VOLUME 7 No 1

JULY 2022

Impact of laboratory facilities access in Kwara

State, Nigeria on student performance in upper
basic schools
Florence Omosholape Abidoye*, Odunole Bilikis Adedeji
Department of Science Education, Faculty of Education, University of Ilorin,
P.M.B 1515. Ilorin, Kwara State, Ilorin, Kwara, Nigeria
*Corresponding author: Abidoye.fo@unilorin.edu.ng

ABSTRACT ARTICLE INFO

The low learning outcomes of students caused by the underutilization of Keywords

science laboratory facilities in some Kwara State Upper Basic Schools need to Gender Teachers,
reveal. Thus, this research aimed 1) to analyze the effect of science laboratory Laboratory Facility,
utilization by the teachers and their experience on the students' learning Learning Outcomes,
outcomes, 2) to analyze the effect of science laboratory utilization by male and Teaching Experience
female teachers on the students learning outcomes, and 3) to analyze the effect
of science laboratory utilization by experienced teachers to the students' Received
learning outcomes. It is ex post facto research with multiple linear regression February 22, 2022
analysis due to its two independent variables. This research took both public
and private upper primary school teachers in Kwara State, Nigeria, as the Revised
population. Forty-seven Public and Private Upper Basic Schools in all parts of July 27, 2022
the state are taken as samples randomly in this research. There were 100 basic
science teachers taken as respondents. This research reported that 1) teachers’
Accepted
utilization of science laboratory based on gender and experience in teaching
science simultaneously influencedtudents' learning outcomes with value Sig. July 28, 2022
0,00 < 0,05, 2) the utilization of the science laboratory by the male and female
teachers did not significantly influence the students' learning outcomes, with Published
value Sig. Equal variances assumed 0,017 < 0,05, and 3) the utilization of a July 31, 2022
science laboratory by experienced teachers in teaching basic science
significantly influenced one student’s learning outcomes.

How to cite
Abidoye. F. O.,& Adedeji. O. B. 2019. Impact of laboratory facilities access in Kwara State, Nigeria on student
performance in upper basic schools. JurnalMangifera Edu, 7(1), 57-64.
https://doi.org/10.31943/mangiferaedu.v7i1.139

INTRODUCTION
According to Duban et al. (2019), the laboratory is essential function in active practicum
learning. Laboratory practice enables effective, permanent, and fun learning. The practicum
learning objective will be achieved when the supporting facilities facilitate all practicum needs and
teachers' skills to realize the theories taught to the students (Sugianto et al., 2019).
Previous research has revealed that science teaching encounters problems from students,
teachers, schools, government policy, and parents. Eya & Elechi (2015), reported that some junior
secondary schools had no laboratory equipment or material to learn basic science. Some teachers
had not utilized the available facilities. Farounbi (2014), elaborated that the lack of adequate
laboratory facilities, teacher, and practicum manual was why the teacher had not utilized the

10.31943/mangiferaedu.v7i1.139 https://jurnal.biounwir.ac.id 57
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laboratory equipment and material.

Basic science is a fundamental part of science education that should be imparted as basic
knowledge to understand science. Basic science is taught in basic primary schools, one to nine.
Basic science is the main determinant of science learning outcomes in a practicum activity.
Unfortunately, basic science learning as a subject in Nigeria is not supported by adequate
laboratory facilities. It leads to low student learning outcomes (Amoo, 2019).
Omiko (2015), showed that the laboratory's use helps the students develop a scientific
attitude in chemistry, particularly in practicum. It also develops scientific skills in students'
problem-solving. There is a significant deficiency in the availability and the use of science
laboratories. the less availability, misallocation, and deficiency in the use of science laboratory
items lead to the wastage of resources. The less effectiveness of science laboratories and lower
academic achievement (Dahar & Faize, 2012). Biology laboratory facilities are not available entirely,
or where they are, they are inadequate. Moreover, the high student population does not utilize
them. There was a significant relationship between the availability of biology laboratory facilities
and utilization and student academic achievement (Umar & Musah, 2017). There was no
assessment of science laboratory practical activities. These activities did not contribute directly to
measuring students’ academic performance in science (Pareek, 2019). Availability and utilization of
physics laboratory equipment had a relationship with students’ academic achievement (Olufunke,
2012).
The affected learning achievement is not only because the teachers utilize science laboratory
facilities by the teachers but also because of the teacher's gender and experience in teaching basic
science. It is supported by Adigun et al. (2015), in their research finding that even male students
show less performance than female students, but it does not affect their learning outcomes. On the
contrary, Abidoye, (2018) reported that the biology teacher's gender influences the students'
performance in secondary school in Osun State, Nigeria.
Based on previous studies, there is still no research that combines the relationship between
laboratory facilities, teachers based on gender and experience, and student learning outcomes.
This research aims to know the effect of utilizing science laboratory facilities by the teacher on the
student's performance in upper basic schools in Kwara State, Nigeria. Specifically, this research
aims; 1) to analyze the effect of science laboratory utilization by the teachers and their experience
on the students' learning outcomes, 2) to analyze the effect of science laboratory utilization by male
and female teachers on the students learning outcomes, and 3) to analyze the effect of science
laboratory utilization by experienced teachers to the students' learning outcomes.

