THE EFFECT OF LABORATORY IN SECONDARY SCHOOLS ON STUDENTS PERFORMANCE IN SCIENCE SUBJECTS
ABSTRACT
This study aimed to investigate the effect of laboratories in secondary schools on students’ performance in science subjects in Alimosho LGA. A mixed approach was employed in connection with survey design and a sample comprised of ninety-five (95) respondents. The data were collected using a questionnaire, interview, and observation.
An SPSS program was used for processing and analysis of data. The findings of the study revealed that the performance of science subject students has been affected by the lack of practical lessons, lack of science subject teachers and scarcity of laboratory facilities… (Scroll down for the link to get the Complete Chapter One to Five Project Material)
INTRODUCTION
Background of the Study
Science had been of great importance worldwide for suitable and socio-economic development as well as for the technological advancement of the nations. Knowledge of science education is therefore required in all countries globally due to the numerous challenges that are facing them.
The emphasis on teaching and learning of science is on ensuring that teachers not only teach the process of science but also can subject scientific concepts to the sensory experience of the learners. By this, the ‘hands’ and ‘minds’ of learners must be on scientific activities such that learners will be able to learn actively and thereby participate in knowledge construction. In essence, the focus is on activity-based science lessons that entail both the best classroom and laboratory practices.
This direction of teaching and learning of science subjects in schools is viewed to lead students to acquire the required science process skills, life skills and competence as enshrined in the revised edition of (National Policy on Education (NPE) (FRN, 2013) National core curricular for Biology, Chemistry, Mathematics, and Physics, etc. However, the efforts of teaching in achieving the goals of NPE 2013, the Millennium Development Goals (MDGs), EFA, Science Education for all, NEEDS, Vision 20:2020 faces great challenges… (Scroll down for the link to get the Complete Chapter One to Five Project Material)
The dwindling students’ performance in science especially has been a source of concern to all stakeholders – the parents, teachers, students, science education researchers, government, and the general public. Despite the efforts by science educators, the performance of many students in science is still at the abysmal level.
In essence, there are still gaps in the efforts and results available. This situation is easily attributed to factors of laboratory equipment supplied, gender factors, and attitudes of students to science teaching and learning among others… (Scroll down for the link to get the Complete Chapter One to Five Project Material)
Research Objectives
The main objectives of this study are to find out the effect of the laboratory in secondary schools on student s academic performance in science subjects, specifically the study intends to;
- Find out the availability of laboratory facilities in secondary schools… (Scroll down for the link to get the Complete Chapter One to Five Project Material)
The finding of this study is expected to be useful since science teaching and learning is essential for the success of any nation, as there is a direct relationship between achievement in science and technology on one hand and economic growth of any given country on the other. The findings of this study will also benefit education stakeholders… (Scroll down for the link to get the Complete Chapter One to Five Project Material)
LITERATURE REVIEW
Introduction
This chapter provided an account of the literature review on the effect of laboratories in secondary school on students’ performance in science subjects. The purpose of the literature review was to examine the effect of school laboratories versus performance for students who were taking science subjects in secondary schools in Alimosho LGA.
The review of the literature was based on the characteristics of a good science subject laboratory in secondary schools, the uses of science subject laboratories for science students in secondary schools, Teaching and Learning of Science Subjects in Secondary Schools as well as Drop Rates and Pass rates in Science Subjects for Secondary School Students.
Characteristics of a Good Science Subject Laboratory in Secondary Schools
The laboratory has been conceptualized as a room or a building specially built for teaching by the demonstration of the theoretical phenomenon into practical terms. Farombi (1998) argued by saying that “seeing is believing” as the effect of using laboratories in teaching and learning of science and other science-related disciplines as students tend to understand and recall what they see than what they hear or were told.
The laboratory is essential to the teaching of sciences and the success of any science course is much dependent on the laboratory provision made for it… (Scroll down for the link to get the Complete Chapter One to Five Project Material)
The Uses of Science Subjects Laboratories for Science Students in Secondary Schools
Ojera, (2012) states that in today’s age of science and technology when scientific knowledge has grown exponentially, technological innovations have progressed at a rapid pace, and the effects of science and technology are clearly witnessed in all aspects of our lives, it is obvious that science and technology education plays a key role in the futures of societies. Because of its importance, all societies and particularly developed countries have continuously sought to improve the quality of science and technology education.
Ojera, (2012) continues by saying that in the present age, new information is constantly added to the existing information in science education… (Scroll down for the link to get the Complete Chapter One to Five Project Material)
Table 2.1: Infrastructural Requirements (Laboratories) In Six Selected LGAs
| Science Laboratories | |||
| LGA | Required | Available | Short |
| Dodoma Municipal | 108 | 9 | 99 |
| Nyamagana | 90 | 15 | 75 |
| Alimosho | 132 | 11 | 121 |
| Masasi | 102 | 11 | 91 |
| Kasulu | 195 | 8 | 187 |
| Mtwara – Urban | 67 | 6 | 61 |
| Total | 694 | 60 | 634 |
Source: UNESCO 2010
Teaching and Learning of Science Subjects in Secondary Schools in Nigeria
URT, (2009) argues that Nigeria has been reviewing its education curriculum on various occasions in order to bring meaningful learning at different levels.
