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EFFECTS OF LABORATORY-BASED APPROACH ON STUDENTS’ ACHIEVEMENT AND MOTIVATION FOR EFFECTIVE TEACHING OF BASIC SCIENCE AND TECHNOLOGY IN SECONDARY SCHOOLS OF PANKSHIN AREA DIRECTORATE OF EDUCATION, PLATEAU STATE

ABSTRACT

The study was designed to find out the Effects of Laboratory-Based Approach on Students’ Achievement and Motivation for effective teaching of Basic Science and Technology in Secondary Schools of Pankshin Area Directorate of Education, Plateau State. The population of the study was classes of junior three (3) students, basic science and technology teachers and laboratory technicians in government junior secondary schools in Pankshin L.G.A with 150 sampled respondents. The study employed descriptive survey design. Four research questions and four research hypotheses guided the study. The four research questions were analyzed using statistical mean and a research hypothesis was tested using chi-square statistical tool. The results of the study revealed that laboratory facilities forms one of the potent factors that contribute to academic achievement in the school system, and that no course in Basic science and Technology can be considered as complete without including some practical work. Thus, practical work forms an important feature in basic science and technology as a science course. The findings of the study also revealed that motivation is an important factor in classroom learning. To motivate is to instigate or incite. The main aim of motivating students interest is to enhance learning and that a student’s desire for knowledge, need for achievement, ego-involvement, interest in a particular subject matter are all explained by motivational attitudinal behaviours. Therefore, students in adequately equipped laboratories are motivated thereby leading to improvement in science learning. Based on the findings of the study, the researcher concluded that Laboratory-Based Approach is more effective in enhancing students’ level of achievement and retention in Basic science and Technology. This is because the aim of teaching is not only to transmit information but also to transform passive students into active receptors of knowledge and constructor of their own knowledge. Therefore, the use of laboratory based approach especially in Basic Science and Technology in-respect to educational institutions has the potential to improve achievement, empower students and galvanize the effort to achieve the human development goals for the country. The study recommends among others that, Government should provide more laboratory equipment to schools to strengthen students’ learning and understanding.

TABLE OF CONTENTS

  CHAPTER ONE

INTRODUCTION

1.1       Background of the Study     –           –           –           –           –           –           1

1.2       Statement of the Problem     –           –           –           –           –           –           4

1.3       Aims and Objectives of the Study   –           –           –           –           –           5

1.4       Research Questions   –           –           –           –           –           –           –           6

1.5       Hypotheses     –           –           –           –           –           –           –           –           6

1.6       Significance of the Study      –           –           –           –           –           –           7

1.7       Scope and Delimitation of the Study           –           –           –           –           8

1.8       Operational Definition of Terms     –           –           –           –           –           8

CHAPTER TWO

LITERATURE REVIEW

CHAPTER THREE

 RESEARCH METHODOLOGY

3.1       Research Design        –           –           –           –           –           –           –           37

3.2       Population of the Study        –           –           –           –           –           –           38

3.3       Sample and Sampling Technique    –           –           –           –           –           38

3.4       Instruments used for Data Collection         –           –           –           –           39

3.4.1    Validity of the Instruments  –           –           –           –           –           –           40

3.5       Procedure for Data Collection         –           –           –           –           –           40

3.7       Method of Data Analysis      –           –           –           –           –           –           41

CHAPTER FOUR

RESULT AND DISCUSSION

4.1       Presentation of Bio Data      –           –           –           –           –           –           43       

4.2       Analysis of Research Questions       –           –           –           –           –           44

4.3       Testing of Hypotheses           –           –           –           –           –           –           53

4.4       Discussion of the Findings   –           –           –           –           –           –           60

CHAPTER FIVE

SUMMARY, CONCLUSION, AND RECOMMENDATIONS

5.1       Summary of the Findings     –           –           –           –           –           –           64

5.2       Conclusion     –           –           –           –           –           –           –           –           65

• Recommendation      –           –           –           –           –           –           –           66

5.4       Limitation of the Study        –           –           –           –           –           –           66

5.5       Suggestions for Further Studies      –           –           –           –           –           67        REFERENCE            –           –           –           –           –           –           –           68

APPENDIX I  –           –           –           –           –           –           –           –           71

           APPENDIX` II           –           –           –           –           –           –           –           72`

CHAPTER ONE

INTRODUCTION

1.1       Background of the Study

            The future of every nation including Nigeria lies in the quality of education given to the citizenry. For every developing nation to attain and sustain national development, a well planned and implemented science and technology education remains the essential tool for her national development (Tafi, 2016). This is because individuals who acquire scientific and technological literacy, think innovatively and rationally, thus enabling them to conduct themselves within the acceptable standard. Science is therefore an integral part of every educational endeavour. This was the main idea why the Federal Government of Nigeria in her National Policy on Education (FRN, 2004) emphasized the teaching and learning of science at all levels of educational system across the country.  We live in the world of science and technology as to date and of which human beings encounter issues and problems that have their root in science. Science and technology have become critical factor of economic and social development. Through science, nature has been well utilized and transformed into meaningful resources for a better living in the world. The tremendous emerging trends in science education has assured man a comfortable living within the society (FGN,2004).

