This study investigated the influence of teachers’ perception of improvised instructional materials on learning outcomes in physics among SS2 students in Aba Education Zone, Abia State. The study specifically examined the roles of teachers’ teaching experience and attitude toward innovation and creativity in shaping students’ academic achievement. A descriptive survey research design was employed, and the population consisted of all SS2 physics teachers and students in public secondary schools within the zone. A purposive sample of 15 schools, comprising 45 physics teachers and 300 SS2 students, was selected. Data were collected using a structured questionnaire with 20 items measured on a four-point Likert scale (Strongly Agree, Agree, Disagree, Strongly Disagree). The questionnaire was validated by experts and yielded a Cronbach’s alpha of 0.82, indicating high reliability. Data were analyzed using descriptive statistics (mean and percentages) and inferential statistics (Pearson ProductMoment Correlation). The findings revealed that teachers’ teaching experience significantly influences their perception and use of improvised instructional materials, which positively affects students’ learning outcomes (r = 0.62, p = 0.001). Additionally, teachers’ positive attitude toward innovation and creativity was found to have a significant impact on students’ engagement and academic achievement in physics (r = 0.68, p = 0.001). The study concluded that both experience and innovative attitudes are critical factors in the effective use of improvised instructional materials, leading to improved student understanding, problem-solving skills, and performance in physics. Based on these findings, it was recommended that teachers receive continuous professional development, mentoring, and support to enhance their creativity and ability to use improvised instructional materials effectively. Schools and policymakers should also encourage the use of locally available teaching resources to facilitate active learning and improve students’ outcomes in physics.