Content uploaded by Rebecca Etiubon
Author content
All content in this area was uploaded by Rebecca Etiubon on Jul 18, 2023
Content may be subject to copyright.
International Journal of Education and Research Vol. 8 No. 5 May 2020
91
AVAILABILITY AND UTILIZATION OF LABORATORY FACILITIES FOR TEACHING
CARBOHYDRATES IN SENIOR SECONDARY SCHOOLS IN
UYO EDUCATION ZONE, AKWA IBOM STATE
BY
ETIUBON, REBECCA UFONABASI
AND
UDOH, NSIMENEABASI MICHAEL
DEPARTMENT OF SCIENCE EDUCATION
UNIVERSITY OF UYO, UYO
Abstract
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 study adopted the descriptive survey research design.
Three research questions and three research hypotheses were formulated to guide the study. The
sample size for the study was two hundred and fifteen (215) biology and chemistry teachers from
the population of two hundred and eighteen (218) biology and chemistry teachers in 2018/2019
academic session. The two hundred and fifteen 215 biology and chemistry science teachers were
purposively used as sample for the study. Instrument for data collection was questionnaire on the
availability, utilization of laboratory instructional facilities and problems encountered by biology
and chemistry teachers during the teaching of carbohydrates in Uyo Education Zone. The
instrument was standardized by experts. Split half method was used to determine the reliability
with coefficient of 0.88. Data was analyzed using mean, standard deviation and independent t-test.
The findings showed that few laboratory facilities are available but rarely utilized by biology and
chemistry teachers. Based on the findings, it was recommended among others that; biology and
chemistry teachers should make use of laboratory facilities available for the teaching of
carbohydrates in public senior secondary schools in Uyo Education Zone and school administrators
should help reduce problems encountered by biology and chemistry teachers in the utilization of
laboratory facilities.
Keywords:
Availability, Utilization, Laboratory Facilities, Teaching, Carbohydrates
ISSN: 2411-5681 www.ijern.com
92
Introduction
1.1 Laboratory Instructional Facilities for Science Teaching
Laboratory instructional facilities are materials / resources that can be used to ease, encourage,
improve and promote teaching and learning activities in the laboratory. They are materials /
resources that a science teacher uses to pass information to the learners. According to Anyadiegwu,
(2018), instructional facilities are various forms of educational materials that teachers and learners
can use to enhance understanding of concepts, skills and competencies in the teaching – learning
process. These facilities communicate explicitly to clarify concept, knowledge and facilitate
understanding for learners. Enderle and Leeanne (2016) opine that instructional facilities are tools
used in educational lessons to promote active learning and assessment. Achimugu (2012) added that
any resource a teacher uses to help him teach the learner is an instructional material. Instructional
facilities therefore enable good grasp of science subjects.
Udoh (2015) opines that good science teachers seek for more effective and efficient ways of
teaching since the emphasis of science teaching is to get the students to understand, comprehend
and apply the concepts taught. This has continued to drive researchers towards finding different
instructional materials and resources to facilitate the teaching and learning of science in order to
make it interesting and instructive for the learners. Enderle and Leeanne (2016) added that
instructional materials promote hands-on and interactive laboratory experience. Instructional
materials also support science effectiveness, learning experience and enable the student to get the
best out of it. Good instructional materials stimulate and engage students’ learning at different
levels, challenging them mentally and physically and the role of a science teacher is to aid the
students come to their own understanding in science using appropriate instructional materials.
According to Adeniyi (2011), the use of instructional facilities/ materials help teachers create value
in teaching by reducing abstraction. Instructional materials make learning relevant to the learners as
it offer experiences to stimulate self-activities that provide concrete basis for conceptual, logical and
critical thinking if appropriately employed. Good- quality instructional materials can engage
students, help them to develop important skills, understand the process of scientific investigation,
and develop their understanding of concepts. Based on these advantages, laboratory instructional
facilities are important and crucial tools in making learning productively relevant to its learners
since the users understand a concept without difficulty. Adequate laboratory instructional facilities
are therefore needed in public schools to reduce the burden of science teachers and to promote
sensory receptors of the learners on abstract concepts such as carbohydrate (Orji & Abolarin, 2012).
