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Mean and Standard Deviation of Biology and Chemistry Teachers' Responses on the Problem Encountered on the Utilization of Laboratory Facilities on the Concept of Carbohydrates
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This study examined availability and utilization of laboratory facilities for teaching carbohydrates in senior secondary schools in Uyo Education Zone. The objective was to investigate the availability, utilization of laboratory instructional facilities and problems encountered by biology and chemistry teachers on the concept of carbohydrates. The...
Context in source publication
Context 1
... implies that there is no significant difference in the responses of Biology and Chemistry teachers on the utilization of laboratory facilities on the concept of carbohydrates. The scores derived from the questionnaire were analyzed and presented as follows: Data in table 5 shows that items 1, 2, 3, 4, 5, 7, 9 and 10 had mean scores above the cut-off mean of 1.50 and only items 6, and 8 that had mean scores below the cut-off mean of 1.50. This showed that biology and chemistry teachers in public secondary schools in Uyo Education Zone encountered problems toward the utilization of laboratory facilities on carbohydrates for effective instructional delivery. ...Similar publications
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were all the fifteen (15) senior...
Citations
... Numerous researchers have suggested that students' learning and comprehension of science improve significantly when they are actively involved in laboratory-based practical experiments (Chikelu, 2019;Fatoba & Abidakun, 2019;Mukagihana et al., 2020;Oliveira & Bonito, 2023). Practical experiences provide students with hands-on opportunities to apply theoretical knowledge, conduct experiments, and develop critical thinking and problem-solving abilities (Abdussemiu, 2022;Etiubon, & Udoh, 2020). However, in Zamfara State, the implementation of Biology practical faces significant hurdles due to resource constraints (Isma'il & Lukman, 2022). ...
This study aimed to explore the strategies employed by Biology teachers to argument practical components of the Biology curriculum in resource-constrained senior secondary schools in Zamfara State, Nigeria. The research adapted a descriptive survey research design. The population of the study comprised 206 Biology teachers across 166 public secondary schools in the State. A sample of 132 Biology teachers, comprising 83 from urban schools and 49 from rural schools, was selected through cluster sampling from all the four educational zones in the State. The research instrument used was a validated questionnaire with a Cronbach's alpha reliability coefficient of 0.85. The questionnaire was used to collect data on demographics, resourceful strategies, instructional approaches, and curriculum adaptation techniques. Three research questions were raised and one hypothesis was formulated. The data collected were analyzed using mean and standard deviation for the research questions, while t-test was used for the hypothesis. The study found significant differences between urban and rural Biology teachers in resourceful strategies and curriculum adaptation, but no difference in innovative instructional approaches. Despite various adapted strategies like improvisation from local material and inter-school resource sharing, challenges persist in integrating virtual experiments and accessing external support for augmenting practical components of the Biology curriculum. Recommendations include providing adequate Biology laboratory resources, offering teacher training opportunities, and investing in technology for virtual experiments.
... The years of teaching experience significantly impact student performance, where schools with more teachers with teaching experience achieved better results than teachers with less teaching experience [27]. One of the facilities needed and must be owned by every educational unit to support the success of learning [28] and practicum activities is the availability of a laboratory. Laboratory management starts with program management and administration activities, organizing teachers and laboratory assistants, monitoring & evaluation, and implementation [20]. ...
One of the facilities in the teaching and learning process that should be considered is the laboratory. The laboratory is an effective learning resource to achieve the expected competencies for students in increasing efficiency and effectiveness; the laboratory must be managed and utilized correctly. Science learning is not just theory; it is necessary to carry out practical activities in the laboratory. Following Permendiknas No 24 of 2007, laboratory facilities and infrastructure are needed to support practicum activities. This study aims to determine the carrying capacity of the science laboratory facilities at SMP IT Bina Ilmi Palembang and determine the obstacles faced in conducting practicums at the science laboratory at SMP IT Bina Ilmi Palembang. This study uses descriptive qualitative research. The results showed that most science laboratory facilities in schools needed to meet the standards of Permendiknas No. 24 of 2007. There were many areas for improvement in the availability of practicum equipment and media that could support practicum implementation activities to increase student learning outcomes. Obstacles that affect practicum activities are the lack of ability to manage school laboratories, lack of understanding of the meaning and function of school laboratories and their implications for the development and improvement of science learning systems, the limited ability of teachers to master subjects, and uneven procurement and distribution of Science Kit teaching aids so that makes it difficult for the teacher activity center to carry out its coaching function for teachers. Ironically, the existence of a school laboratory is considered a burden, so it is rarely used correctly.
The study examined the influence of availability and utilization of laboratory facilities on secondary school students' academic achievement in biology in Calabar Education Zone, Cross River State. Two research questions and two hypotheses were formulated to guide the study. The study adopted ex-post facto research design with stratified and simple random sampling techniques. The population of the study consisted of 2992 SS II biology students in Calabar Education Zone; from where 300 students were sampled. A structured questionnaire titled, Availability and utilization of laboratory facilities and secondary school students achievement in biology questionnaire (AULFSSSABQ) and biology achievement test (BAT) were the instruments used for data collection. The data collected were analyzed using simple linear regression. The result showed that there was a significant influence of availability of laboratory facilities on students' academic achievement in biology. Again, there was a significant influence of utilization of laboratory facilities on students' academic achievement in biology. The study recommended among others that government and educational stakeholders should endeavour to provide laboratory facilities so as to improve students' academic achievement in Biology. Teachers should be encouraged to improve their teaching competence through attending conferences, seminars and workshops of stakeholders in Biology and science education to enhance students' academic achievement.
