EFFECT OF LABORATORY METHOD OF TEACHING ON STUDENTS ACADEMIC PERFORMANCE IN CELL DIVISION IN SENIOR SECONDARY SCHOOLS IN BONNY LOCAL GOVERNMENT AREA

Abstract

This study was on effect of Laboratory Method of Teaching on Students Academic Performance in Cell Division in Senior Secondary Schools in Bonny Local Government Area. Three objectives were raised which included: To ascertain whether laboratory method contribute to the student’s academic performance, to examine causes of students’ poor performance of student in laboratory and to find out the method of laboratory teaching on students academic performance in cell division in secondary schools in Bonny local government . The total population for the study is 75 selected secondary schools in Cell Division in Senior Secondary Schools in Bonny Local Government Area. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. The data collected were presented in tables and analyzed using simple percentages and frequencies. The study recommended that Government should provide more laboratory equipment to schools to strengthen more the learning of students. There is a need for the government to provide more funds for construction of proper laboratories to secondary schools.

CHAPTER ONE

INTRODUCTION

1.1BACKGROUND OF THE STUDY

In science education, laboratory work is considerably important because they provide the opportunity for students to perform various hands-on activities. There have been many studies reporting on the effectiveness of the laboratory instruction on students’ understanding of science concepts (e.g., Lazarowitz & Tamir, 1994; Hart et al., 2000; Özmen et al., 2009). Also, many researchers believe that laboratory work helps promote conceptual change (Demircioğlu, 2003; Özmen et al., 2009) and is motivating and exciting for students (Markow & Lonning, 1998; Hart et al., 2000).

The current shift in emphasis in science curricula objective reflecting student-centred process approach to science is a radical departure from the traditional emphasis on teacher-centred product approach. This new trend requires that the students should be actively involved in the learning process through adequate and meaningful hands and minds on activities during every classroom instruction in science. However, research reports show contrary to the demands of the new science curricula in Nigeria, our science teachers still decide to split science instructions into theory and practical (Njoku, 2004 and Uzoechi, 2004). The results have been students’ persistent poor performance in science subjects, which necessitate laboratory teaching and Basic Science and Technology as a core science subject at the Basic Education level is not an exception.

The teaching of science in the laboratories has been a controversial issue. Laboratory work is both times consuming and expensive compared with other methods of instruction. Hence, the efficiency of such a method of learning should justify the additional time and cost of using it, especially in primary and secondary education (Sabri and Emuas, 2006). In other words, the increase in the educational budget for using laboratories as a model of teaching should be more efficient in accomplishing the objectives of teaching science through laboratories needs, therefore to be constantly evaluated using one or more of the following methods stated below according to Sabri and Emuas (2006).

There should be a comparison of the academic achievement of students who are taught through the laboratory method compared with the achievement of students taught with other models. Harty and Al-Felah (1983) in Sabri and Emuas (2006) indicated that students exposed to laboratory- based education exhibited significantly greater chemistry achievement than students in comparable lecture/demonstration groups on both immediate and delayed post tests. Zitoon and Al-Zaubi (1986) in Sabri and Emuas (2006) concluded that the laboratory teaching method is more efficient compared with traditional method in developing the skill of scientific thinking for science secondary school students. Low achieving students using laboratory method performed better than their counterparts who received the lecture method (Odubunmi and Balogun, 1991). In opposition to this, other studies have not found any significant differences in achievement between laboratory and lecture methods.

There should be emphasis on the availability, functionality and accuracy of laboratory equipment in other to achieve the aims of using the laboratory. The Basic Science and Technology for instance, is facilitated by adequate supply of functional laboratory equipment. It requires practical to enhance conceptual understanding as this is crucial to students learning. The quality of functional laboratory equipment a school has is an important aspect for facilitating the knowledge of Basic Science and Technology among learners (Etiubon, 2010). As Wasagu (2008) puts it- “laboratories, workshops and studies blistering with technology and state of art equipment assisted with multimedia technology will boost academic progress”. Aladejana (2007), Balogun (2000) and Mayer (2004) in Etiubon (2010) opined that available functional laboratory equipment promote students’ participation during laboratory activities which in turn enable them identify problems, pose relevant questions, perform efficient and effective experiments, make judgements on alternative hypotheses and interpretation of data. Students therefore learn to discover, learn from discovery and learn by discovery.

The extent to which laboratory instruction, experiments, and textbooks are congruent with expected objectives of teaching sciences should be investigated. Tamir and Lunetta (1981), in Sabri and Emuas (2006) reported that laboratory handbooks do not provide students with expected opportunities to investigate and use the scientific inquiry method of teaching. Lunetta (2003) reported that laboratory instruction may play an important part in the achievement of some science teaching goals, but not incorporated laboratory goals in their instruction and evaluation systems. The discrepancies between teaching goals and laboratory handbooks instructions also were shown by Fuhrman (1982) in Sabri and Emuas (2006).

