INFLUENCE OF AVAILABILITY OF LABORATORY FACILITIES IN TEACHING BIOLOGY IN ETHIOPE WEST LGA
ABSTRACT
This study was carried out to examine the influence of availability of laboratory facilities in teaching biology in Ethiope West Local Government Area of Delta State. Specifically the study was carried out to find out whether there is an adequate availability of Biology laboratory facilities in Secondary schools in in Ethiope West Local Government Area of Delta State, find out the relevance of laboratory facilities in Biology learning activities in Secondary schools in in Ethiope West Local Government Area of Delta State, find out the problem encountered on the utilization of laboratory facilities in Biology activities in Secondary schools in in Ethiope West Local Government Area of Delta State. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprise of Biology teachers and students of some selected senior secondary schools in Ethiope West Local Government Area of Delta 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 and mean scores. While the hypotheses were tested using Chi-square statistical tool. The result of the findings reveals that there is no adequate availability of Biology laboratory facilities in Secondary schools in in Ethiope West Local Government Area of Delta State. Furthermore, the result of the findings reveals that there are problems encountered on the utilization of laboratory facilities in Biology activities in Secondary schools in Ethiope West Local Government Area of Delta State this problems includes: inadequate laboratory facilities, lack of in-service training for science teachers on the use of laboratory facilities, lack of sponsorship for educational conferences for science teachers, overcrowded classes, No provision of books, journals and scientific publications on laboratory facilities for science teachers, and No provision of funds by schools to help set up indoor facilities needed for effective utilization of laboratory facilities. Therefore, it is recommended that it is evident that availability of biology laboratory facilities promote learning of the subjects. Therefore government and all other stakeholders of education should as a matter of priority make available these facilities in the schools. To mention but a few.
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Science is the bedrock for development in any nation of the world. Every nation of the world needs science for development, independence, sovereignty, self-reliance and growth. This is because science and technology provide the basic tools of industrialization and economic development in the areas of communication, transport, energy, information, pollution and waste control, among others. Science education are foundation for sustainable development as they protect human scientists from ignorance, illiteracy, disease and poverty In Nigeria, the study of science is of great importance, that a lot of emphasis has been laid on the teaching and learning of science with the major aim of science education, as contained in the National Policy on Education, being to equip the students to live effectively in this modern age (FRN, 2013). This can be achieved by inculcating in the learners the necessary scientific skills and attitudes. The major goal of science education is to develop scientifically literate individuals that are concerned with high competence for rational thoughts and actions. Some of the objectives teaching science in secondary schools in Nigeria according to Maduekwe (2006) include the preparation of students to observe and explore the environment, development of scientific attitudes in students such as curiosity, critical reflection and objectivity, also to help students apply the scientific skills and knowledge gained to solve everyday life problems in their environment, develop self-confidence and self-reliance through problem solving activities in science.
Science is a dynamic human activity concerned with understanding the workings of our world. This understanding helps man to know more about the universe (Ogunleye & Babajide, 2011).Without the application of science, it would have been difficult for man to explore the other planets of the universe. Science comprises the basic disciplines such as Physics, Chemistry, Mathematics and Biology. Biology as a science subject is practical and experiment based. Its objectives as contained in the National policy on education (FRN, 2013) include among others to equip learners with meaningful and relevant knowledge of Biology. This objective can be achieved through availability and utilization of biology laboratory facilities.
Unfortunately, the teaching and learning of biology over years has not adequately met the expectation of the people. This is evident in the overall poor performance of students in the subject in Nigeria. Biology is a very important science subject and a requirement for further learning of a number of science-related professional courses like medicine, agriculture, pharmacy, etc. In contemporary Nigeria, greater emphasis is placed on science and technological development. As a result, students are being encouraged to take up science-related subjects. Today, Biology pervades literally every field of human endeavour, and plays a fundamental role in educational advancement. This is seen in all the technological advancement in the world today, which is because of scientific investigations. However, the issue remains that in most secondary schools in Nigeria, there is high rate of failure in the subject. Studies by Oludipe (2011), Igboabuchi (2010) and Olufunke (2012) have shown that secondary school students are exhibiting low interest in Biology. This low interest of students in biology has been traced to poor achievement in examinations. In our match towards scientific and technological advancement, we need nothing short of good achievement in biology at all levels of schooling. Several reasons have been adduced for the problem. Akinolu (2006) hinged it on poor pedagogical skills. Neji (2011) blamed it on learners’ personal characteristics. Several other research attribute it to inadequate, inappropriate and perhaps non-utilization of the available laboratory equipment in teaching and learning biology, some authors lament that teaching the subject in secondary schools in conventional classrooms can be defective (Olufunke 2012; Igboabuchi 2010; Oludipe 2011).
