Effect of Laboratory Strategy on Senior Secondary Students' Achievement in Biology (original) (raw)
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European Journal of Health and Biology Education, 2021
The study investigated the effect of Laboratory practical on senior secondary school students’ performance in Biology in Ilorin South LGA, Kwara State. Three research questions and two hypotheses guided the study. Descriptive survey was adopted for this study. The population comprised SS1 to SS3 Biology students in Ilorin South LGA, Kwara state. Questionnaires were designed for one hundred and eighty (180) Biology students and the data collected were analyzed using descriptive mean, t-test and analysis of variance ANOVA. The findings revealed that the impact of Laboratory practical was significant to the students’ performance. There was no significant difference in students' opinion towards the impact of Laboratory practical on the performance of students based on gender and school type. The following recommendations are made: Adequate laboratory equipment should be provided for senior secondary school students to ease the learning difficulty experienced in learning Biology prac...
2019
In recent times, the poor performance of students in Biology in Senior School Certificate Examinations (SSCE) has generated serious concern among teachers, parents, and the students because of the conventional method of teaching biology that dominate most classrooms leading to poor performance of students. This study investigated the influence of classroom and laboratory integration on students' achievements in Biology in Odigbo Local Government Area of Ondo State. Three research questions and three null hypotheses were formulated to guide the study. The research design used in this study was the quasi-experimental design. The sample for the study consisted of 80 SSS 2 students from four secondary schools in Odigbo Local Government; two schools were randomly selected each from urban and rural areas from the 55 secondary schools in the study area. Simple random sampling technique was used in selecting the schools and the subjects in their classes. One of the schools in urban area was assigned the experimental group and the other the control group. This was also done to the two schools in the rural area. Both the experimental and control groups were given the same Biology test questions, but the difference is that while those in the experimental group were taught biology with classroom and laboratory integration, those in the control group were taught Biology using the conventional method as classroom was separated from laboratory. The instrument used for the data collection was Biology Achievement Test (BAT) which was constructed by the researcher. The BAT was validated by experts in test development. Mean score was used to answer the research questions while analysis of covariance (ANCOVA) was used to test the hypotheses at P < 0.05 level of significance. From the results obtained, it was found that students in the experimental group had significant higher achievement score in Biology than their counterparts in the control group. The school location (rural/urban) also had significant effect as students in urban area taught Biology with classroom and laboratory integration had a higher mean achievement score than their counterparts in rural area. Also, gender had a significant influence on the achievement of students in Biology as the mean post-test scores for boys is higher than the mean post-test scores for girls. Based on the findings, it was recommended that, both the classroom theoretical concepts and the laboratory skills should be taught simultaneously by the teacher to yield better performance of students in Biology, and the Government should provide well equipped laboratories for schools regardless of the location.
International Business Research, 2015
The study is designed to find out the availability and utilization of laboratory facilities and their implication in the performance of students in Biology in Senior Secondary Certificate Examination (SSCE) in Zaria metropolis of Kaduna state. Random sampling technique was used to select 5 senior secondary schools from the 12 government senior secondary schools in the study area. The sample comprised 400 students selected from 5,423 students and all 16 science teachers of the selected schools. The study adopts the survey design. The instrument for the study tagged Secondary School Laboratory Facilities Questionnaire for Teachers and Students (SSLFQT and SSLFQS) were constructed by the researchers. The instrument was considered to be standard, valid and reliable. The research questions were answered by the statistical mean while the hypotheses were analyzed using the chi square and its cross tabulation statistics. The findings of the study revealed inadequate availability and utilization of laboratory facilities in the senior secondary schools. Inadequate laboratory facilities affect meaningful teaching and learning in schools and hindrance to academic performance and hence the significant relationship between the laboratory facilities and the performance of students in Biology in the SSCE as revealed by the findings. It was recommended among others that the laboratories in the senior secondary schools should be equipped by the government in conjunction with the stakeholders and the teachers adequately trained on the effective utilization of the facilities through in-house training for enriching tomorrow.
