Perceptions of the Impact Of Availability and Utilisation of Laboratory Facilities On Science Teacher-Trainees’ Knowledge and Attitudes Toward Improvisation In Science (original) (raw)
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Phenomenon: Jurnal Pendidikan MIPA, 2023
This study assessed final-year science teacher-trainee perceptions of the impact of the availability and utilization of laboratory facilities on science students' pedagogical content knowledge (PCK) in science at Accra and Ada Colleges of Education. This research was motivated by an initial study that stated that the majority of junior high school science teachers were unable to teach science effectively so it was easier for students to understand. This research used a quantitative approach with a cross-sectional descriptive survey design involving 62 intern teachers, 15 science tutors, and two school principals. The research instrument (tutor and teacher questionnaire) was declared suitable for use after a slight revision with the Validity and Reliability scores of 0.84 and 0.86. The research revealed that final-year science teacher candidates at the Accra College of Education were of the opinion that the availability and utilization of laboratory facilities had a moderate but neutral impact on PCK in science, in contrast to the results of research by science teachers at Ada College which stated that the availability and use of Laboratory facilities have a high and positive impact on PCK Science. It is recommended that science tutors engage science trainee teachers in efficient hands-on activities, and also focus on on-campus and offcampus practicums to develop the training of PCK science trainee teachers.
Research on humanities and social sciences, 2018
The primary objective of the study was to investigate the effects of improvised materials in the study of science at the basic schools in Aowin Municipality. The principal issues on which the study focused are the usefulness of improvised instructional materials on the teaching and learning of science and suggested recommendations for school administrators. The instrument used was a structured questionnaire. Data for the study were obtained by administering 200 questionnaires to 30 teachers and 150 pupils. Ten public Junior High schools were selected. 3 teachers and 15 pupils were sampled randomly from each Junior High school making a total of 200. 200 questionnaires were fully answered and returned. The data were analyzed using frequency counts and percentages. The study recommends that in cases where the school does not have original instructional materials and are isolated or inaccessible, instructional materials can be improvised to enhance the teaching and learning of science. ...
International Journal of Scientific Research in Education, 2018
This study aimed to investigate the effects of the improvised laboratory apparatuses in General Science teaching on students’performance among first year high school students of Liloy National High School, Liloy Zamboanga del Norte during the first and second grading of academic year 2012 – 2013. Quasi – experimental design 10 utilizing the Pretest – Posttest non-equivalent Group Design was used in the study. The experimental group with 44 students was given the treatment utilizing the improvised laboratory apparatuses in General Science teaching. The teacher- made-test questionnaire comprising of 50 – item test was used to determine the pretest and posttest performance of the students in the two groups. The statistical methods used were arithmetic mean, t –test for independent samples, and t-test for correlated samples. The study revealed that Science performance of the students in the experimental group was greatly influenced by the improvised laboratory apparatuses used in General science teaching. DepEd officials should establish a strong standard in the utilization of improvised laboratory apparatuses and provide teachers with adequate knowledge on current research findings particularly on effective use of improvised laboratory apparatuses.
The skills for improvising educational resources of pre-service teachers were assessed in this survey. The survey also considered whether the pre-service Teachers' gender is related to their skills for improvisation. One hundred and fifty (150) Nigerian College of Education Pre-service teachers and fifty (50) randomly selected secondary schools in Oyo State constituted the population sample. The teachers were subjected to one research instrument using Questionnaire on Assessing Pre-Service Teachers' Skills of Improvisation (QAPTSI, r=0.73). Two research questions formulated to guide the process of this study. Frequency count, percentages, mean score and t-test were used for the data analysis. The results show that a good number of pre –service teachers possessed some skills of improvisation while some pre-service teachers are still deficient in some areas. Also, there is no significant difference in the skills of Improvisation of male and female pre-service teachers. Introduction Nigerian Integrated Science Project recommends activity-based approach for effective teaching and learning of Integrated Science. It is highly disheartening that the teaching and learning of Basic Science is devoid of instructional resources in science classroom a great deal of which should be improvised by the teacher. In order to create opportunity for students to be actively involved in the teaching-learning process, the classroom environment should be adequately provided with relevant instructional resources. According to Dogara and Ahmadu (2000), success can only be achieved when resources are used in a well planned activity. Unfortunately, students are not learning Integrated Science the way it is supposed to be because of lack of instructional resources. This problem of lack of instructional resources can be solved when teachers improvise. If teachers are to improvise, then, they must possess and use the skills imperative for improvisation. Basic Science was introduced in 2007 (NERDC, 2007). Since the time of introduction, this problem of lack of instructional resources to teach Integrated Science still persist in the teaching and learning of Basic Science. Educational curriculum is carefully designed to accommodate child's active learning. Child's active learning demands carefully selected activities including hands-on. Teachers face the challenges of providing the learners with enough learning resources to support hands-on activity. Learners' characteristics such as age (mental and chronological), ability, gender, interest, etc. affects what, where, when and how they learn. Children learn better when teaching-learning process is well equipped with learning resources (Eguabor, 2000).Today's science and technology teaching has risen beyond the teacher telling and sweating in the classroom. Students learn better in a relaxed learning environment of doing. There is evidence that some teacher educators feel that pre-service teachers are still not convinced of the value of integrating technology in their lessons
2017
