Laboratory Facilities And Its Impact On Students’ Learning Outcome In Agricultural Science
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Laboratory Facilities And Its Impact On Students’ Learning Outcome In Agricultural Science
Chapter one
INTRODUCTION
1.1 Background of the Study
We currently live in a world of science and technology, where humans face scientifically-based issues and difficulties. Science and technology have become more important tools for economic and social growth. Nature has been effectively utilised and transformed into precious resources for a better existence on the planet, due to science.
Man lives a nice life within society as a result of the rapidly increasing trends in scientific education. (FGN,2004). Trends in the agriculture industry indicate a need for agricultural education to teach scientific problem solving, prompting the US Department of Agriculture to recommend that students seeking future employment in agriculture have “basic science skills and the ability to solve problems with scientific applications,” which can be obtained through laboratory experience (USDA, 2005).
This is because, as long as science is both a product and a process, the laboratory will be the focal point of scientific study. The availability of laboratory equipment, facilities, and materials determines the extent to which appropriate laboratory practices will enable learners to develop science process skills and demonstrate proficiency in science ideas.
Several authors have emphasised the importance of a school laboratory in various ways.Given the widespread belief that secondary agriculture educators employ agricultural laboratories, those interested in enhancing their science comprehension through practical learning should be encouraged.
Agricultural education is well suited to teaching scientific knowledge in an agricultural setting (Enderlin & Osborne, 1992; NRC, 2009; Thompson, 1998; Washburn & Myers, 2008).
Many of the exercises created for use in agricultural laboratories, on the other hand, are geared towards improving psychomotor abilities rather than academic reinforcement (Franklin, 2008; Johnson, Wardlow, & Franklin, 1997).
Agricultural laboratories, which include mechanics labs, greenhouses, livestock facilities, land laboratories, and aquaculture laboratories, among others, are now thought of as a way to give students practice applying theories learnt in class.
Laboratory practicals are defined by the production of adequate teaching materials in the laboratory, as well as the teacher’s ability to employ them successfully and efficiently.
As a result, the challenges of completing practical work in under-equipped laboratories have prompted some teachers to divide science classes into practical and theoretical sections, or to postpone practical work until the second or third term.
Agricultural laboratories enable teachers to improve student experiences by organising laboratory education around scientific problem solving. This will better prepare students for scientific careers in agriculture.
1.2 Statement of the Problem
Students’ academic achievement in practical topics (physics, chemistry, biology, and agriculture) has usually decreased in secondary schools over the last decade due to a lack of science laboratory equipment. According to Epo (1999), any attempt to divide science into practical and theoretical courses reinforces the dichotomy, which is diametrically opposed to what science is.
As a result, the quality of laboratory facilities and exposure may influence students’ success in practical scientific courses. The laboratory has been regarded as the centre of a strong scientific curriculum, allowing students in schools to receive experience that is relevant to scientific literacy objectives.
Agriculture practical courses account for a significant portion of hands-on learning, and if they are not taught adequately, students’ education will suffer due to a lack of exposure to laboratory instruction.
This results in a lack of grasp of the subject matter, half-baked students in science courses, and students’ unrealistic beliefs that science subjects are difficult to master.
Students will not learn effectively if Agriculture courses are taught conceptually without the practical parts implanted and practiced in the laboratory. This shows that the impact of agriculture laboratories and their equipment on students’ academic performance in science courses is underappreciated.
Doerfert (2011) states that determining the relationship between instructional strategies and student achievement is a top priority initiative in the Agricultural Education and Communication National Research Agenda for increasing the value of agricultural education on student science achievement.
However, little research has been conducted into how agricultural laboratories are now employed. In light of this, the goal of this study is to investigate.
1.3 Object of the study
The overarching goal of this study is to investigate laboratory facilities and their impact on students’ learning outcomes in agricultural science. Specifically, the study aims to
Examine the existing availability and utilisation of agricultural laboratories in secondary schools.
Investigate whether there is a substantial difference in students’ performance in appropriately equipped laboratories versus ill equipped laboratories.
Investigate whether science teachers’ efficient use of existing laboratory facilities will improve science education.
Determine the impact of theoretical agriculture education without laboratory exposure.
1.4 Research Questions.
The research is directed by the following questions.
What is the availability of agricultural laboratories in secondary schools?
Is there a substantial difference in the performance of students taught in appropriately equipped laboratories against those in ill equipped laboratories?
What is the efficiency with which science teachers can use existing laboratory facilities to improve scientific teaching?
What is the influence of theoretical agriculture education without laboratory experience?
1.5 Significance of the Study
The study’s findings will be relevant to the government, teachers, parents, and academics. It would also make the government, through the ministry of education, realise the importance of providing science equipment to schools and putting qualified science teachers, technicians, and technologists in secondary schools.
It will motivate parents to provide basic practical lesson(s) for their children in secondary schools, as well as convince science teachers that practical lessons are essential for effective teaching and learning of other science subjects such as biology, chemistry, physics, agriculture, and mathematics.
Finally, the study would add empirically to the body of current literature and serve as a reference for students or other academics who may want to conduct research on a similar topic.
1.6 Scope of the Study
The purpose of this study is to investigate laboratory facilities and their impact on students’ learning outcomes in agricultural science. The study will look at the existing availability and utilisation of agricultural laboratories in secondary schools.
It will investigate whether there is a substantial difference in students’ performance in appropriately equipped laboratories vs inadequately equipped laboratories.
It will also look into whether science instructors’ efficient use of current laboratory resources would improve scientific education. The study, however, is limited to the Ogbomosho axis of Ibadan State.
1.7 Limitations of the Study
The researchers encountered minor restrictions when conducting the study, as is typical of any human undertaking. The significant constraint was the scarcity of literature on the subject due to the nature of the discourse, so the researcher incurred additional financial expenses and spent a significant amount of time sourcing for relevant materials, literature, or information, as well as in the data collection process, which is why the researcher chose a small sample size.
In addition, the researcher will conduct this study while working on other academic projects. Furthermore, the sample size was limited because only a few respondents were chosen to complete the research instrument, so the findings cannot be generalised to secondary schools outside of the state.
Despite the constraints encountered during the research, all elements were minimised in order to provide the best possible results and ensure the research’s success.
1.8 Definition of Terms
A laboratory is a controlled environment in which scientific or technological research, experimentation, and measurements can be conducted.
Agriculture is the practice and science of cultivating soil, growing crops, and raising livestock.
Academic achievement refers to performance results that show the extent to which a person has met certain goals that were the focus of activities in instructional environments, such as school, college, and university.
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