Nigeria has since independence nurtured an education system premised on the model of colonial master, Britain which emphasized academic and theoretical learning rather than practical education but the government is trying to reverse this trend by promoting teachers of science both in technical and vocational education (Daily Monitor Monday, 20^th/August, 2012). Fundamental research among science educators and cognitive scientists focus on how the students learn science and how they apply knowledge in their daily life. As basic science and technology, scientific inquiry is the primary process by which scientific knowledge is gained. Laboratory is the most reliance by which the process of inquiry can be learnt. Laboratory presents the students with first-hand experiences as well as development of inquiry process (National Association of Biology Teachers, 2005)

The emphasis on teaching and learning of science is to ensure that teachers do not only teach the process of science but also to subject scientific concepts to the sensory experience of the learner. By this, the “hands” and “minds on” of the learners must be on scientific activities such that the learner will be able to learn actively and thereby participate in knowledge and construction of learning (Ausubel, 1963).

In essence, the focus is on laboratory based science lessons which entails both lesson in classrooms and laboratory practices. This direction of teaching and learning of basic science and technology in schools is meant to lead students to acquiring science process skills, life skills and competence. It is therefore necessary to provide students with a strong broad background in areas of science education where laboratory facilities are adequate in effective teaching of basic science in schools which will lead to student’s motivation. Students should offered opportunities to enable them grow in their problem solving abilities, think critically and acquire scientific and technological literacy (William and Maureen, 2012)

Academic achievement of students in basic science and technology which is one among the practically based subjects (physics, chemistry, biology and agriculture) generally is witnessed a deplorable trend in the past decade in Nigerian secondary schools and tertiary institution due to inadequate science facilities in the laboratories for which has contributed negatively to students’ academic performance in these subjects. Nevertheless, other factors of teaching and learning basic science as science related subject include inadequate classrooms, laboratories, use of teacher-centered approach to teaching among others.

The laboratory is the center of scientific studies as long as science remains both a product and a process. The availability of laboratory equipment, facilities and materials pay a vital role in determining the extent of best laboratory practices that will ensure acquisition of science process skills and competence in basic science concepts entirely by the learners. The laboratory in school has been defined by several authors in different ways. Maduaban (1998) sees a laboratory as a place where scientific exercises are conducted by science teachers for the benefit of the learners. Laboratory exercises include experiments and activities which help the students acquire scientific skills. Ezeliora (2001) observed a science laboratory as a workshop where science is done or where scientific activities are carried out under conducive environment. English dictionary (1999) ascribed to laboratory as a place where scientific practicals are conducted. According to Ambibola (200 1) viewed, one major aspect of science education that is of great concern is in the areas of availability and effectiveness of using specialized and relevant science laboratory equipments, facilities and instructional materials. School laboratories that are well designed, stocked and safe for teaching and learning science ensure active practical exercises (Katcha,2005) Laboratory work is indispensible part of science instruction and no effective science education exists without practical work (Udo,2010).

Laboratory practicals are dependent on the level of equipping the laboratory with relevant instructional materials and ability of the teacher to effectively and efficiently utilize them. However, the challenges often faced in doing practical is the inadequately equipped laboratories that have led teachers to separate science lessons into practical and theory classes and or shifting practical work until second term or third term. According to Epo (1999).any effort to separate science into practical and theory lessons accounts to perpetuating the dichotomy and this is antithesis of what science is. Therefore, adequacy of laboratory facilities and exposure may affect the students’ achievement in basic science as well as improve their motivation while learning. Jeske (1990) and Ogunleye (2002) have also found that a laboratory is a primary vehicle for promoting reasoning skills and students’ understanding thereby enhancing desired learning outcomes in students.

1.2       Statement of the Problem

In teaching and learning process, the cardinal objective is to see that the learner should be able to perform tasks and if possible transfer the experience in solving problems in a new situation. This objective is hardly been achieved over the years. The rate of failure in local and external examination in Basic science in recent times is a matter of concern.  Many suggested that this ugly trend might have been the poor foundation of students in science related courses. The laboratory has been identified as the heart of a good scientific programme which allows students in schools to have experience which are consistent with the goals of scientific literacy. Practically based subject of basic science constitutes a major part of hands on and if not taught properly, the education of the students will be affected negatively hence poor performance, low quality of understanding of subject matter and this brings low half-baked students in science subject which leads to imaginative perception of students that science subjects are difficult to attain.

When students are taught basic science theoretically without the practical aspects inculcated and done in the laboratory, the students will not learn properly and sometime not even motivated. The implication of this means that the role of the laboratory based approach and its facilities on academic achievement of students in basic science is ignored. Therefore, secondary schools require properly equipped and functional laboratories to enhance teaching and learning of basic science and technology. It is against this backdrop that this study is necessitated to investigate the Effects of Laboratory-Based Approach on Students’ Achievement and Motivation for effective teaching of Basic Science and Technology in Secondary Schools of Pankshin Area Directorate of Education, Plateau State.