The study assessed the availability of laboratory resources, teachers' and students' involvement in practical activities in Basic Science in junior secondary schools in Osun State Nigeria. These were with a view to ascertain the availability of laboratory resources in the teaching of Basic Science in junior secondary schools and the involvement of teachers and students to practical activities in the state. The study employed a descriptive survey research design. The population for the study consisted of all Basic Science teachers, facilities for teaching Basic Science and all junior secondary school II students in Osun State. Ten schools were selected from each senatorial district through simple random sampling technique, from each school, ten students from JSSII were also randomly selected through simple random sampling technique to take part in the study. Basic Science teachers found in the schools were purposively used for the study because of their discipline and numbers. The facilities for the research were also purposively selected based on a must for teacher to use in the course of their teaching. Three instruments were used for data collection. They are: Observation Checklist for Basic Science Laboratory Facilities (OCBSLF), Questionnaire for Teachers on Teachers Involvement in Practical Activities (QTTIPA) and Students' Questionnaire on Basic Science Laboratory Facilities (SQBSLF). Data collected were analyzed through simple percentages. The results of the study showed that 14(40.0%) schools indicated that beakers, boiling tubes, conical flask and cylinder are available while 21(60.0%) schools indicated that beakers, boiling tubes, conical flask and cylinder are not available, 10(28.6%) schools indicated that flat bottom flasks are available while 25(71.4%) schools indicated they are not available, 11(31.4%) schools indicated that round bottom flasks are available while 24(68.6%) schools indicated they are not available, 8(22.9%) schools indicated that hand lenses are available while 27(77.1%) schools indicated they are not available, 7(20.0%) schools indicated that Ammeters are available while 28(80.0%) schools indicated they are not available, 9(25.7%) schools indicated that Resistance box are available while 26(74.3%) schools indicated they are not available, 3((8.57%) schools indicated that plastic mammalian models (heart ,eye, ear, and skeleton) and First Aid box (fully equipped) 3((8.57%) are available while 32(91.3%) schools indicated that they not available, 1(2.86%) schools indicated that Meter Rule, Rheostats, Connecting wires, Spatula are available while 34(97.4%) schools indicated they are not available. The results of the study showed that on the average teachers did not use laboratory facilities to teach the students and students are rarely involved in practical activities in schools. The study concluded that laboratory resources are not available to teach students Basic Science in junior secondary school level.
Effective teaching for quality science education can only be achieved through "learning by doing" (practical) in well-equipped laboratory. However, ill-equipped science laboratories have reached an alarming level thereby making learning by doing impossible. This paper takes a look at the concept and skills or techniques of improvising biology teaching equipment (instructional materials) in Agricultural science as a viable alternative and a panacea to ill-equipped laboratories in post-basic education in Nigeria. The paper concludes that illequipped laboratories is one of the myriad of problems currently facing the teaching and learning of Biology and Agricultural science in Nigerian Senior Secondary Schools that needs urgent attention from all stakeholders in science education as government alone cannot solve the problem.
This study aims at investigating the barriers encountered by science teachers in laboratory activities in Rwandan teacher training colleges (TTCs) using questionnaires and interviews. The results confirmed that teachers face barriers like time limitation, material scarcity and lack of improvising skills in their everyday science teaching life. About 95% of teachers who teach in schools with laboratories and only 5% of their peers at schools without laboratory show enough awareness on science laboratory activities. However, in terms of the importance of laboratory experiment and improvisation approach, students had the similar responses in all the investigated schools.
This study sought to assess the challenges associated with the teaching and learning of science in Ghanaian Basic schools. The sample consisted of 90 respondents made up of 50 Basic school science teachers and 40 Basic school pupils drawn from Cape-Coast Metropolis. A purposive sampling technique was used to select the sample for the study. Questionnaire and interview were the research instruments used for the study. The Basic school pupils revealed that inadequate science practical activities, lack of good learning materials and pupils' fear for science subject were the problems that hinder the learning of science. The science teachers also indicated that lack of teaching and learning materials, lack of science laboratories, overcrowded classrooms and presence of pupils' misconceptions about science were some of the problems that impede the teaching of science. It was recommended that government of Ghana and other related stakeholders in science education should build science laboratories/practical rooms in all Basic schools and equip them with needed TLMs to aid science teachers do more practical activities so as to demystify science and make it more interesting for the pupils.
Science Education International, 2019
The present study aimed to explore the availability and utilization of a science laboratory for the teaching and learning of science. This study was a joint collaboration with India's Ministry of Human Resource Development, the Government of India, and the National Council of Educational Research and Training. The study adopted descriptive survey methodology and random sampling. The instruments used for the study were questionnaires for principals, teachers, and students. The study's findings revealed in most participating schools; there were no separate science laboratories. It was also found that many teachers faced difficulties when conducting science activities due to the large number of students in each class as well as inadequate equipment and materials. The findings highlight that as there was no assessment of science laboratory practical activities, these activities did not contribute directly to the measurement of students' academic performance in science. The study suggested that governments should support laboratory practical activities in science as a part of assessment and specifically for this study's context takes immediate steps to set up science laboratories in all schools for the effective teaching and learning of science.
Zenodo (CERN European Organization for Nuclear Research), 2023
The study investigated the availability and utilization of laboratory materials in teaching basic science in Ekiti State junior secondary schools. The study adopted a descriptive research design of survey type. The sample comprised 250 teachers drawn randomly using multistage stratified sampling technique. The research instrument used was the 'Survey of Availability and Utilization of Laboratory Materials (SAULM)' with reliability coefficient of α=0.75. Two hypotheses were formulated and tested using z-test statistics at 0.05 level of significant. The result revealed that there is a significant relationship between teachers' qualification and utilization of laboratory materials. Also, there was a significant difference (in the utilization of laboratory materials relationship) among male and female teachers teaching basic science in Ekiti State. Based on the findings and conclusions, appropriate recommendations were made.