METHOD
This research employed an ex post facto research method with multiple linear regression
analysis due to its two independent variables. This research took both public and private upper
basic school teachers in Kwara State, Nigeria, as the population. Kwara State has 469 Public Upper
Basic schools and 362 Private Upper Basic Schools. Forty-seven Public and Private Upper Basic

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Schools in all parts of the state are taken as samples randomly in this research. There were 100
basic science teachers taken as respondents.
The primary instrument in this research is a questionnaire. It is divided into sections A and
B. Section A contains demographic information of the science teachers. Section B has questionnaire
items about basic science teacher variables such as gender, teaching experience, academic
qualification, and school type. This questionnaire uses a Likert scale ranging from Strongly Agree,
Agree, Disagree, and Strongly Disagree.
The research instrument was validated by three lecturers from Ilorin University, Ilorin State,
Kwara. The instrument's reliability was tested using Pearson Product Moment Correlation (PPMC)
to ensure the reliability index was at 0.082. The research questions were answered using frequency
count and mean statistics using SPSS 22.
The first research question is how the teachers influence the use of science laboratory
facilities based on gender and experience in students learning outcomes. The analysis using a
multiple linear regression test was conducted to answer it. The second research question is how the
influence of utilizing science laboratory facilities by male and female teachers on students learning
outcomes. The analysis using an independent sample t-test was conducted to answer the question
above. The third research question is how the influence of utilizing science laboratory facilities by
experienced teachers on students' learning outcomes. The analysis using an independent sample t-
test was conducted to answer it.

RESULTS AND DISCUSSION

1) The Utilization of Science Laboratory Facilities by the Teachers Based on Gender
and Experience on Students' Learning Outcomes
The teachers' utilization of science laboratory facilities based on gender and experience with
the students' learning outcomes was analyzed using multiple linear regression. A Normality test
was conducted earlier, showing that the data were normal and homogeneous. The multiple linear
regression test result is presented in the Table 1.
Table 1. Multiple linear regression test

Model Sum of
df Mean Square F Sig.
Squares
1 Regression 165.016 2 82.508 11.953 .000b
Residual 669.574 97 6.903
Total 834.590 99
a. Dependent Variable: Learning Outcomes
b. Predictors: (Constant), Teaching Experience, Gender

From Table 1, the value of Sig. is 0.00 < 0.05. It means that teachers’ use of science
laboratory facilities based on gender and experience in teaching basic science has a simultaneous
effect on students' learning outcomes. It is supported by Abudu & Banjoko (2013), in their research
that there is a significant correlation between the utilization of laboratory resources and students'
chemistry learning achievement. That there is a significant relationship between the use of

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laboratory resources with student achievement in chemistry. Omiko (2015), investigated laboratory
learning and concluded that the implication and result of chemistry learning achievement in
secondary school show that the use of the laboratory, particularly in chemistry practice, could
develop the scientific skills of students' problem-solving in some points. Such as the effect of gender
on learning outcomes and teachers' teaching experience.
From gender on learning outcomes, Adigun et al. (2015), reported that male students who
showed less performance than female students do not significantly influence the learning
outcomes. Contradict, Abidoye (2018), investigated the effect of Biology teachers on students'
performance in secondary school in Osun State, Nigeria. His finding emphasized a significant
correlation between gender and students' performance.
From the teaching experience of the teachers, Krakehl et al. (2020), added that physics
teachers’ years of teaching experience have a significant effect on increasing students' achievement,
compared to teachers with less experience, which will lead to low students' achievement. According
to Alamsyah et al. (2020), teachers' teaching experience significantly influences the students
learning achievement because it significantly influences the teachers professionalism. It demands
that the teacher utilize all teaching and learning facilities professionally. Nursamsu
(2021), confirmed the significant effect of teacher gender and teaching experience on students'
writing scientific reports.
2) The Utilization of Science Laboratory Facility by Male and Female Teachers
Toward Students' Learning Outcomes
Male and female teachers' effect of utilizing science laboratory facilities on students' learning
outcomes was analyzed using an independent sample t-test. A normality test was conducted earlier,
and the data was found to be normal and homogeneous. The independent sample t-test result is
presented in Table 2.
Table 2. T-test on the effect of utilizing science laboratory facilities by male and female teachers
on students' learning outcomes
Levene's Test for
Equality of
Variances t-test for Equality of Means
Std. 95% Confidence
Mean Error Interval
Differen Differen Lowe
F Sig.
t df Sig. ce ce r Upper
Learning Equal variances 1.336 .251 .918 98 .361 .537 .585 -.624 1.699
outcomes assumed
Equal variances
.896 82.4 .373 .537 .599 -.655 1.730
not assumed

