Laboratory Management And Its Influence On Students’ Learning Outcome In Biology
Laboratory Management And Its Influence On Students’ Learning Outcome In Biology
Abstract
This study was carried out examine on laboratory management and its influence on students’ learning outcome in biology using some selected senior secondary schools in Adavi Local Government Area, Kogi state as a case study. The study was specifically set to examine if there is biology laboratory in secondary schools in Kogi state, find out the effect of laboratory management on the learning outcome of biology in Kogi state, determine whether there is an effective laboratory management practices in secondary schools in Kogi state, and find out the challenges in managing laboratory equipment in Kogi state secondary schools. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprise of teachers and students of some selected senior secondary schools in Adavi Local Government Area, Kogi 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 there is biology laboratory in secondary schools in Kogi state. The study also revealed that the challenges in managing laboratory equipment in Kogi state secondary schools includes: insufficient laboratory equipment, eack of exposure to practical examination, faulty apparatus, blocked sinks, and faulty Gas System. Therefore, it is recommended that laboratory technicians should be employed directly by the government, just like the teachers employed by teachers’ service commission(TSC), so that their duties are fully recognized and to make sure that no learners in any school suffer in their education pursuit because of their unavailable services in schools that do not see the need of employing these important workers. To mention but a few.
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
Fundamental research in scientific education and cognitive science focuses on how individuals acquire science and apply it in their everyday lives. Scientific inquiry is the basic mechanism through which scientific information is obtained in science fields. The laboratory, where students experience the inquiry process firsthand, is one of the most reliable ways to understand the process of inquiry. The National Association of Biology Teachers (NABT) published a report in 2005. The focus on science teaching and learning is on ensuring that instructors can not only explain the scientific method but also subject scientific notions to the learner’s sensory experience. By doing so, learners’ “hands” and “minds” must be focused on scientific tasks, allowing them to learn actively and therefore engage in knowledge building learning. (1963, Ausubel). The emphasis is on activity-based scientific instruction, which includes both classroom and laboratory experiences. This approach to scientific teaching and learning in schools aims to help students develop science process skills, life skills, and competency. When school laboratories are competent, it is thus vital to offer pupils with a good wide background in scientific education. Students should be given opportunity to improve their problem-solving skills, critical thinking skills, and scientific and technology literacy (Wilson and Maureen, 1983) Academic achievement of students in practical subjects (physics, chemistry, biology, and agriculture) has generally declined in Ugandan secondary schools and tertiary institutions over the last decade, owing to insufficient science facilities in laboratories, which has contributed to students’ academic performance in these subjects. Other aspects of teaching and learning sciences, on the other hand, include insufficient classrooms, labs, and the use of a teacher-centered approach to instruction, among others. So long as science is both a product and a process, the laboratory is the epicenter of scientific research. The extent of optimal laboratory practices that will enable learners’ learning of scientific process skills and proficiency in science ideas is determined by the availability of laboratory equipment, facilities, and materials. Several scholars have characterized the school laboratory in various ways. A laboratory, according to Maduaban (1998), is a facility where science professors perform scientific experiments for the benefit of the students. Experiments and other activities in the laboratory are used to assist students learn scientific abilities. Laboratory practicals are determined by the amount of preparation of appropriate instructional materials in the laboratory and the teacher’s ability to use them effectively and efficiently. However, the difficulties of completing practical work in under-equipped labs have caused some professors to divide science courses into practical and theoretical sections, or to postpone practical work until the second or third term. Any attempt to divide science into practical and theoretical teachings, according to Epo(1999), perpetuates the dichotomy, which is the polar opposite of what science is. As a result, the quality of laboratory facilities and exposure may have an impact on students’ performance in practical biology classes.
1.2 Statement of the Problem
A key goal of Nigerian education is to learn and master biology. The attainment of these goals requires the involvement of both the government and private school owners, as well as classroom instructors (Epo,1999). In order to achieve the goal of emphasizing the importance of biological science laboratory apparatus in the teaching of biology in senior secondary schools at all levels of our educational system, there is a great need for proper provision of biology science laboratory and laboratory management apparatus in the teaching and learning outcome of biology, including the use of instructional materials. The provision and improvement of Biology scientific Laboratory Apparatus, as well as their right use in giving instructional on biology lessons, would surely increase the subject’s teaching and learning outcomes, as well as the learners’ learning outcomes. Despite widespread agreement on the necessity and role of biology in biology education, these resources are in little supply and poorly used by instructors. The consequences of the lack of these Biology science Laboratory Apparatus, as well as their impact on students’ learning outcomes (Wilson,1983). As a result, the focus of this research is on laboratory management and its impact on students’ learning outcomes in the field of biology.
1.3 Objective of the Study
The primary objective of the study is as follows
- To examine if there is biology laboratory in secondary schools in Kogi state.
- To find out the effect of laboratory management on the learning outcome of biology in Kogi state.
- Determine whether there is an effective aboratory management practices in secondary schools in Kogi state?
- To find out the challenges in managing laboratory equipment in Kogi state secondary schools.
1.4 Research Questions
The following questions have been prepared for this study
- Is there is biology laboratory in secondary schools in Kogi state?
- What is the effect of laboratory management on the learning outcome of biology in Kogi state?
- Is there an effective laboratory management practices in secondary schools in Kogi state?
- What are the challenges in managing laboratory equipment in Kogi state secondary schools?
- Insufficient Laboratory Equipment,
- Lack of exposure to practical examination,
- Faulty apparatus,
- Blocked sinks,
- Faulty Gas System.