The study investigated the effect of laboratory strategy on senior secondary school students' acquisition of science process skills in biology. Two research questions and two hypotheses guided the study. The non-randomized control group, pretest-posttest design was used for the study. A sample of 275 senior secondary II biology students from six secondary schools was drawn from population of 2, 754 students across 20 schools in Makurdi metropolis using purposive sampling technique. The instrument used for data collection was the Science Process Skills Acquisition Test (SPSAT) which gave a reliability coefficient of 0.88. The data collected were analyzed using mean and standard deviations to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The findings revealed that there were significant differences in the mean acquisition of science process skills scores (P=0.00 < 0.05.) of students taught Biology concepts using laboratory strategy and expository method which was in favour of the laboratory strategy group. In terms of gender, there was no significant difference between the mean acquisition of science process skills scores (P=0.09 > 0.05) of male and female students taught biology using laboratory strategy. Based on the findings, it was concluded that the use of investigative laboratory strategy enhanced students' acquisition of science process skills scores in Biology than the expository method. It was recommended among others that Biology teachers should use laboratory strategy which enables students' active participation during practical activities thereby enhancing their acquisition of science process skills and that school proprietors should provide laboratory facilities to enable biology teachers use investigative laboratory strategy in teaching.
This project work was carried out to determine the effect of biology practical activities on academic achievement of students Adamu Tafawa Balewa College of Education Kangere. Chapter one and two is the background of the study and the review of related literature respectively. The background of the study emphasized the use of practical activities in biology as stimulates learner’s interest in the science subject they are studying. In the review of literature, the need for the teaching and learning of biology in secondary schools were discussed. The factors which affect the achievement of biology students were also reviewed which include: inadequate laboratory facilities, teacher factors, student factors and environmental factors. In chapter three, the area of the study, population for study, data collection and analysis were presented. The study was carried out in the department of Biology College of Adamu Tafawa Balewa Education Kangere; the target population includes all the NCE I, II, and III students in Biology Department. The students were given tests and the test was marked and they were scored according to their performances using simple frequency and percentage counts. The discussion of the results, educational implications, recommendation, and conclusion were also treated in chapter five.
EFFECTIVE UTILIZATION OF LABORATORY METHOD IN TEACHING BIOLOGY PRACTICALS IN SECONDARY SCHOOLS
This study was a survey which investigated the effective utilization of laboratory method in teaching biology practicals in the secondary schools. It was conducted in Orumba South L.G.A of Anambra State. The study was guided by three research questions. The population for the study consisted of all the thirteen (13) biology teachers in the Government Owned Secondary Schools of the Local Government Area. Instrument for data collection was questionnaire. Mean was used for data collection. Some of the effective strategies found include planning for the practicals prior to the period, grouping of students, using supervisory strategies, using students to source materials and specimen etc. Problems hindering the use of laboratory method include inadequate number of biology teachers, large class size, large biology content, etc. Findings also show some solutions to the' identified problems. Recommendations were made based on findings.
The study was conducted to determine the availability and utilization of biology laboratory facilities as a correlate of academic achievement among secondary school students in Takum education zone of Taraba State, Nigeria. Three research objectives were used in the study, three research questions were answered. A descriptive survey design was adopted. The instruments used were "Availability and Utilization of Biology Laboratory Facilities Checklist" (AUBFC) and "Biology Achievement Test" (BAT). Twelve (12) senior secondary schools comprising of five senior secondary schools from Takum LGA, five schools from Ussa LGA and 2 from Yangtu SDA with a sample population of twenty four (24) biology teachers and two hundred and forty (240) senior secondary II students were used for the study. The study found out that majority of the biology laboratory facilities are available, majority of the items in the biology laboratories checklist were utilized by the students and that there is a positively strong correlation between the variables i.e. biology laboratory facility availability and utilization and student academic achievement. The study recommended among other things that government and all other stakeholders of education should as a matter of priority make available these facilities in the schools and that teachers of sciences should be encouraged to practically teach biology through the use of the available facilities in their schools to enhance understanding.
KIBOGORA POLYTECHNIC, 2023
This action research entitled “Relevance of practical works on teaching and learning biology in ordinary level, secondary education, was carried out at G.S NYAKINAMA I” with the purpose of exploring the relevance of practical work on teaching and learning biology. The total population of this study was 328 persons which make a sample of 81 participants using Yamane formula. The latter wase composed by 76 students, 3 staff members and 2 biology teachers. The sample was selected using purposive sampling, probability and non-probability sampling methods based on the information for the study. The primary data for this research was collected using structured interviews and questionnaires. Class tests were also used to evaluate student’s performance. The data was collected by using Microsoft excel and presented in tables. In our study, we found that teachers do not use practical work as it should. All respondents agreed that they gain many skills from practical works at 100%. Teachers’ views indicated that 38.75% of the respondent confirm that insufficient time for practical works in biology is a barrier while 61.25% disagree. However, 48.75% agree that class size is not a challenge while 51.25% disagree. This study indicates that too long syllabus is a challenge agreed 27.5% and disagreed at 72.5%. For implementation of laboratories, results show that 75% agree that it is a challenge while 25% disagree. Therefore, practical works influenced learner’s understanding ability of lesson and retention of factual knowledge. Learning through theory good performance for 13 students (17.105%) and 63 students (82.8947%) failed while learners’ performance in biology through. Practically, the learner’s performance was increased where 62 students (81.579%) from ordinary level succeed and 14 students (18.4211%). Finally, the recommendations were given. The science teachers have to look at specific experiments and give them to students and let them be responsible for themselves in order to know that they should do even in the absence of a teachers. School administration should advice all teachers to use surrounding environment to create teaching aids to use in teaching and learning process. MINEDUC should provide materials to schools and advise teachers to adapt themselves on the use of improvisations.
