Effect Of Laboratory Activities On Academic Achievement Of Basic Science Students In Shendam LGA Plateau State

Science Education Project and Seminar Material

Effect Of Laboratory Activities On Academic Achievement Of Basic Science Students In Shendam LGA Plateau State

Abstract

This study was carried out on the effect of laboratory activities on academic achievement of basic science students in Shendam LGA Plateau State. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprised of science teachers and students in four selected junior secondary schools in Shendam LGA Plateau State. In determining the sample size, the researcher conveniently selected 200 respondents and 150 were validated. Self-constructed and validated questionnaire was used for data collection. The collected and validated questionnaires were analyzed using frequency tables, while the hypotheses were tested using Pearson Correlation statistical tool, SPSS v23. The result of the findings reveals that laboratory activities contribute to the effective teaching and learning of basic science in secondary schools. The study also revealed that laboratory activities during the teaching of basic science help to improve students academic performance in Basic Science. Therefore, it is recommended that adequate laboratory equipment’s must be provided if the teaching and academic performance of students offering science subjects in schools must be enhance.

Table of Content

  • Title Page
  • Certification
  • Dedication
  • Acknowledgement
  • Table of Content
  • List of Tables
  • Abstract

Chapter One:

Introduction

  • 1.1 Background of the Study
  • 1.2 Statement of the Problem
  • 1.3 Objective of the Study
  • 1.4 Research Questions
  • 1.5 Research Hypothesis
  • 1.6 Significance of the Study
  • 1.7 Scope of the Study
  • 1.8 Limitation of the Study
  • 1.9 Definition of Terms
  • 1.10 Organisations of the Study

Chapter Two:

Review of Literature

  • 2.1 Conceptual Framework
  • 2.2 Theoretical Framework
  • 2.3 Empirical Review

Chapter Three:

Research Methodology

  • 3.1 Research Design
  • 3.2 Population of the Study
  • 3.3 Sample Size Determination
  • 3.4 Sample Size Selection Technique and Procedure
  • 3.5 Research Instrument and Administration
  • 3.6 Method of Data Collection
  • 3.7 Method of Data Analysis
  • 3.8 Validity of the Study
  • 3.9 Reliability of the Study
  • 3.10 Ethical Consideration

Chapter Four:

Data Presentation and Analysis

  • 4.1 Data Presentation
  • 4.2 Analysis of Data
  • 4.3 Answering Research Questions
  • 4.4 Test of Hypotheses

Chapter Five:

Summary, Conclusion and Recommendation

  • 5.1 Summary
  • 5.2 Conclusion
  • 5.3 Recommendation
  • References
  • APPENDIX
  • QUESTIONNAIRE

Chapter One

Introduction

1.1 Background of the Study

Science learning is expected to produce individuals that are capable of solving their problem as well as those of the society. Such individuals are expected to be autonomous, confident and self reliant. Science and technology constitute the basis of advancement in nearly all fields of human endeavours. In order to realize this goal, associations such as Science Teachers Association of Nigeria (STAN) and Nigerian Integrated Science Project (NISP) were set up to look into the various curricula used at various levels of Nigerian educational system. The various curricula developed, have their objectives which have to be achieved for a successful science education and attainment of the national goals and aspirations. These goals and aspirations cannot be realized except through the effective effort of the classroom teachers.

According to Nwagbo (2001), a number of factors have been identified as contributing to the non-acquisition of skills by secondary school students which invariably lead to poor academic performance and one of the factors is the teacher variable, that is, the teachers‟ method of teaching.

Okoli (2006) observes that many science teachers prefer the traditional expository/lecture method of teaching, that is, a teaching technique in which one person, the teacher, presents a spoken discourse on a particular subject and shy away from activity-oriented teaching methods which are student centered (such as inquiry method, discovery method, and investigative laboratory approach). Nwagbo (2006) observes that such teacher-centred approach which places the teacher as the sole possessor of knowledge and the students as passive recipients of knowledge may not enhance achievement or promote positive attitude to biology. Obiekwe (2008) reports that all is not well with science instruction in Nigerian secondary schools and noted that science teaching lays extreme emphasis on content and the use of “chalk and talk” method neglecting the practical activity method which enhances teaching and learning. This negligence and “shy-away‟ attitude from activity oriented method of teaching has led to abstraction which makes the students less active and more prone to rote memorization.

Practical activities in Basic science provide opportunities for students to actually study science as opposed to learning about science. Nzewi (2008) asserts that practical activities can be regarded as a strategy that could be adopted to make the task of a teacher (teaching) more real to the pupils as opposed to abstract or theoretical presentation of facts, principles and concepts of subject matters. Nzewi (2008) further suggests that practical activities should engage the students in hands-on, mind-on activities, using varieties of instructional materials/equipment to drive the lesson home. Nwagbo (2008) recommends that the use of practical activities (approach) to the teaching of basic science concepts should therefore be a rule rather than an option to Basic science teachers, if we hope to produce pupils that would be able to acquire the necessary knowledge, skills and competence needed to meet the scientific and technological demands of the nation. The search for a more effective approach for the teaching and learning of Basic science that will enhance the acquisition of Basic science knowledge has persisted over the years. This is because the acquisitions of practical activities knowledge is the basis for scientific inquiry and the development of intellectual skills and attitudes that are needed to learn science concepts. Practical activities knowledge is abilities which can be developed by experience and used in carrying out mental and physical operations.