1.2 Availability of Laboratory Instructional Facilities for Science Teaching
Availability of laboratory facilities for science teachers in public secondary schools can solve
problems of students’ poor performances in internal and external examinations in science. Adebisi,
Tewogbade and Olajide (2017) studied the assessment of laboratory resources in science education
and their findings about laboratory facilities are that laboratory facilities help to improve science
process skills by expanding the basis of inference and the ability to access large data base to activate
learning. Mucai (2013) observes that there is lack of relevant laboratory facilities that are
appropriate and suitable to Nigerian schools but are not available and poor funding is listed among
the factors that hinder the availability of instructional facilities in secondary schools. Maredia
(2007) opined that availability of instructional materials will focus on imparting skills and abilities
on students which are transferable and will influence the desired characteristics expected of the
curriculum. Adeniyi (2011) also observes that for effective science teaching to be promoted
laboratory facilities must be available in schools for utilization by science teachers. Abimbade
International Journal of Education and Research Vol. 8 No. 5 May 2020
93
(2005) posits that lack of adequate funding in education is a barrier to availability of laboratory
facilities in public secondary schools. Etiubon (2018) observes that the availability of laboratory
facilities in schools results in increased effectiveness of the educational process and increased
productivity through enhanced human capacity. This enhances the acquisition of basic knowledge
and skills for economic and educational development.
1.3 Utilization of Laboratory Instructional Facilities for Science Teaching.
Utilization of laboratory facilities is the frequency with which the available laboratory facilities
are used during laboratory experiments. According to Adebisi, Tewogbade and Olajide (2017),
laboratory facilities can be available, adequate but not utilized during science teaching and
expressed fervent need for utilization of instructional resources in teaching and learning.
Instructional resources also known as instructional facilities are vehicles that carry messages and
information from a transmitting source to the receiving end. Anyadiegwu (2018) analyzed the
extent of utilization of laboratory facilities and students’ academic performance in science and
found that students who utilized laboratory facilities during science teaching and learning achieved
higher than those who had no experience in laboratory activities. Neji and Nuoha (2015) found that
utilization of laboratory facilities/ equipment in secondary schools showed that 74% of the science
teachers utilized laboratory facilities during science teaching and learning, while 26% of the
teachers never utilized laboratory facilities. The findings also revealed that laboratory facilities
significantly influenced students’ academic performance in science. Orji and Abolarin (2012) also
investigated the utilization of laboratory facilities in secondary schools and observed that the
utilization of laboratory facilities in science teaching enable learners to develop problem solving
skills, positive attitude and interest towards science learning. Obinna (2012) also posits that
teacher’s utilization of instructional facilities significantly influence students' academic performance
in science. In schools where these facilities are available, students perform significantly higher in
their academics.
Since the extent of utilization of laboratory facilities in secondary school science teaching and
learning support ‘hands on’ activity in science learning, the development of practical skills help to
shape students’ understanding of scientific concepts and phenomena. Science teachers therefore,
need to develop holistic array of skills for teaching, thinking, managing instructional facilities as
well as knowledge of self, students, community, pedagogies and emerging technologies. They need
to update knowledge, learning and apply these to academic work, assignments and environment.
These abilities and skills enable science teachers to deliver effective instructions on science
concepts like carbohydrate. Adeniyi (2011) and Omosewo (2012) posit that teachers' utilization of
laboratory instructional materials/ facilities impact greatly on students' academic performance. They
perform better when they are exposed to utilizing laboratory facilities. Science teachers therefore,
need to be efficient in designing, planning and implementing laboratory experiments on
carbohydrate using appropriate laboratory instructional facilities. A good science teacher thus, is
seen in his ability to utilize laboratory instructional facilities to equip the students with knowledge,
ideas and experiences that make them functional in the society (Mucai, 2013). This functionality
enable students develop skills to compete in chosen future careers and in the workplace.