KIBOGORA POLYTECHNIC, 2023
This action research entitled “Relevance of practical works on teaching and learning biology in ordinary level, secondary education, was carried out at G.S NYAKINAMA I” with the purpose of exploring the relevance of practical work on teaching and learning biology. The total population of this study was 328 persons which make a sample of 81 participants using Yamane formula. The latter wase composed by 76 students, 3 staff members and 2 biology teachers. The sample was selected using purposive sampling, probability and non-probability sampling methods based on the information for the study. The primary data for this research was collected using structured interviews and questionnaires. Class tests were also used to evaluate student’s performance. The data was collected by using Microsoft excel and presented in tables. In our study, we found that teachers do not use practical work as it should. All respondents agreed that they gain many skills from practical works at 100%. Teachers’ views indicated that 38.75% of the respondent confirm that insufficient time for practical works in biology is a barrier while 61.25% disagree. However, 48.75% agree that class size is not a challenge while 51.25% disagree. This study indicates that too long syllabus is a challenge agreed 27.5% and disagreed at 72.5%. For implementation of laboratories, results show that 75% agree that it is a challenge while 25% disagree. Therefore, practical works influenced learner’s understanding ability of lesson and retention of factual knowledge. Learning through theory good performance for 13 students (17.105%) and 63 students (82.8947%) failed while learners’ performance in biology through. Practically, the learner’s performance was increased where 62 students (81.579%) from ordinary level succeed and 14 students (18.4211%). Finally, the recommendations were given. The science teachers have to look at specific experiments and give them to students and let them be responsible for themselves in order to know that they should do even in the absence of a teachers. School administration should advice all teachers to use surrounding environment to create teaching aids to use in teaching and learning process. MINEDUC should provide materials to schools and advise teachers to adapt themselves on the use of improvisations.
KP Student. THADEE NSABIMANA, 2023
This action research entitled “Relevance of practical works on teaching and learning biology in ordinary level, secondary education, was carried out at G.S NYAKINAMA I” with the purpose of exploring the relevance of practical work on teaching and learning biology. The total population of this study was 328 persons which make a sample of 81 participants using Yamane formula. The latter wase composed by 76 students, 3 staff members and 2 biology teachers. The sample was selected using purposive sampling, probability and non-probability sampling methods based on the information for the study. The primary data for this research was collected using structured interviews and questionnaires. Class tests were also used to evaluate student’s performance. The data was collected by using Microsoft excel and presented in tables. In our study, we found that teachers do not use practical work as it should. All respondents agreed that they gain many skills from practical works at 100%. Teachers’ views indicated that 38.75% of the respondent confirm that insufficient time for practical works in biology is a barrier while 61.25% disagree. However, 48.75% agree that class size is not a challenge while 51.25% disagree. This study indicates that too long syllabus is a challenge agreed 27.5% and disagreed at 72.5%. For implementation of laboratories, results show that 75% agree that it is a challenge while 25% disagree. Therefore, practical works influenced learner’s understanding ability of lesson and retention of factual knowledge. Learning through theory good performance for 13 students (17.105%) and 63 students (82.8947%) failed while learners’ performance in biology through. Practically, the learner’s performance was increased where 62 students (81.579%) from ordinary level succeed and 14 students (18.4211%). Finally, the recommendations were given. The science teachers have to look at specific experiments and give them to students and let them be responsible for themselves in order to know that they should do even in the absence of a teachers. School administration should advice all teachers to use surrounding environment to create teaching aids to use in teaching and learning process. MINEDUC should provide materials to schools and advise teachers to adapt themselves on the use of improvisations.