Biology laboratory facilities according to Udo (2006) refers to facilities that can be used to enhance or improve educational programmes and promote teaching and learning. Science laboratory resources/facilities can be human or material. The human resources have to do with personnel such as lecturers/teachers, laboratory technologists/assistants and students. The science laboratory material resources are those materials available to the science teacher for teaching and learning. They include textbooks, computers, thermometers, fire extinguishers, first aid kits, oven, incubators, chalkboards, model/mock-ups, television, radio and other electronic devices.
The availability of laboratory facilities is essential for effective teaching and learning of Biology and consequently a good performance by students. Ifeakor (2006) is of the opinion that learning can occur through one’s immediate environment – facilities that are available to facilitate students learning outcome. Students can master better the basic concepts of Biology when they learn by doing. Utilization of laboratory facilities defines the extent or how often the available science laboratory facilities are used during classes or laboratory sessions. According to Lawal (2013), such materials promote learning by doing, make the classroom lively, real, and meaningful and have the potential to make the content permanent thereby increase students’ academic achievement. The availability of these facilities enables learners to focus their attention to important issues and acquire practical skills.
1.2 Statement Of The Problem
Previous studies have shown that the rate of failure in biology at senior secondary certificate examinations is high. A number of factors could account for this; one of such factors is inadequate/insufficient laboratory facilities in secondary schools which can affect the ways practical activities are been conducted in our schools top the list in the science education literature. This established evidence that the use of biology laboratory facilities have a significant influence on students’ academic achievement. In spite of the extensive report in these areas, there was no report on biology laboratory facilities availability in the subject being documented in the Ethiope West Local Government Area of Delta State. It is against this that this study was conducted to investigate the influence of availability of laboratory facilities in teaching biology in Ethiope West Local Government Area of Delta State.
1.3 Objectives of the Study
The study’s overall purpose is to examine the influence of availability of laboratory facilities in teaching biology in Ethiope West Local Government Area of Delta State. The study, on the other hand, was focused on achieving these precise goals.
Find out whether there is an adequate availability of Biology laboratory facilities in Secondary schools in in Ethiope West Local Government Area of Delta State.
Find out the relevance of laboratory facilities in Biology learning activities in Secondary schools in in Ethiope West Local Government Area of Delta State.
Find out the Problem Encountered on the Utilization of laboratory facilities in Biology activities in Secondary schools in in Ethiope West Local Government Area of Delta State.
1.4 Research Questions
The following questions guided the study:
Is there an adequate availability of Biology laboratory facilities in Secondary schools in in Ethiope West Local Government Area of Delta State?
What are the relevance of laboratory facilities in Biology learning activities in Secondary schools in in Ethiope West Local Government Area of Delta State?
What are the Problem Encountered on the Utilization of laboratory facilities in Biology activities in Secondary schools in in Ethiope West Local Government Area of Delta State?
1.5 Research Hypothesis
Ho: The availability of laboratory facilities does not influence the effective teaching and learning biology in Ethiope West Local Government Area of Delta State.
Ha: The availability of laboratory facilities influences the effective teaching and learning biology in Ethiope West Local Government Area of Delta State.
1.6 Significance of the Study
The importance of this study is that it will help to assess the influence of availability of laboratory facilities in teaching biology in Ethiope West Local Government Area of Delta State. It is also hoped that the result of this will highlight the extent to which availability of biology laboratory equipment helps teachers to achieve higher performance in the teaching of biology in senior Secondary School and those who want to be self employed. This study will be of assistance to the educational planners to make necessary changes in terms of providing funds, staff recruitment, development and the availability of teachers. The finding from this study is expected to serve as guides for the educated policy makers towards ensuring that adequate educational facilities are provided.
The finding of the study will also provide solutions to the problems of unavailability of teachers and laboratory facilities in order to promote the effectiveness of teaching
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