The achievement of any meaningful economic reform and development must be largely dependent on science and technology which in turn depends on mathematics. Mathematics forms the solid foundation of science and technology of any nation and also an imperative for economic reform and development. So effective teaching of mathematics is needed to achieve this purpose. Therefore the study examined the effect of teaching mathematics concepts with improvised instructional material on students’ achievement in mathematics. The effectiveness of using improvised instructional material in teaching mathematics on achievement of male and female students was also examined. Two research questions and two hypotheses guided the study. Non-equivalent control group design was used for the study. The sample consisted of 160 SS1 students randomly selected from four co-educational schools in Enugu state Nigeria. Mathematics Achievement Test (MAT) was used for data collection. Data were analyzed using mean and standard deviation for research questions and analysis of co-variance for testing the hypotheses. The results from the study showed that students who were taught mathematics with improvised instructional materials achieved higher in the concepts taught more than those taught with conventional approach. Also male and female students in experimental group achieved equally in the mathematics concepts taught. It was recommended that teachers should improvise and use instructional material to teach mathematics whenever there is lack of or insufficient material for better understanding of the concepts.

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