Based on Table 2, the value of Sig. Equal variances assumed is 0.361 > 0.05 and the value of
Sig. Equal variances not assumed is 0.33 > 0.05. It means that male and female teachers'
utilization of science laboratory facilities toward the students' learning outcomes has no significant
effect. It is due to male and female teachers' professionalism in utilizing the science laboratory
facilities. It proves that the performance of both male and female teachers shows equal average
score of students' learning outcomes. It can be seen in Table 3.
This result is similar to Adigun et al. (2015), that although male students perform better than

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female students, it has no significant effect on their learning outcomes. Nursamsu (2021), added
that no simultaneous interaction between gender and students' performance was added in his
research finding. Both do not influence coincide to the ability to write a scientific report. In line
with Alufohai & Ibhafidon (2015), their finding showed that students' academic achievement was
influenced by the teacher's age and marital status, while the teacher's gender has no significant
effect on students' academic achievement. The analysis from Gentrup & Rjosk (2018), revealed that
teachers' gender gap is not substantially contributing to the students' ability in reading and
counting.
Table 3. The average score of students' learning outcomes per semester based
on male and female teachers' performance

Gender Teacher's Experience

Male Female 1-5 years > 5 years

80.95 80.41 80.33 81.44

On the other hand, Abidoye (2018), affirmed a significant correlation between gender and
students' academic achievement. He argued that male students perform better than female
students. It is supported by Watson et al. (2019) in his finding. He found that male teachers have
lower performance than females, which leads to lower students' reading ability and negatively
implies to male teachers.
It can be concluded that gender has no significant contribution to students' learning
outcomes. Teachers' creativity and ability to deliver the material significantly influence the
students' learning outcomes. It professionally influences the teachers' utilization of science
laboratory facilities that contribute to the students' learning outcomes.
3) The Utilization of Science Laboratory Facilities by Experienced Teachers on
Students' Learning Outcomes
The effect of utilizing science laboratory facilities by experienced teachers on students'
learning outcomes was analyzed using an independent sample t-test. A normality test was
conducted earlier. The data was found normal and homogenous. The result of the independent
sample t-test is presented in Table 4.
Table 4. T-test on the utilization of science laboratory facilities
by experience teachers toward students' learning outcomes
Levene's Test for
Equality of
Variances t-test for Equality of Means
95%
Mean Std. Confidence
Sig. (2- Differen Erro Lowe
F Sig. t df tailed) ce r r Upper
Learning Equal variances
,460 ,049 -1,82 98 ,017 -1,108 ,606 -2,310 ,094
outcomes assumed
Equal variances
-1,75 59,91 ,048 -1,108 ,631 -2,369 ,154
not assumed

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Based on Table 4, the value of Sig. Equal variances assumed is 0,017 < 0,05 and the value of
Sig. Equal variances not assumed is 0,048 < 0,05. It means that the utilization of science
laboratory facilities significantly affects students' learning outcomes. Alamsyah et al. (2020),
elaborated that teacher's teaching experience influences the students' learning outcomes because it
significantly influences the teacher's professionality. It demands that the teacher utilize all teaching
facilities professionally. In line with Krakehl et al. (2020), years of Physic teachers’ teaching
experience significantly influence students' learning achievement compared to teachers with less
teaching experience, leading to low student learning achievement. Ladd & Sorensen (2017), found
that years of teaching experienced teachers can influence students learning outcomes and
behaviour. Gyeltshen (2021) added that the teachers' perception showed that higher teacher
qualifications and experience positively affects students' learning achievement. Jega & Julius
(2018), revealed that all teachers' qualifications and experience have a more significant effect on
students learning achievement. According to Moyo et al. (2022), teachers' experience and reflection
tend to support the formative assessment of higher-order thinking as a strategy for improving
mathematics teaching. Raygor (2017), analysis showed a significant correlation between science
material mastery factors, schedule structure, teacher's experience, and students' achievement.

CONCLUSION
Teachers' utilization of science laboratory facilities based on gender and experience
simultaneously affects teaching basic science to students' learning achievement. Male and female
teachers’ utilization of science laboratory facilities has no significant effect on students' learning
outcomes. The utilization of science laboratory facilities by experienced teachers has a significant
effect on students' learning outcomes. Based on the research result, it implies a significant effect of
teachers' experience on students' learning outcomes. It is because teachers' experience in teaching
leads to teacher professionalism in utilizing all teaching facilities. At the same time, teacher gender
does not influence students' learning outcomes. Both male and female teachers professionally
utilizes the science laboratory facility to satisfy the students' learning outcomes.
This research suggests further research to cover the comprehensiveness of laboratory
facilities, not only teacher gender and experience data. The more complex research variables, the
more comprehensive the effect of the utilization of science laboratory on the students' learning
outcomes.

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