1.4 Problems Encountered by Science Teachers in the Utilization of Laboratory
Instructional Facilities for the Teaching of Carbohydrates
Most science teachers encounter problems in the utilization of instructional facilities in public
secondary schools which contribute to poor performances of students both in internal and external
examinations on carbohydrates. According to Achimugu (2012), teaching carbohydrates pose
challenges to many science teachers because most science teachers are not well equipped to deliver
ISSN: 2411-5681 www.ijern.com
94
quality instruction since they lack adequate training on the use of instructional facilities on
carbohydrate and therefore find it difficult to transmit appropriate information and ideas on the
concept to the students. Hence, students lack understanding of the concept during practical. Other
problems according to Achimugu (2012) are; teachers’ knowledge of carbohydrate content,
inappropriate application and use of instructional facilities involving carbohydrate, inability to
adequately deliver instructions on carbohydrate, lack of familiarity with common laboratory
equipment, apparatuses and poor knowledge in the fundamental principles, processes and
procedures in presenting carbohydrate concept. Kulshretta (2013) asserted that the quality of
learning outcome is the function of those who teach it and posit that even a good curriculum and a
well-stocked laboratory would not give the desired result in the hands of inexperienced, un-
resourceful, inefficient and unwilling science teachers. Okoye and Nwakonobi (2011) observed that
science education curriculum implementation is still poorly done, so teaching is yet to be effective
in Nigerian secondary schools. Addressing these challenges will improve the utilization of
laboratory instructional facilities on carbohydrates.
Another problem encountered by science teachers in the utilization of laboratory instructional
facilities on carbohydrates is that many teachers are not specialists in sciences but were persuaded
to teach science due to shortage of science teachers. These set of teachers lack knowledge of the
fundamental principles, processes and procedures guiding carbohydrate and therefore do not have
the capacity and mastery required to translate relevance and competence on use of instructional
facilities for students' cognition and meaningful performance on carbohydrate (Njoku, 2010 &
Etiubon, 2018). For instance, during practical, a competent teacher in the absence of bunsen burner
can improvise the use of stove during the process of heating to help in the smooth and effective
process of the practical activities. A competent and resourceful science teacher therefore, applies
laboratory instructional facilities in such a way as to guide, benefit and promote greater impact in
the teaching of carbohydrate.
1.5 Concept of Carbohydrates
Carbohydrates are chemically neutral compounds of carbon, hydrogen and oxygen.
Carbohydrates occur in simple forms such as sugars and in complex forms such as starches and
fiber. Both simple and complex carbohydrates are healthy food options. The body breaks down
most sugars and starches into glucose, a simple sugar that the body can use to feed its cells.
Carbohydrates are present in varying amounts in most food including fruits, vegetables, grains,
beans, legumes, milk and milk products, and in foods containing added sugar such as candy, soda
and sweets. Simple carbohydrates are monosaccharides and disaccharides. Monosaccharides are
single sugar molecule, while disaccharides are two simple sugar molecules linked together. More
complex carbohydrates are called polysaccharides and are multiple sugar molecules linked together
(Kanter, 2017).
Carbohydrates provide one with energy, as they make up about half of the daily calorie intake
and are converted into blood glucose or blood sugar by the body to be used for energy. According to
the American Diabetes Association, both the amount and type of carbohydrates one consume affects
one’s blood sugar levels and so it is important to choose healthy carbohydrate choices and control
one’s portion sizes. Foods that contain nutrients such as fiber, vitamins, minerals, antioxidants,
protein and healthy fats tend to be better choices than those which are considered empty calorie
foods such cake, cookies. Sweets and candy because these only provide calories with little or no
other nutrients. Carbohydrates are a common source of energy in living organisms; however, in the
case of dietary fiber – indigestible carbohydrates which are not a source of energy – inadequate
intake can lead to significant increases in mortality (Gui, Sun, Si, & Chen, 2017).
International Journal of Education and Research Vol. 8 No. 5 May 2020
95
2.0 Statement of the Problem
Carbohydrates in most secondary schools are viewed as difficult by many science students and
this is reflected in poor academic performances of science students in Nigerian public senior
secondary schools examinations, West African Examination Counsel (WAEC, 2018). In this
regard, the West African Examinations Council Chief Examiner's report (2018), observed students'
poor performances in sciences particularly as regards carbohydrates. These poor performances on
the part of the students may be from insufficient and non-utilization of laboratory facilities by
science teachers. These lead to poor knowledge in the fundamental principles, process and
procedures in the teaching of carbohydrates. Consequently, inadequate and non-utilization of
laboratory facilities by science teachers leads to poor understanding on the procedures necessary for
practical work on carbohydrates. It is therefore, necessary to investigate science teachers’
availability and utilization of laboratory instructional facilities on carbohydrates in senior secondary
schools in Uyo Education Zone.
