AVAILABILITY AND EFFECTIVE USE OF LABORATORY EQUIPMENT AS DETERMINANT OF STUDENTS
ABSTRACT
The availability and effective use of laboratory equipment were investigated as determinants of students’ achievement in basic science practical in the Ipokia Local Government Area of Ogun State.
A sample of one hundred(100) students was drawn at random from five(5) schools in Ipokia Local Government. The study’s instrument was a validated questionnaire. The collected data was analyzed using chi-square. Data analysis revealed that school principals in Ipokia local government secondary schools have a negative administrative style and an inadequacy of duration or time allocated to health instruction.
The findings also revealed that a lack of laboratory facilities, as well as a lack of relevant textbooks, pamphlets, and posters, were major contributors to students’ low achievement in junior secondary school.
Based on the findings, the researcher made some recommendations, including the need for school administrators to provide relevant instructional materials into school laboratories for practical lessons.
It was also suggested that state education ministries raise awareness and enlighten experienced teachers who will be trained to use these laboratory equipment.
Chapter one
Introduction
1.1 The Study’s Historical Context
Education is viewed as a tool for socioeconomic and political development in Nigeria and other countries, and as such, it receives the attention it deserves.
This viewpoint is supported by the Nigeria National Policy on Education (2006), which states that education is a superior tool for influencing national development.
The National Policy of Education (2006) went on to say that education should continue to be prioritized in national development plans because it is the most powerful tool for change and that any fundamental shift in a society’s intellectual and social outlook must be preceded by an educational revolution.
Previous research by Jekayinka (2005), Suleiman Atiku (2006), Ajayi and Ayodele (2008) demonstrated that an adequate supply of instructional resources has a significant effect on student performance and improves the effectiveness of instructional delivery and supervision.
However, there appears to be an alarming shortage, if not complete absence, of laboratory facilities in Nigerian schools. The United Educational Scientific and Cultural Organization (UNESCO) (2007) added that monitoring of learning achievement, report on the available instructional materials and facilities in the 960 sample secondary schools across the country were all revealed.
According to a National University Commission (NUC) report cited by the United Educational Scientific and Cultural Organization (UNESCO) (2008), academic and physical facilities were in poor condition, with insufficient lecture theatres/halls, laboratories, and so on.
As a result, one begins to wonder how some of these universities manage to overcome the accreditation hurdle. That is why, according to Ijaiya (2009), the quality of education provided to Nigerian children has become a source of concern, and he lamented the rot in the educational system.
Furthermore, Adeyemi and Igbenewaka (2009) observed that a mismatch between increasing enrolment and provision of facilities, particularly in terms of student seats, leads to overcrowding. He went on to say that overcrowding puts undue strain on available spaces, resulting in rowdy behavior, hanging outside classrooms, and absence from activities on school grounds. All of this has a negative impact on the teaching and learning process.
A laboratory is a facility that provides controlled conditions for scientific or technological research and experimentation (Igbenewaka) (2009). Because of the varying needs of specialists in various fields of science and engineering, laboratories used for scientific research take many forms.
A physics laboratory might have a particle accelerator or a vacuum chamber, whereas a metallurgy chamber laboratory might have equipment for casting, refining, or testing metal strength (Joshua, 2012).
Laboratory activities have long played a distinct and central role in the science curriculum, and science educators have suggested that engaging students in science laboratory activities has numerous benefits (Hofstein and Lunetta, 2005; Hinetta et al., 2007).
At the beginning of the twenty-first century, we are entering a new era that is being scrutinized, and new standards intended to shape and rejuveriate science education are emerging (National Research Council, 2010). The National
Science Education Standard (NRC, 2007) and the 2016 project (AAAS, 2005) reaffirmed the conviction that inquiring in general, and inquiring in the context of practical work in science education, is central to the only for candidates to demonstrate clear understanding of the problem in their working.
Although (Okigbo and Oguafor, 2008) conducted research on the effect of basic science laboratories on basic science students’ achievement, it is unknown how many of these schools have basic science laboratories or laboratories for the science subject. As a result, we must adapt to the fast pace at which the most desired technological, scientific, and business applications cannot be sustained.
According to Aladejana(2007), the reasons for students’ lack of interest in science include: a lack of qualified teachers, a lack of practical work, an insufficient allotment of time for basic science on the school timetable, a poor method of teaching, a poor use of laboratory equipment, and so on.
M. Amazigo (2006) It is also worth noting that basic science is the only form of science taught in primary and junior secondary schools, and it remains one of the core subjects in school development. Fraser B, Mc Robbie C.J 2006, Nigeria Education Research and Development Council (NERDC).
According to Giddings G.J and Waldrip B. (2004), science is resource intensive, and during an economic downturn, it may be difficult to find some electronic gadgets and equipment for teaching basic science in schools.
According to the American Association for the Advancement of Science (2008), no matter how well trained a professionally qualified science teacher is, he or she will be unable to put his or her ideas into practice if the school settings lack the necessary equipment and materials for him or her to translate his or her competency into reality. Better teaching aids are required to achieve qualitative education, efficiency, and productivity in basic science.
According to Micheal (2007), the performance of Nigerian students in the junior secondary certificate examination in basic science has been consistently poor over the years.
1.2 Formulation of the Problem
The purpose of the research was to determine the availability and effective use of laboratory equipment as determinants of students’ achievement in Basic Science practical in junior secondary school in Ipokia Local Government, Ogun State.
1.3 Questions for Further Research
To guide this study, the researcher posed the following research questions:
1. Is there a difference in male and female performance in basic science practical?
2. Is there enough equipment in the school laboratory for basic science teaching practical?
3. Do students interact with the laboratory’s available equipment during practical lessons?
4. Is there a difference in performance between students who are taught using laboratory equipment and those who are taught in a theoretical lesson?
1.4 Importance of the Research
It is hoped that the findings of this study will aid in identifying laboratory equipment availability as a determinant of student achievement in basic science practical in the Ipokia Local Government Area of Ogun State.
This study may also provide some information for curriculum designers and classroom teachers on how to use equipment provided to them and other relevant approaches to improve students’ meaningful learning of basic science.
1.5 Scope of the Research
This study was limited to five junior secondary schools in Ogun State’s Ipokia Local Government Area.
1.6 Definitions of Terms
Learning is the process by which activity originates or changes as a result of a reaction to an encountered situation, provided that the characteristics of the change in activity cannot be explained on the basis of nature response, tendencies, maturation, or the organism’s temporary state.
Teaching is the systematic process of imparting valuable values or assisting people in learning. It is a deliberate attempt by a mature or experienced person to influence information, knowledge, skills, and so on to a less mature or experienced person.
Students’ Achievement: Is a student succeeding academically, gaining life skills, and giving back to their community?
Science is derived from the Latin word “Scientia,” which means “knowledge.” It is a systematic enterprise that builds and organizes knowledge in the form of testable explanations and predictions about the universe; it also refers to a body of knowledge itself; of the type that can be rationally explained and applied (Wikipedia, 2014).
The various tools and equipment used by scientists working in a laboratory are referred to as laboratory equipment. They are also the type of equipment found in a building or room that is equipped for scientific research or practical teaching, such as carrying out scientific experiments and science-related activities. Elegbede(2016).
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