1.5 Research Hypothesis
- Ho: There is no significant relationship between laboratory management and the students learning quality in biology.
- Ha: There is a significant relationship between laboratory management and the students learning quality in biology.
1.6 Significance of the Study
This study focuses on Laboratory Management and its influence On Students’ learning outcome In biology. Hence the study will be significant to the ministry of education as it will see the need to provide laboratory equipment for biology and also devise a strategy to maintain such equipment in other for good learning outcome.
This study will also be of benefit to the academic community as it will contribute to the existing literature.
1.7 Scope of the Study
The study focuses on laboratory management and its influence on students’ learning outcome in biology. However the study will be delimited to some selected senior secondary schools in Kogi state.
1.8 Limitation of the Study
This study was constrained by a number of factors which are as follows:
Just like any other research, ranging from unavailability of needed accurate materials on the topic under study, inability to get data
Financial constraint , was faced by the researcher ,in getting relevant materials and in printing and collation of questionnaires
Time factor: time factor pose another constraint since having to shuttle between writing of the research and also engaging in other academic work making it uneasy for the researcher
1.9 Definition of Terms
Laboratory:
A laboratory is a facility that provides controlled conditions in which scientific or technological research, experiments, and measurement may be performed.
Laboratory Management:
Laboratory Management is responsible for providing advice and information to scientists on health and safety, particularly on how to carry out risk assessments and on appropriate control measures
Learning Outcome:
Learning outcomes are statements of the knowledge, skills and abilities individual students should possess and can demonstrate upon completion of a learning experience or sequence of learning experiences.
1.10 Organization of the Studies
The study is categorized into five chapters. The first chapter presents the background of the study, statement of the problem, objective of the study, research questions and hypothesis, the significance of the study, scope/limitations of the study, and definition of terms. The chapter two covers the review of literature with emphasis on conceptual framework, theoretical framework, and empirical review. Likewise, the chapter three which is the research methodology, specifically covers the research design, population of the study, sample size determination, sample size, and selection technique and procedure, research instrument and administration, method of data collection, method of data analysis, validity and reliability of the study, and ethical consideration. The second to last chapter being the chapter four presents the data presentation and analysis, while the last chapter(chapter five) contains the summary, conclusion and recommendation.
Chapter Five
Summary, Conclusions and Recommendations:
5.1 Introduction
This chapter summarizes the findings on laboratory management and its influence on students’ learning outcome in biology using some selected senior secondary schools in Adavi Local Government Area, Kogi state as a case study. The chapter consists of summary of the study, conclusions, and recommendations.
5.2 Summary of the Study
In this study, our focus was to examine on laboratory management and its influence on students’ learning outcome in biology using some selected senior secondary schools in Adavi Local Government Area, Kogi state as a case study.
The study was specifically set to examine if there is biology laboratory in secondary schools in Kogi state, find out the effect of laboratory management on the learning outcome of biology in Kogi state, determine whether there is an effective laboratory management practices in secondary schools in Kogi state, and find out the challenges in managing laboratory equipment in Kogi state secondary schools.
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 teachers and students of some selected senior secondary schools in Adavi Local Government Area, Kogi state.
5.3 Conclusions
Based on the findings of this study, the researcher made the following conclusion.
- There is biology laboratory in secondary schools in Kogi state?
- The effect of laboratory management on the learning outcome of biology in Kogi state is positive.
- There is no effective laboratory management practices in secondary schools in Kogi state.
- The challenges in managing laboratory equipment in Kogi state secondary schools includes: insufficient laboratory equipment, eack of exposure to practical examination, faulty apparatus, blocked sinks, and faulty Gas System.
5.4 Recommendation
Based on the responses obtained, the researcher proffers the following recommendations:
- Laboratory technicians should be employed directly by the government, just like the teachers employed by teachers’ service commission(TSC), so that their duties are fully recognized and to make sure that no learners in any school suffer in their education pursuit because of their unavailable services in schools that do not see the need of employing these important workers.
- The quality assurance wing of the teachers’ management should take upon themselves the role of in-servicing of the laboratory personnel to ensure they remain relevant throughout their stay in schools.
- Schools should mobilize funds for purchasing new equipment and prepare maintenance schedules. Implementing such strategies will not only boost availability of facilities but also their serviceability.
- Teachers should adopt laboratory management practices given that it enhances
- Academic performance in biology practicals.
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Frequently Asked Questions
Does laboratory learning environment affect students’ learning outcomes in secondary school chemistry?
Effects of Laboratory Learning Environment on Students’ Learning Outcomes in Secondary School Chemistry. Abstract The study determined the effects of laboratory learning environment on students’ learning outcomes in secondary school Chemistry. The study adopted the pre-test – post-test, quasi – experimental control group design.
Do laboratories promote science education?
The chapter concludes with a summary. Laboratories have been purported to promote a number of goals for students, most of which are also the goals of science education in general (Lunetta, 1998; Hofstein and Lunetta, 1982).
Which dimension of laboratory learning environment affects learners’ attitude towards learning?
Results also indicated that student cohesiveness dimension of laboratory learning environment has the most significant effect on the learners’ attitude , closely followed by Rule clarity.
What factors influence students’ attitude towards science laboratory work?
Substantially associated with students’ attitude towards science laboratory work. perseverance, satisfaction, responsibility, consensus, collaboration, and liking science. experiences, an d through m inds-on a nd i nquiry-oriented activities.