2.1 Purpose of the study
The specific objectives of the study are;
1. To determine the difference in the responses of Biology and Chemistry teachers on the
availability of laboratory facilities on the concept of carbohydrates
2. To examine the difference in the responses of Biology and Chemistry teachers on the utilization
of laboratory facilities on the concept of carbohydrates
3. To access the difference in the responses of problem encountered by Biology and Chemistry
teachers on the utilization of laboratory facilities on the concept of carbohydrates
2.2 Research Questions
The study was guided by the following research questions;
1. What is the difference in the responses of Biology and Chemistry teachers on the availability of
laboratory facilities on the concept of carbohydrates?
2. What is the difference in the responses of Biology and Chemistry teachers on the utilization of
laboratory facilities on the concept of carbohydrates
3. What is the difference in the responses of problem encountered by Biology and Chemistry
teachers on the utilization of laboratory facilities on the concept of carbohydrates
Research Hypotheses
The following research hypotheses were formulated;
1. There is no significant difference in the responses of Biology and Chemistry teachers on the
availability of laboratory facilities on the concept of carbohydrates.
2. There is no significant difference in the responses of Biology and Chemistry teachers on the
utilization of laboratory facilities on the concept of carbohydrates
3. There is no significant difference in the responses of problem encountered by Biology and
Chemistry teachers on the utilization of laboratory facilities on the concept of carbohydrates
2.3 Methodology
The design adopted for this study was descriptive survey research design. The choice of this
design was that it focuses on eliciting information from respondents’ opinions, beliefs, motivations
and behaviour. The study was conducted in Uyo Education Zone of Akwa Ibom State. There are
fifteen (15) public secondary schools that are Government owned in the study area. The population
of the study comprises two hundred and eighteen (218) biology and chemistry teachers in
ISSN: 2411-5681 www.ijern.com
96
2018/2019 academic session from the fifteen (15) public co-educational secondary schools in Uyo
Education Zone. The schools were used to ascertain the availability and utilization of laboratory
instructional facilities for the teaching of carbohydrates. A sample of two hundred and fifteen (215)
biology and chemistry teachers was used for the study. The teachers were purposively used as
sample for the study.
Instruments for data collection for this study were science laboratory inventory books and
biology/ chemistry teachers’ questionnaire (BCTQ). Science laboratory inventory books were used
to obtain data on the availability of laboratory facilities and the questionnaire of thirty (30) items
were used to obtain data from teachers on the availability and utilization of laboratory facilities.
From the inventory records, it was found that laboratory facilities were insufficient. Questionnaire
of thirty (30) items highlights the three (3) research questions used to obtain data on the availability
of laboratory facilities, extent of science teachers’ utilization and problems encountered by biology
and chemistry teachers in the utilization of laboratory facilities on carbohydrates.
The BCTQ comprised of two sections: Section A and Section B. Section A contained the personal
information of the teachers while section B contained thirty (30) structured items on a rating scale
of Available (A) – 2, Not Available (NA)- 1, Utilized (U) – 2, Not Utilized (NU) -1, Agree (A) -2
and Not Agree (NA) – 1. The BCTQ was used to determine the availability, utilization of laboratory
facilities and problems faced by science teachers for the teaching of carbohydrates in senior
secondary schools.
The questionnaire items were subjected to validation by three lecturers from the department of
science education and one lecturer from test and measurement unit of the University of Uyo, Uyo.
All comments and corrections were incorporated into the final form of the instrument. Split half
method was used to determine the reliability of the instrument which was established at 0.88. On
the basis of the high index, the instrument was considered reliable and suitable for conducting the
research. Mean and Standard deviation were used in analyzing the data on the research questions
and Independent t-test was used to test the hypotheses.
In order to be effective, one biology and chemistry teachers in each of the fifteen (15)
secondary schools under study were used as research assistants. The copies of the questionnaire
were administered to biology and chemistry teachers in each school with the help of research
assistants. The teachers in each school were required to fill and return the questionnaire on the day
of each visit. Two hundred and fifteen (215) copies of questionnaire out of the two hundred and
eighteen (218) given out were retrieved. The items of questionnaire collected were prepared for
analysis using mean and standard deviation. Mean response of 1.50 and above was considered as
available, agree and utilize, and mean response of 1.49 and below was considered as not available,
not agree and not utilize
4.0 Results of Data Analysis:
Research Question 1
What is the difference in the responses of Biology and Chemistry teachers on the availability of
laboratory facilities on the concept of carbohydrates?