1.3       Aims and Objectives of the Study

The general aim of this study is to determine the Effects of Laboratory-Based Approach on Students’ Achievement and Motivation for effective teaching of Basic Science and Technology in Secondary Schools of Pankshin Area Directorate of Education, Plateau State. The objectives of this study seek to:

1. examine the academic achievement of students in Basic Science and Technology on adequately equipped laboratories and those inadequately equipped laboratories.
2. examine the extent of exposure to laboratory facilities among students of adequately equipped laboratories and those not adequately equipped laboratories and their performance.
3. investigate students’ motivation towards basic science and technology in respect to adequately equipped laboratories and inadequately equipped laboratories.
4. investigate the efficiency of utilization of existing laboratory facilities by basic science and technology students to enhance effective learning of basic science and technology.

1.4       Research Questions

The following research questions guided the conduct of this study;

1. What is the academic achievement of students in Basic Science and Technology on adequately equipped laboratories and those inadequately equipped laboratories?
2. To what extent does the frequency of exposure to laboratory facilities affects students’ performance in adequately equipped laboratories and those not adequately equipped laboratories?
3. How is students’ motivation towards basic science and technology in respect to adequately equipped laboratories and inadequately equipped laboratories?
4. To what extent do students make use of the available laboratory facilities to enhance effective learning of basic science and technology?

1.5       Hypotheses

            The following hypotheses will guide the conduct of this study:

Ho₁: There is no significant difference in the academic achievement of students in Basic Science and Technology on adequately equipped laboratories and those inadequately equipped laboratories

Ho₂: There is no significant difference in the frequency of exposure to laboratory facilities and students’ performance in adequately equipped laboratories and those in inadequately equipped laboratories

Ho₃: There is no significant difference between the motivation of students towards basic science and technology exposed to adequately equipped laboratory facilities and those in inadequately equipped laboratories.

Ho₄: There is no significant difference in the utilization of available laboratory facilities and effective learning of basic science and technology

1.6       Significance of the Study

The research work will benefit the researcher himself towards the fulfillment of the award of Bachelor’s degree of science in (Integrated Science Education) at Federal College of Education, Pankshin affiliated to university of Jos. The study will benefit students, teachers, parents, government and the entire society.

The findings of the study will benefit the students by promoting in them the idea that science is both a product and process and arousing interest and motivation in practical work and generally in the practically based science subjects in secondary schools, hence increasing and improving their academic achievement in these subjects.

The findings of the study would inform basic science and technology teachers on the effectiveness of laboratory based approach, thereby shaping their teaching strategies from traditional teacher-learner interaction to hands-on activities to promote active students participation. And also this will convince the science teachers that practical lessons are mostly essential for effective teaching and learning of science subjects like biology, basic science, chemistry, physics, agriculture and to say mathematics

On the other hand, the study will motivate parents to provide basic requirements of practical lesson(s) for their children in secondary schools.

It would also make the government through the ministry of education to realize the need for provision of science equipment to schools and posting of qualified science teachers, technicians and technologists to secondary schools. This is not an issue of jack-off all-trades master of none, because practical has attained professionalism and specialization

Finally, the findings of this study will help Nigerian society at large in the quest for improved technology, industrialization and economic development of the Nation.

1.7       Scope and Delimitation of the Study

The researcher has limited the scope of the study to effects of laboratory based approach on students’ achievement and motivation for effective teaching of basic science. 

            Due to financial constraint, the researcher is unable to go round and collect more materials or to obtain information from all the schools in the study area. Also the researcher being students is involved in other academic endeavours and hereby left with limited time to go round in the study area. These factors therefore, delimit the research work to only four selected schools in Pankshin Area Directorate of Education.

1.8       Operational Definition of Terms

Terms that are related to the study are defined below in order to remove somatic ambiguity in their usage.

Effects: It refers to a change which is as result or consequence of an action or other cause.

Laboratory Based Approach: Literally, it refers to teaching method that occurs in a laboratory environment and which depict learning through practical activity. In this research, it implies how basic science students undertake practical work which develops skills, attitudes and knowledge in problem solving and professional practice.

Student: Is refers to someone that is considered to learning

Student’s Achievement: It refers to the extent to which a learner has attained his short or long-term educational goals.

Student’s Motivation: It refers to a process where the learners’ attention becomes focused on meeting their scholastic objectives and their energies are directed towards realizing their academic potential.

Teaching: It refers to the concerted sharing of knowledge and experience, which is usually organized within a discipline and, more generally, the provision of stimulus to the psychological and intellectual growth of a person by another person or artifact. In this research, teaching is considered as the act of imparting basic science instructions to the learners in the classroom situation.

Effective Teaching: It simply refers to the ability of a teacher to improve student achievement. It also refers to inclining people to learn willingly what they would otherwise be disinclined to learn.

Basic Science: Basic science principally refers to the scientific disciplines of Physics, Chemistry, Biology and Mathematics as well as to their sub-disciplines. It also refers to the foundational aspect of science education that deals with the imparting of the basic knowledge, values, attitudes, knowledge and skills needed to understand science.