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EDUCATION
EDUCATION
EDUCATION
Project Research
Pages: 54
Quantitative
Percentage/Frequency
1-5 Chapters
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CHAPTER ONE
INTRODUCTION
Alimi (2004) claims that, the primary goal of establishing a school is to teach and learn. As a result,
schools must provide appropriate facilities to enable teachers and students to meet the course
objectives at the conclusion. This is the essence of the school's infrastructure and facilities.
Science and technology are critical tools for any country's development and production. Science is
essential for any nation that wishes to maintain its independence, sovereignty, and self-sufficiency,
as well as to ensure growth and to hold its head high among civilized nations. This is due to the fact
that science and technology supply the fundamental tools for industrialization and economic
development in fields such as communication, transportation, energy, information, pollution control,
and waste management, among others. The study of science is so important in Nigeria that a lot of
emphasis has been placed on the teaching and learning of science as outlined in the National Policy
on Education, with the goal of preparing students to live effectively in this modern age (Federal
Ministry of Education, 2004). This can be accomplished by instilling in students the required scientific
abilities and attitudes. The proper teaching of diverse science topics such as biology, chemistry,
physics, mathematics, health science, and agricultural science, among others, is the only way to
instill scientific abilities and attitudes in pupils (NPE, 2004).
According to Carbonaro (2005), various research in the field of education have focused on school
factors such as kind of school (public or private), size, student body demographics, teacher
certification, and their relationship to students’ academic outcomes. Franklin, (2008) maintains that
through laboratory facilities, schools can impact their students' attachment, commitment to all
science activities, and academic accomplishment. Students and teachers in schools with inadequate
laboratory facilities are more likely to fail to perceive a clear focus on academic objectives and the
learning environment, and such a school is more likely to be unconducive for learning.
There have been several definitions of school laboratory. According to Maduabum (1992), a
laboratory is a space where science teachers conduct scientific experiments for the benefit of the
pupils (learners). Experiments and other activities that aid in the development of scientific skills are
included in the laboratory exercises. According to Ezeliora (2001), a science laboratory is a workshop
where science is done or scientific activities are carried out in a favorable setting. She also considers
the laboratory to be a secure and safe location for science equipment, materials, or instruments.
According to Igwe (2003), a laboratory can be indoors, such as the adequately planned and equipped
rooms found in most schools, or outdoor, involving such locations as a riverfront, workshop, field,
and even a market for conducting scientific experiments. He went on to say that regardless of the
type of laboratory used in teaching, the same laboratory experience should be obtained, which is a
participation in a series of experimental, observational, and demonstrating activities that allow
students to develop understanding of practical and theoretical concepts through problem solving.
This results in a lack of subject matter understanding, half-baked students in science topics, and
students' imagined judgments that science subjects are impossible to acquire. Students will not learn
effectively if science disciplines are taught conceptually without the practical parts implanted and
performed in the laboratory. This means that the impact of laboratories and their infrastructure on
students' academic progress in science disciplines is being underappreciated. Doerfert (2011) states
that identifying the relationship between instructional methodologies and student accomplishment
is a top priority effort that should be worked on in order to increase students' science achievement.
However, little study has been conducted on the impact of laboratories on students' academic
achievement. In light of this, the goal of this research is to investigate.
iii. To examine the challenges faced when using laboratories in secondary schools.
iii. What are the challenges faced when using laboratories in secondary schools?
The study's findings will be useful to the government, teachers, parents, and academia. It would also
force the government, through the Ministry of Education, to recognize the need of providing science
equipment to schools and assigning qualified science instructors, technicians, and technologists to
secondary schools. It will motivate parents to provide basic practical lesson(s) for their children in
secondary schools, as well as persuade science teachers that practical lessons are mostly necessary
for effective teaching and learning of other science subjects such as biology, chemistry, physics,
agriculture, and, of course, mathematics. Finally, the study would add empirically to the body of
current literature and serve as a reference source for students or other researchers who might
desire to conduct similar research.
1.6 SCOPE OF THE STUDY
This study will be focused on evaluating the role of laboratory facilities on students’ academic
performance. It will also be specifically focused on determining the level of impact of laboratory on
students’ academic performance, determining the frequency of usage of laboratories in secondary
schools and examining the challenges faced when using laboratories in secondary schools.
This study will be using teachers and students of King’s College as enrolled participants for the study.
This study will be limited to evaluating the role of laboratory facilities on students’ academic
performance. It will also be specifically limited to determining the level of impact of laboratory on
students’ academic performance, determining the frequency of usage of laboratories in secondary
schools and examining the challenges faced when using laboratories in secondary schools.
This study will be limited to teachers and students of King’s College as enrolled participants for the
study hence, further research is needed if this study is to be used anywhere else.
Laboratory: a room or building equipped for scientific experiments, research, or teaching, or for the
manufacture of drugs or chemicals.
REFERENCES
Enderlin, K. E., & Osborne, E. W. (1992). Student achievement, attitudes, and thinking skill
attainment in an integrated science/agriculture course. Proceedings of the 1992 National
Agricultural Education Research Meeting,, pages 37-44.
Lawal F K (2013), Resource utilization for teaching biology towards achieving mellenium
development goal’s objective in selected secondary schools in Zaria Metropolis. 54th Annual
Conference Proceedings of Science Teachers Association of Nigeria, 197-202.
National Research Council. (2009). Transforming agricultural education for a changing world.
Washington, DC: The National Academies Press.
U. S. Department of Agriculture Cooperative Research, Education, and Extension Service & Purdue
University. (2005). Employment opportunities for college graduates in the U.S. food, agricultural, and
natural resources system (Publication No. 2004–38837–01875). West Lafayette, IN: Purdue
University.
Washburn, S. G., & Myers, B. E. (2010). Agriculture teacher perceptions of preparation to integrate
science and their current use of inquiry based learning. Journal of Agricultural Education, 51(1), 88-
98. doi: 10.5032/jae2010.01088