1.2 Statement of the Problem

A lot has been done to improve science teaching in secondary schools in Nigeria. In spite of that, students continue to perform poorly in science subjects. This situation has created the need for more effective teaching methods. It then becomes necessary to explore the efficacy of alternative method of redressing this situation. In Nigeria, many studies (Odutuyi, 2019; Akpan, 2012; Aladejana & Aderibigbe, 2007) have been conducted on the effectiveness of practical activities on students’ learning outcomes. However, most of the these efforts were targeted only at the senior secondary school level with little or no attention paid to the junior school level as far as practical activities are concerned. Hence, this study seek to examine the effect of laboratory activities on academic achievement of basic science students in Shendam LGA Plateau State.

1.3 Objectives of the Study

The main objectives of this study is to examine the effect of laboratory activities on academic achievement of basic science students in Shendam LGA Plateau State. Specifically the study intends to:

  1. Find whether laboratory activities contribute to the effective teaching and learning of basic science in secondary schools.
  2. Find out whether adequate availability of laboratory facilities enhances students learning outcome in basic science.
  3. Find out if laboratory activities help to improve students academic performance in Basic Science.
  4. Find out if there is any difference in the performance of students taught using laboratory activities and those taught in the traditional methods.

1.4 Research Questions

The researcher raised the following research questions to guide this study:

  1. Does laboratory activities contribute to the effective teaching and learning of basic science in secondary schools?
  2. Does the adequate availability of laboratory facilities enhance students learning outcome in basic science?
  3. Does laboratory activities help to improve students academic performance in Basic Science?
  4. Is there a difference in the performance of students taught using laboratory activities and those taught in the traditional methods?

1.5 Research Hypothesis

  • Ho: There is no significant relationship between laboratory activities and students academic performance in Basic Science.
  • Ha: There is a significant relationship between laboratory activities and students academic performance in Basic Science.

1.6 Significance of the Study

It is hopeful that findings from this study may help to identify the availability of laboratories equipment as determinants of student achievement in of basic science practical.

This study may also help to provide some information for curriculum designers and classroom teachers in order to utilize equipment provided for them and other relevant approaches to enhance meaningful learning of basic science by students.

1.7 Scope of the Study

The study seek to specifically assess the effect of laboratory activities on academic achievement of basic science students in Shendam LGA Plateau State. This research work will be conducted in Plateau State. Some selected junior secondary schools in Shendam LGA Plateau State will be used for this research work.

1.8 Limitation of the Study

Finance for the general research work will be a challenge during the course of study. Correspondents also might not be able to complete or willing to submit the questionnaires given to them.

However, it is believed that these constraints will be worked on by making the best use of the available materials and spending more than the necessary time in the research work. Therefore, it is strongly believed that despite these constraint, its effect on this research report will be minimal, thus, making the objective and significance of the study achievable.

1.9 Definition of Terms

Learning:

Is the process by which activity originates or is changed through reaction to encountered situation, provided that the characteristics of the change in activity cannot be explained on the basis of nature response, tendencies, maturation or temporary state of the organism.

Teaching:

It is the systematic process of imparting worthwhile values, or helping people to learn. It is a deliberate effort by a mature or experienced person to impact information, knowledge, skills and so on to an immature of less experienced person.

Students’ Achievement:

Is a student doing well academically, obtaining life skills and giving back their community.

Basic Science:

Science is derived from a 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).

Laboratory Equipment:

Refers to the various tools and equipment used by scientists working in a laboratory. They are also the type of equipment found in a building or room equipped for conducting scientific research or for teaching practical, as for carrying out scientific experiment and science related activities. Elegbede(2016).

1.10 Organization of the Study

This research work is organized in five chapters, for easy understanding, as follows.

  • Chapter one is concern with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study.
  • Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature.
  • Chapter three deals on the research design and methodology adopted in the study.
  • Chapter four concentrate on the data collection and analysis and presentation of finding.
  • Chapter five gives summary, conclusion, and recommendations made of the study.

Chapter Five

Summary, Conclusions and Recommendations:

5.1 Introduction

This chapter summarizes the findings on the effect of laboratory activities on academic achievement of basic science students in Shendam LGA Plateau State. The chapter consists of summary of the study, conclusions, and recommendations.

5.2 Summary of the Study

In this study, our focus was on the effect of laboratory activities on academic achievement of basic science students in Shendam LGA Plateau State. The study is was specifically set to find whether laboratory activities contribute to the effective teaching and learning of basic science in secondary schools, find out whether adequate availability of laboratory facilities enhances students learning outcome in basic science, find out if laboratory activities help to improve students academic performance in Basic Science, and find out if there is any difference in the performance of students taught using laboratory activities and those taught in the traditional methods.

The study adopted the survey research design and randomly enrolled participants in the study. A total of 150 responses were validated from the enrolled participants, where all respondent are Basic science teachers and students in some selected secondary schools in Shendam LGA Plateau State.

5.3 Conclusions

Based on the findings of this study, the researcher made the following conclusion.

  1. Laboratory activities contribute to the effective teaching and learning of basic science in secondary schools.
  2. Adequate availability of laboratory facilities enhances students learning outcome in basic science
  3. Laboratory activities help to improve students academic performance in Basic Science.
  4. There is a difference in the performance of students taught using laboratory activities and those taught in the traditional methods.

5.4 Recommendations

Based on the findings of the study, the following recommendations are proffered.

  1. Adequate laboratory equipment’s must be provided if the teaching and academic performance of students offering science subjects in schools must be enhance.
  2. Teachers should encourage students to develop interest in laboratory activities by engaging them in practical and providing instructional materials that will challenge them to be actively involved during practical lessons.
  3. Ministry of Education and professional organizations should organize workshops, seminars and conferences for basic science teachers on delivering of activity based lesson.

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