Teachers Knowledge Of Laboratory Practicals Fr (original) (raw)
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Education Research International
One of the inputs for a high-quality education is using laboratory activities which are characteristic features of science teaching at all levels of education. Consequently, this study was carried out to investigate the perception and practice centered on assessing the practice of laboratory work and identifying the factors that affect its implementation. To achieve these objectives, data were collected from secondary school students and teachers. In doing this study, quantitative and qualitative research methods and a descriptive survey design were used. Stratified random sampling was used in the selection of study participants. The data were obtained through questionnaires, observation, and interviews. Based on the analyzed data, the findings of the study revealed that both students and teachers perceived that chemistry practical courses (experiments) are relevant to students learning. The findings of the study also showed that despite its relevance, the practice of laboratory wor...
Educational Research and Reviews, 2018
The present study assessed the challenges to implement laboratory teaching in selected Preparatory Schools, North Shewa Zone. The result of this study showed that although laboratories for each subjects were present (100%) in all districts, lack of professional skills (50% in biology, 64.5% in chemistry and 61.5% physics), lack of materials (78.6% in biology, 64.7% in chemistry and 65.4% in physics) and lack of chemicals (75%, in biology, 58.8% in chemistry and 46.2% in physics) were the main challenges to implement effective laboratory teaching. The average numbers of students per laboratory session were 46-55, which was very large size to teach in practical session. Students had interest (strong in all subjects) to learn practically, but 75% of biology and chemistry, and 62.5% of physics laboratory activities were not done. The government look forward that the laboratory activities recommended in the text were not well manipulated and laboratory doing was for the sake of doing. Priority must be given for preparatory school laboratory teaching.
AJOL, 2023
This research paper aimed to assess the practice, facilities, and effectiveness of practical work in Damot secondary school. The research was designed to narrate laboratory facilities (equipment and chemicals) and laboratory practice of Damot secondary schools and effectiveness of laboratory activities incorporated in grade twelve chemistry textbooks. Qualitative research method with thematic narration design were used to assess laboratory equipment availability and laboratory practice in Damot secondary schools and effectiveness of laboratory tasks incorporated in grade twelve chemistry textbook. In this study qualitative research approach was used to collect the relevant data. Qualitative data was collected through deep interpretive analysis of observed data, data from document analysis and data from the focus group discussion and data from the check list also used to examine meanings, themes and patterns of the laboratory task incorporated in the textbook during content analysis. Damot secondary school was moderately equipped in physical facilities, chemicals, equipment and other inputs. But the teachers who taught there have poor performance in implementing experimental works in laboratory. The assessment method, absence of specified laboratory technician, time allotment etc. make teachers, students, and administrators to highly focused in the theoretical aspect of the subject not on the practical aspect of the subject. Due to time allotment, class size and absence of laboratory technician teachers were forced to show laboratory activities in the form of demonstration instead of students practice on the task. Teachers lack commitment/interest and even skill to conduct laboratory activities in the laboratory. In addition, school administrator never supervises, organizes, and facilitates teachers and students to conduct experimental works there.
Journal of Education and Practice, 2015
This study aimed at investigation of the roles of the laboratory in students’ academic achievement in chemistry in secondary schools in Ebonyi State of Nigeria. Four research questions and two hypotheses guided the study. A sample of 240 students selected through simple random sampling technique from ten secondary schools in the 3 Education Zones in Ebonyi State was used for the study. A questionnaire instrument developed by the researcher was used for data collection. The instrument was validated by three experts one from measurement and evaluation and the other 2 from chemistry education. The data collected were analyzed using mean and standard deviation statistics. t-test was used in testing the hypotheses. The results showed that the use of the laboratory helps to: develop scientific attitudes in the students towards the learning of chemistry especially practicals, develop scientific skills for problem solving in students among others. Based on the findings, the following recomm...
Asian Journal of Science Education, 2019
This study aims to determine the teacher's knowledge of the science laboratory based on the accreditation status of Banda Aceh Public High School. In this study, the method used is the survey method.In this study, the population used was the teacher of Banda Aceh Public High School consisting of 8 schools. As for the sample, there were 54 people Biology, Physics and Chemistry in Banda Aceh High School.The instruments used for data collection in this study were teacher response questionnaires. To analyze data, researchers used a percentage statistical test. Based on the results of data analysis that has been done, it is found that there are differences regarding teacher knowledge of the science laboratory based on school accreditation status.Where the teacher's knowledge of the laboratory based on the accreditation status of A Banda Aceh Public High School is better with a percentage of 89,50% compared to the teacher's knowledge of the laboratory based on the B accreditat...
2018
The present study assessed content validity of the National Examination Council of Tanzania (NECTA) Chemistry Practicals Examination for Secondary Education in terms of topics represented in the examination. The study involved 30 Chemistry teachers from 13 secondary schools in Dodoma (M), Tanzania. Data were gathered through questionnaires supplemented with focus group discussion, key informants, observation of 14 consecutive National Chemistry practicals examination past papers and examination format documents. Quantitative data were analyzed using SPSS and Excel packages to obtain data for computing Content Validity Ratio (CVR) according to Lawshe’s method. The CVR was -0.816 (CVR varies between 1 to -1; negative value indicate that at least half the subject experts rated the variables as not fundamental, and vice versa for positive value). The study further noted that NECTA Chemistry practically examined topics is about 14.8% and 15.4% of the topics specified in the Chemistry syl...
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.
University College of Education Osmania University, 2020
Science as a subject in the school curriculum is beyond doubt a necessity as it imparts knowledge of certain established facts and laws that enhance the overall development of every being in complete consciousness of his life as well as his surroundings. Science is the sum of all experience gained by human hitherto. Such experiences are interpreted in the light of past experience and information. To ensure students effectiveness in learning, theoretical lessons in science should be followed by practicals in the laboratory, so that they understand well the concept taught. This study was undertaken with an objective to compare the utilization of science laboratories by students and teachers of government and private higher secondary school. The present study aimed to explore the availability and utilization of a science laboratory for the teaching and learning of science. The study adopted descriptive survey methodology and random sampling. The instruments used for the study were questionnaires for teachers. 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.
2016
A high quality science education in primary and secondary schools contributes to developing scientific literacy and would be expected to predispose students to study the enabling sciences at university. The major purpose of this study was to assess the practice and problems in science laboratory activities in the secondary school of Wolaita Zone, Southern Nations, Nationalities and People’s Region. This study was conducted in five government secondary schools from three Town administrative and two Woreda administrative from Wolaita Zone. The Woreda education offices and secondary schools were selected by purposive sampling techniques based on the proximity. The secondary school teachers were selected by systematic sampling techniques while principals, vice principals and Woreda education supervisor expert were selected purposely. Primary data were gathered from 114 teachers, 8 laboratory technicians, 10 principals and 235 students by questionnaire, interview and observation and seco...