ABSTRACT
The study investigated relationships between Utilization of Laboratory Facilities and Academic Performance of Students in Biology in Senior Secondary Schools in Zamfara State, Nigeria. A total of sixty three (63) schools were sampled from the four Educational Zones of the State. Three hundred and seventy five (375) students and one hundred and fifty- five (155) teachers were selected using stratified sampling technique. The research instruments were Biology Laboratory Facility Checklist (BLFCL) for teachers and Students Utilization of Biology Laboratory Facilities (SUBLF). The Students Utilization of Biology Laboratory Facilities has reliability coefficient of 0.71 which was used. Descriptive survey design was used. Three null hypotheses were tested. Spearman’s Rank order and t-test statistics were used to determine relationship and differences at p ≤ 0.05. The major findings from the study are: a.) There is no Adequate Functional Biology Laboratory Facilities in the Senior Secondary Schools in Zamfara State. b).There is significant relationship in the mean scores of utilization of Biology laboratories facilities and students’ performance in Biology in Senior Secondary Schools in Zamfara State c.) There was no significant difference in the availability of Biology laboratory facilities in female and male public schools, d) there was no significant difference in the supply of Biology laboratory facilities to private and public schools. Based on these findings, some of the recommendations made are: a) that the Inspectorate division of Ministry of Education and the Head of Biology Department to conduct regular inspections to the public schools to see that the facilities are used for the purpose for which they are meant. b). the state government should address the problem of large class syndrome that hindered the students from using the facilities for improving their academic performance.
TABLE OF CONTENTS
Title Page
Table of Contents
List of Tables
Abstract
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study
1.2 Statement of Problem
1.3 Objectives of the Study
1.4 Research Questions
1.5 Null Hypotheses
1.6 Significance of the Study
1.7 Scope and the Delimitation of the Study
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1 Introduction
2.2 Concept of Science Laboratory
2.3 Availability of Laboratory Facilities in Zamfara State
2.4 Gender Difference in Science (Biology)
2.5 Management of Biology Laboratory Facilities
2.6 Academic Performance of Students in Biology
2.7 Qualification of Biology Teachers in Secondary Schools
2.8 Facilities in Public and Private Schools
2.9 Overview of Studies on Laboratory Facilities Utilization and Students’ Performance in Biology
2.10 Summary of the Chapter and the Uniqueness of the Study
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction
3.2 Research Design
3.3 Population of the Study
3.4 Sample and Sampling Technique
3.5 Instrumentation
3.5.1 Validity of the Instrument
3.5.2 Pilot Study
3.5.3 Reliability of the Instrument
3.6.1 Method for Data Collection
3.6.2 Method for Data Analysis
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction
4.2 Data Analysis/ Null Hypothesis
4.3 Summary of Findings
4.4 Discussion of the Results
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Introduction
5.2 Summary of the Study
5.3 Conclusion
5.4 Recommendations
5.5 Limitations of the Study
5.6 Suggestions for Further Study
References
Appendices
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Science is doing and involves regular hands – on practical work for learners to develop scientific literacy to face global challenges. Aleyideino (2000) opined that sound science education is accepted worldwide as bedrock of human development and progress, and also maintained that no educational system can rise above the quality of its teachers, and no nation can rise above the level of its teaching staff. For science teachers to play their roles in teaching science, laboratory facilities must be available and must be used appropriately to improve the performance of students.
The National Policy on Education (FME, 2004) states that science education shall emphasize the teaching of science process and principle. This will lead to fundamental and applied research in science at all levels of education. When laboratory facilities are appropriately utilized, they bring about more effectiveness in teaching and learning process, but this depends on teachers’ ability to use such facilities effectively (Ughamadu; 1992).
In the study of Biology as an integral branch of science, the facilities and
equipments which students were exposed to remain crucial to the achievement made by them. The facilities and equipment here referred to infrastructures, manpower and laboratory equipment, all of which make learning fruitful and rewarding. For the past three decades, there has been tremendous increase in the number of students’ enrolment in biology when compared to other science subjects (Milgwa,
According to Ogunkola and Olatoye (2004) practical work is the back-bone
of effective science teaching and learning. It has been repeatedly emphasized that scientific enterprise is an activity packed one, involving continuous exploration and verification of facts. Science is learnt by doing, so the different school curricula should adequately provide facilities for practical work at every stage of learning experiences. Alebiosu cited in Ogunkoya and Olatoye (2004) opined that science is experimentation and its teaching specially focuses on making students learn through the working of hands, brain and the heart. Various studies on the methodology of science teaching such as inquiry, discovery and process approach have shown that students learn more from science lesson by doing rather than by observation. According to Ogunkola and Olatoye (2004) enhancing better understanding of products and process of science cannot be overemphasized and also added that the practical nature of biology is commonly regarded as an important source of pupils’ motivation...
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