The scores derived from the questionnaire were analyzed and presented as follows:
International Journal of Education and Research Vol. 8 No. 5 May 2020
97
Table 1: Mean and Standard Deviation of Biology and Chemistry Teachers’ Responses on the
Availability of Laboratory Facilities on the Concept of Carbohydrates
S/N
The following laboratory facilities are
available in my school for practicals on
carbohydrates :
Number of
Respondents
Mean
Standard
Deviation
Decision
1 retort stands, tripod stands 215 1.57 0.49 Available
2 beakers, test tubes, test tube holders, pipettes 215 1.50 0.51 Available
3 wash bottles, aqueous ammonia, ethanoic acid, 215 1.47 0.50 Not
Available
4 spatula, burette, bom calorimeters, descicator 215 1.43 0.49 Not
Available
5 benzoic acid, NaOH, NaCl, copper turnings,
ethyl alcohol, potassium permanganate,
salicylic acid, methyl orange indicator,
indicator bottle,
215 1.47 0.50
Not
Available
6 weighing balance, pH meter, condensers,
thermometers, 215 1.57 0.49 Available
7 measuring cylinders, blue litmus, evaporating
discs 215 1.50 0.51 Available
8 periodical charts, AgNO, Ca(OH)2 215 1.43 0.49 Not
Available
9 thermometer, bunsen burners, volumetric flask,
fume cupboard, accumulator, 215 1.46 0.50 Not
Available
10 electricity supply, water supply, 215 1.43 0.49 Not
Available
Data in Table 1 shows that only items 1, 2, 6, and 7 had cut-off mean scores of 1.50 and above.
This showed that few laboratory instructional facilities are available in secondary schools in Uyo
Education Zone and items 3, 4, 5, 8, 9 and 10 showed mean scores below the cut-off mean of 1.50
which indicated that most laboratory facilities are not available in secondary schools in Uyo
Education Zone for the teaching of carbohydrates.
Research Hypothesis 1
There is no significant difference in the responses of Biology and Chemistry teachers on the
availability of laboratory facilities on the concept of carbohydrates.
ISSN: 2411-5681 www.ijern.com
98
Table 2
t-test Analysis on the responses of Biology and Chemistry Teachers on the Availability of
Laboratory Facilities on the Concept of Carbohydrates
Laboratory
Facilities Teachers N Mean SD df t-cal P-cal Decision
Availability
Biology 119
1.78 0.42
213 0.20 .84 NS
Chemistry 96 1.79 0.41
S = Significant at P<.05 level of significance
Data from table 2 shows that the calculated probability value (P- value) 0.84 is greater than the
alpha level 0.05. Therefore, the null hypothesis 1 is accepted. This implies that there is no
significant difference in the responses of Biology and Chemistry teachers on the availability of
laboratory facilities on the concept of carbohydrates.
Research Question 2:
What is the 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:
Table 3: Mean and Standard Deviation of Biology and Chemistry Teachers’ Responses on the
Utilization of Laboratory Facilities on the Concept of Carbohydrates
S/N
Science teachers utilizes the following
laboratory instructional facilities during
practical on carbohydrates for effective
instructional delivery
N Mean Std.
Deviation Decision
1. Retort stands, Tripod stands 215 1.49 0.50 Not
Utilized
2 Beakers, Test tubes, Test tube holders, Pipettes 215 1.43 0.49 Not
Utilized
3 Wash bottles, Aqueous ammonia, Ethanoic acid,
215 1.46 0.50 Not
Utilized
4 Spatula, Burette, Bom calorimeters, Desiccators 215 1.47 0.50 Not
Utilized
5 Benzoic acid, NaOH, NaCl, Copper turnings,
Ethyl alcohol, Potassium permanganate,
Salicylic acid, Methyl orange indicator,
Indicator bottle,
215 1.43 0.49
Not
Utilized
6 Weighing balance, pH meter, Condensers,
Thermometers, 215 1.46 0.57 Not
Utilized
International Journal of Education and Research Vol. 8 No. 5 May 2020
99
7 Measuring cylinders, Blue litmus, Evaporating
discs 215 1.47 0.50 Not
Utilized
8 Periodical charts, AgNO, CaOH 215 1.43 0.49 Not
Utilized
9 Thermometer, Bunsen burners, Volumetric
flask, Fume cupboard, Accumulator, 215 1.47 0.50 Not
Utilized
10 Electricity supply, Water supply, 215 1.47 0.50 Not
Utilized
Data in table 3 indicates that items 1 to 10 have mean scores below 1.50 which was the cut-off
mean. This showed that biology and chemistry teachers do not utilize laboratory facilities in public
secondary schools in Uyo Education Zone for the teaching of carbohydrates.