The changes took place in different years and in various phrases. Example in 1976, 1995 [Unified science which was just piloted in some schools for one year and abandoned], 1997, 2005 and lately in 2007. Osaki, (2007) reports that in an effort to improve science teaching and learning in secondary schools the government of Nigeria introduced several projects including School Science Project and School Mathematics Project.
The focus of these projects was to improve the teaching strategies and adequate use of available teaching materials in the school and students’ learning environment. The teaching materials and strategies for these projects focused on the experimental approach to teaching and learning. These programs also focused on laboratory activities and a lot of outdoor activities… (Scroll down for the link to get the Complete Chapter One to Five Project Material)
RESEARCH METHODOLOGY
Introduction
This section discusses research methods and procedures, which were used in gathering data for this study. According to Kothari (2004), research methodology is a way to systematically describe and solve the research problem. In other words, the research methodology sets out the procedure to be used to conduct the study with the aim of providing essential information that a reader needs to understand how the data will be collected and analyzed.
Research Approach
The researcher used a mixed approach, although the quantitative approach was mainly employed. A quantitative approach is a numerical method of describing observations of materials or characteristics (Best and Kahn, 1989). The quantitative approach enabled the researcher to analyze data using descriptive and inferential statistics whereas the qualitative approach enabled the researcher to assess the perceptions and understanding of the society about the problem under study… (Scroll down for the link to get the Complete Chapter One to Five Project Material)
Research Design
The study adopted a descriptive survey research design. The purpose of this research design was to obtain pertinent and precise information concerning the current status of a phenomenon and whenever possible to draw valid general conclusions from facts discovered. Gall, (2007) argues that a descriptive survey is the means through which opinion, attitude, and suggestions for improvement of educational practices and instructions, and other data can be obtained.
The descriptive survey research design was suitable for this study because the descriptive study determines and reports the way things are. The researcher adopted this descriptive research design to be able to describe the phenomenon as it is on the ground.
Population
The aim of this study was to obtain data that would enable the researcher to examine the effect of laboratories in secondary schools on students’ performance in science subjects. Therefore the target population of this study was Teachers, Students, Former SS 1, Heads of School and LGA Secondary Education Officer in Alimosho LGA… (Scroll down for the link to get the Complete Chapter One to Five Project Material)
RESEARCH FINDINGS AND DISCUSSION
Introduction
Chapter four presents the findings of this study. The findings are presented, interpreted, and discussed in connection with the effect of laboratories in secondary schools on students’ performance in science subjects in Alimosho LGA. The findings are presented in sub-sections as guided by the objectives of the study and that mainly answers the research questions.
The study sought information from Science Subject Teachers, SS 1 students, and Former SS 1 students using questionnaires as well as Heads of school and LGA education Officer using interviews and observation schedules for observing laboratory facilities and materials… (Scroll down for the link to get the Complete Chapter One to Five Project Material)
The Availability of Laboratories and the Associated Requirements and Equipment in Secondary Schools
This objective has two themes that sought to find out the number of science subject laboratories available in secondary schools and the associate requirements as well as equipment. The researcher uses observational schedules and Interview to find data on objective number one. Their responses are presented and analyzed. The following are the results:-
To understand better the school science laboratory and materials, the current study formulates an observation schedule to capture the availability of these facilities. This information is presented in Table 4.1.
Table 4.1 School Science Laboratory Facilities and Materials
| Facilities/
Equipment |
Available | Not Available | Adequacy | Inadequacy | ||||
| No. | % | No. | % | No | % | No | % | |
| Laboratory room (s) | 1 | 16.7 | 5 | 83.3 | – | – | 1 | 83.3 |
| Apparatus | 2 | 33.3 | 4 | 66.7 | – | – | 2 | 66.7 |
| Furniture | 1 | 16.7 | 5 | 83.3 | – | – | 1 | 83.3 |
| Chemicals & Specimens | 1 | 16.7 | 5 | 83.3 | – | – | 1 | 83.3 |
| Text Books | 6 | 49 | 6 | 51 | – | – | 6 | 51 |
| Teaching Charts | 2 | 33.3 | 4 | 66.7 | – | 2 | 66.7 | |
| Functional Prep room | – | – | 6 | 100 | – | – | – | |
| Piped water | – | – | 6 | 100 | – | – | – | – |
| The heating means i.e Gas | – | – | 6 | 100 | – | – | – | – |
| Gas/ fumes chamber | – | – | 6 | 100 | – | – | – | – |
| Proper Lighting i.e.
