised chemicals experience increased motivation in learning and teaching chemistry, fostering career development opportunities (Nnoli, 2021; Ngendabanga et al., 2025). The use of improvised chemicals significantly enhances students' motivation in learning chemistry. By making the chemistry subject more engaging and relatable to their local context, students are actively involved in the learning process, increasing enthusiasm and comprehension. This approach bridges the gap between abstract theoretical concepts and practical, real-life applications, fostering a deeper interest and sustained commitment to studying chemistry.

Insights on student motivation regarding the use of improvised chemicals

Engaging students in the teaching and learning of chemistry or sciences through the use of improvised chemicals for practical experiments fosters creativity, innovation, and problem-solving skills. Using locally available materials for improvised chemicals sparks curiosity and excitement in instructional activities. This approach is also cost-effective, offering an alternative to standard chemicals in resource-limited environments where access to materials and chemicals for experiments is restricted. The use of improvised chemicals in chemistry education can significantly enhance students' motivation by providing practical, hands-on experiences that make the subject more engaging and relatable (Cecilia et al., 2020). Educators also promote a sense of ownership and empowerment among students, encouraging creativity and problem-solving abilities (Acharya, 2018). Collaboration between teachers and students enhances participation in chemistry lessons and fosters motivation, capturing students' attention and encouraging active learning.

Future research and direction

In developing countries, chemistry teachers encounter challenges related to teaching the chemistry subject, particularly regarding conducting experiments (Nahimana et al., 2023). The cost of standard chemicals is prohibitively high, leading many teachers to opt for teaching without experiments. This hinders students' ability to grasp abstract concepts and understand their real-life applications. Consequently, students often resort to memorization to pass exams without achieving competency at the national or global level. Previous studies have shown that chemistry teachers are unaware of how to create improvised chemicals from locally available materials, despite the effectiveness of these substitutes compared to standard chemicals. This study calls for research and higher education institutions (universities) to provide training for chemistry teachers on the development and use of imprived chemicals from local resources. By equipping students with these skills, they can become competent and innovative individuals capable of applying their learning in the classroom to real-world scenarios, thus fostering the development of 21st-century skills.

Conclusions

This systematic review analyzes the influence of using improvised chemicals on students' motivation, engagement and performance within chemistry education. It suggests that when implemented thoughtfully, these materials can enhance motivation by providing hands-on experiences, fostering ownership, and promoting creativity. However, safety concerns and material access disparities must be addressed. Based on the review of the literature, it is evident that improvised chemicals can improve student performance in chemistry. The use of locally available materials and cost-effectiveness of improvised chemicals make them a viable alternative to standard chemicals. However, the reluctance of teachers to use improvised chemicals due to a lack of knowledge on how to make them is a significant hurdle that needs to be addressed. Moreover, more researchers confirmed that teacher's knowledge and skills for developing improvised chemical still low. These results show that government should emphasis on the training of supporting teachers to upgrade innovative solution for teaching chemistry especially improvised chemicals in case of unavailable chemicals. Using improvised chemicals significantly enhances student performance in chemistry and lowers the cost of conducting experiments.

Implications

This review examines innovative methods for creating improvised chemicals from locally available materials, particularly in developing countries facing chemical shortages. It highlights recent literature on using improvised chemicals to boost students' motivation and performance in chemistry subject. Specifically, it discusses the use and application of chemicals such as calcium trioxocarbonate (CaCO₃) and sodium hydroxide (NaOH) to teach topics such as acids, bases, acid–base reactions, magnetism, saponification, thermochemistry, electrochemistry, and chemical reactions. The review emphasizes the benefits of using these locally sourced improvised chemicals in secondary school chemistry education to enhance student engagement and learning outcomes. It aims to inform chemistry teachers, Ministry of Education, Non-Govermental Organization and the general public about the importance and cost-effectiveness of training teachers to use improvised chemicals. Whether you're passionate about science or curious about its daily impact, this review offers valuable insights. Based on the study's findings, the following recommendations are proposed to enhance the implementation of improvised chemicals in chemistry (science) education: Teachers should receive comprehensive training on the safe and effective utilization of local materials, including waste, plants, and fruits, to create improvised chemicals. Educational institutions should prioritize the integration of improvised chemical practices into curriculum development, ensuring alignment with learning objectives. Adequate resources and support mechanisms, such as designated spaces and equipment, should be provided to facilitate the creation and use of improvised materials in the classroom. Finally, collaborative platforms and networks should be established to encourage the sharing of best practices and innovative approaches among educators, promoting wider adoption of improvised chemistry.

Limitations

The constraints of this review paper lie in the restricted access to peer-reviewed articles. Additionally, there is a scarcity of data on improvised chemicals, particularly from Sub-Saharanand East African countries. The screening process faced challenges in establishing criteria, adding a layer of difficulty to the review.

Author contributions

Mr Celestin Ngendabanga, is PhD Scholar in chemistry education in the University of RWANDA College of Education (UR-CE). He holds a master's degree in Chemistry education from the University of RWANDA College of Education (UR-CE), He was involved in writing more than five articles related to chemistry or sciences in education. He has led the conceptualization, design, analysis, literature review, writing, synthesis of ideas, data acquisition, data analysis and drafting manuscript. Dr Jean Baptiste Nkurunziza is a PhD holder with specialization in Chemistry from Mangalore University. His area of focus is synthesizing bioactive compounds and improving science education. He has a Master's degree in Biochemistry and a Bachelor's degree in Chemistry. He has published extensively and contributed to literature analysis. Assoc. Prof. Leon Rugema Mugabo, a seasoned science educator with a PhD in Science Education, specializes in curriculum development and teacher training. His research on science teaching and professional development is widely published. He contributed significantly to refining research objectives and enriching educational discussions in the article.

Data availability

Since this is a systematic review with meta-analysis, no primary research results, software or code have been included and no new data were generated or analyzed as part of this review.

Conflicts of interest

There are no conflicts of interest to declare.

Acknowledgements

We express our gratitude to the faculty members and doctoral candidates at UR-CE-ACEITLMS for their ongoing assistance in composing, analysing, and reviewing the research paper aimed at supporting science educators in developing nations.

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