There should be investigation on gender inequality in science. Over the years, there exists gender inequality in science achievement among secondary school students (Olatoye, 2008). Chyton (1986) in Utuk (2006) reported that boys achieved better than girls in examinations involving laboratory work. Tamir (1988) in Utuk (2006) says that in Israel, boys performed better than girls only in Physics while their achievement in Biology and Chemistry were similar.

The management of student groupings and tasks in laboratory experiments should be examined for their effect on students’ performance. Niaz (1995) in Sabri and Emuas (2006) concluded that students who perform better on problems requiring conceptual understanding also perform significantly better on problems requiring manipulation of the data in chemical experiments. Lawrenz and Munch (1984) in Sabri and Emuas (2006) showed that grouping students in the laboratory on the basis of their formal reasoning ability affected the science content achievement of students and the relationship between individuals in a particular group. On the other hand, Kyle (1979) in Sabri and Emuas (2006) concluded that there is significant difference in the behaviours of students (listening, observation and writing notes) enrolled in introductory level and advanced laboratories in five science disciplines at the University from the behavior of their cohorts who did not enroll in laboratory class.

Statement of the problem

There is a general paucity on research information on the influence of laboratory method on students’ academic performance. The phenomenon of poor performance in examination has become a source of worry to education stakeholders and the general public (Igba, 2009). One of the leading causes of students’ poor performance in Science and as a whole according to Igba (2009) has to do with instructional models used by teachers. Eze (2009) also found that many Nigerian Science in general mostly use the expository/lecture method that centers on the teachers, textbooks, chalk and the blackboard. The expository or lecture method of teaching has been largely criticized because it is incapable of promoting activity based inquiry and interactions in the classroom (Adekoye, 2008).

The need for adoption of innovative teaching methods to enhance students’ performance in Science therefore becomes imperative.   This study therefore centre’s on the effect of laboratory method on students’ performance in the concept of Heat Flow in Science.

Objective of the study

The objectives of the study are;

1. To ascertain whether laboratory method contribute to the student’s academic performance.
2. To examine causes of students’ poor performance of student in laboratory.
3. To find out the method of laboratory teaching on students academic performance in cell division in secondary schools in Bonny local government

Research Question

The following research questions were formulated;

1. Does laboratory method contribute to the student’s academic performance?
2. What are the causes of students’ poor performance in laboratory in cell division in senior secondary school in Bonny local government area?
3. What is the method of laboratory teaching on students academic performance in cell division in secondary schools in Bonny local government?

Research Hypotheses

The following research hypotheses were formulated;

H0: there is no laboratory method contribute to the student’s academic performance

H1: there is laboratory method contribute to the student’s academic performance

H0: there are no causes of students’ poor performance of student in laboratory

H2: there are causes of students’ poor performance of student in laboratory

H0: there is no method of laboratory teaching on students academic performance in cell division in secondary schools in Bonny local government

H3: there is method of laboratory teaching on students academic performance in cell division in secondary schools in Bonny local government

Significance of the study

• The findings of this study would shed light on the instructional strategy that is suitable for both sexes.
• The empirical evidence from this research work is expected to guide both curriculum designers and classroom teachers on their development and implementation process.
• It would help parent/guardians to know the problem encountered by their children and help them to correct these challenges.
• The result of this study will assist school administrators, government, parents and supervisors to encourage Science teachers on the need to adopt and effectively use the laboratory in the teaching-learning process.

Scope of the study

The scope of the study covers effect of Laboratory Method of Teaching on Students Academic Performance. The study will be limited to Cell Division in Senior Secondary Schools in Bonny Local Government Area.

Limitations/constraints are inevitable in carrying out a research work of this nature. However, in the course of this research, the following constraints were encountered thus:

1. Non-availability of enough resources (finance): A work of this nature is very tasking financially, money had to be spent at various stages of the research such resources which may aid proper carrying out of the study were not adequately available.
2. Time factor: The time used in carrying out the research work is relatively not enough to bring the best information out of it. However, I hope that the little that is contained in this study will go a long way in solving many greater problems.

Definition of terms

Laboratory method: Laboratory methods are based on established scientific principles involving biology, chemistry, and physics, and encompass all aspects of the clinical laboratory from testing the amount of cholesterol in your blood to analyzing your DNA to growing microscopic organisms that may be causing an infection Academic performance: Academic performance is the measurement of student achievement across various academic subjects. Teachers and education officials typically measure achievement using classroom performance, graduation rates and results from standardized tests.

₦5,000.00 – DOWNLOAD FULL PROJECT DOWNLOAD FULL PROJECT Added to cart

---

---

---

---

Related Project Topics :