electricity, natural |
1 | 16.7 | 5 | 83.3 | – | – | 1 | 83.3 |
Information from the observation schedule shows that there are some schools without certain essential science subject laboratory materials and facilities. Table 4.1 indicates these as; functional preparation room (100%), piped water (100%), heating means e.g. gas (100%), Gas/fumes chamber (100%), laboratory room (83.3%), apparatus (66.7%), furniture (83.3%), chemical and specimen (83.3), teaching charts (66.7%)… (Scroll down for the link to get the Complete Chapter One to Five Project Material)
- Number of Teachers in Secondary Schools
This subsection presents the view of the respondents on the number of science subject teachers in six selected secondary schools in Alimosho LGA. Data collections are done through questionnaires and interviews. Through a questionnaire, the respondents were asked to mention the number of science teachers in their respective schools. The following are the results:-
Table 4.2 (a) Number of Physics Teachers
| Number of Teachers | Frequency | Percent | Valid Percent | Cumulative Percent | |
| One | 4 | 66.7 | 66.7 | 66.7 | |
| More than three | 2 | 33.3 | 33.3 | 100.0 | |
| Total | 6 | 100.0 | 100.0 |
Table 4.2 (b) Number of Chemistry Teachers
| Number of Teachers | Frequency | Percent | Valid Percent | Cumulative Percent | |
| One | 4 | 66.7 | 66.7 | 66.7 | |
| More than three | 2 | 33.3 | 33.3 | 100.0 | |
| Total | 6 | 100.0 | 100.0 | ||
Table 4.2 (c) Number of Biology Teachers
| Number of Teachers | Frequency | Percent | Valid Percent | Cumulative Percent | |
| One | 4 | 66.7 | 66.7 | 66.7 | |
| More than three | 2 | 33.3 | 33.3 | 100.0 | |
| Total | 6 | 100.0 | 100.0 |
Table 4.2 (a), Table 4.3 (b) and Table 4.4 (c) indicate that among of 6 selected secondary school, 4 schools have one physics, chemistry and biology teacher, which is equivalent to 66.7% and only 2 remains schools have more than three science subject teachers specialized in physics, chemistry, and biology which is 33.3%… (Scroll down for the link to get the Complete Chapter One to Five Project Material)
SUMMARY, CONCLUSION, AND RECOMMENDATIONS
- Introduction
The core of this chapter is to give the overall implication of the study and the findings already discussed in the prior chapter. The chapter also provides a brief conclusion about the whole study and it suggests some recommendations to the study.
- Conclusion
The objective of the study was to investigate the effect of laboratories in secondary schools on students’ performance in science subjects in Alimosho LGA. The study reveals that a total of 60 students who participated in this research showed that 50% had not done any science subject practical which is equal to 30 students and 50% had done one to two practical lessons since they inter SS 1… (Scroll down for the link to get the Complete Chapter One to Five Project Material)
Recommendations for Further Research
Basing on the findings of the study, the following recommendations are made:-
- The findings in this study allow an extensive study on various factors influencing the academic performance of Tanzanian secondary schools in the general and deep insight into the necessary interactions for improvements. However, there is a need to collect more information in order to have a good generalization and better understanding of the factors affecting the academic performance of secondary schools in Nigeria… (Scroll down for the link to get the Complete Chapter One to Five Project Material)
REFERENCES
Ango, M. L., and Sila M.D., (1986). Teaching and Learning of Biology Practical; The Experience of some Nigerian Secondary Schools. Journal of Science Teachers Association of Nigeria, l24 (1 & 2), 33-47.
Balogun, T.A., (2010)., Improvisation of Science Teaching Equipment. Journal of the Science Teachers Association, Vol. 20, No. 2, 72-76.
Best, J.W and Kahn, J.V., (1989)., Research in Education, 6th Ed. Prentice – Hall, Inc: Englewood Cliffs.
Burak, F., (2009), An Investigation of the Relationship between Science Process
Skills with Efficient Laboratory Use and Science Achievement in Chemistry Education. Journal of Turkish Science Education. Retrieved from http//www.tused.org on 28/03/2014
Carnegie Foundation for the Advancement of Teaching., (1988), The Imperiled Generation, New York, Carnegie Foundation for the Advancement of Teaching
Corncoran, T., (1988), Working in Urban Schools, Washington, D.C, Institute for Educational Leadership
Chonjo, P. N., (1996), Improving Science Education in Secondary Schools: A Situational Analysis of Selected Government Secondary Schools in Nigeria Mainland, Dar es Salaam, Nigeria: Ministry of Education and Culture
Farombi, J.G., (1996). Resource Concentration, Utilization, and Management as Correlates of Students’ Learning outcomes: A study in School Quality in Oyo State. Unpublished Ph.D. Thesis, University of Ibadan.
Gall, K., (2007), Educational Research; An Introduction 8th Edition. New York, USA
Hofstein, A. and Naam, R. M., (2007), The Laboratory in Science Education: The State of the Art. Chemistry Education Research and Practice. (Laboratory)(Laboratory)(Laboratory)(Laboratory)(Laboratory)
Koul, L., (2004), Methodology of Educational Research, 3rd Edition, New Delhi: Vishwa Prakashan Publications
(Scroll down for the link to get the Complete Chapter One to Five Project Material)