Research Hypothesis 2: There is no significant difference in the responses of Biology and
Chemistry teachers on the utilization of laboratory facilities on the concept of carbohydrates.
Table 4
t-test Analysis on the responses of Biology and Chemistry Teachers on the Utilization of Laboratory
Facilities on the Concept of Carbohydrates
Laboratory
Facilities Teachers N Mean SD df t-cal P-cal Decision
Utilization
Biology 119
1.18 0.38
213 0.21 .83 NS
Chemistry 96 1.17 0.37
S = Significant at P<.05 level of significance
Data from Table 4 shows that the calculated probability value (P- value) .83 is greater than the
alpha level 0.05. Therefore, the null hypothesis 2 is accepted. This 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:
Table 5
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
S/n Problems encountered in schools on
utilization of laboratory facilities in the
teaching of carbohydrates
N Mean Standard
deviation Decision
1 There are inadequate laboratory facilities in
my school 215 1.60 0.49 Agreed
2 There is no in-service training for science
teachers on the use of laboratory facilities. 215 1.53 0.51 Agreed
3 Science teachers are not sponsored for
educational conferences 215 1.57 0.49
Agreed
4 Large classes makes it difficult to use
laboratory facilities for practical 215 1.54 0.49 Agreed
ISSN: 2411-5681 www.ijern.com
100
Research Question 3: What is the difference in the responses of problem encountered by Biology
and Chemistry teachers on the utilization of laboratory facilities on the concept of carbohydrates?
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.
Research Hypothesis 3: There is no significant difference in the responses of problem encountered
by Biology and Chemistry teachers on the utilization of laboratory facilities on the concept of
carbohydrates.
Table 6
t-test Analysis on the responses of Biology and Chemistry Teachers on the Problem Encountered on
the Utilization of Laboratory Facilities on the Concept of Carbohydrates
Laboratory
Facilities Teachers N Mean SD df t-cal P-cal Decision
Problems
Encountered
Biology 119
1.79 0.40
213 0.21 .74 NS
Chemistry 96 1.69 0.46
*S = Significant difference at P< .05 level of significance
5 Training program as a teacher trainee was
mainly theory-oriented not practical-oriented 215 1.54 0.49 Agreed
6 I find it difficult to operate the basic scientific
equipment used in teaching carbohydrate 215 1.49 0.50 Disagreed
7 The number of periods given for teaching of
carbohydrate is inadequate 215 1.50 0.50 Agreed
8
Students have problems in understanding
carbohydrate even when similar examples are
given 215 1.49 0.50
Disagreed
9 No provision of books, journals and scientific
publications on laboratory facilities for
science teachers 215 1.60 0.49
Agreed
10 No provision of funds by schools to help set
up indoor facilities needed for effective
utilization of laboratory facilities 215 1.51 0.50
Agreed
International Journal of Education and Research Vol. 8 No. 5 May 2020
101
Data from Table 6 shows that the calculated probability value (P- value) 0.74 is greater than the
alpha level 0.05. Therefore, the null hypothesis 3 is accepted. This implies that there is no
significant difference in the responses of problem encountered by Biology and Chemistry teachers
on the utilization of laboratory facilities on the concept of carbohydrates
Discussion of Results
Results from this study indicate unavailability and non-utilization of laboratory facilities for
science teachers’ teaching on carbohydrates. This corroborates the findings of Anyadiegwu (2018)
that there is lack of relevant laboratory facilities that are appropriate and suitable for Nigerian
schools and poor funding in secondary schools hinder the availability of instructional materials. This
study also corroborate the findings of Adebisi, Tewogbade and Olajide (2017) that lack of
adequate funding in education is a barrier to availability of laboratory facilities in public secondary
schools. This unavailability of laboratory facilities constitutes hindrance to science teachers’
effective delivery on the concept of carbohydrates. This is also in agreement with earlier findings of
(Obinna (2012; Mucai, 2013) that unavailability of teaching facilities hinders effective delivery
of science, technology and mathematics in general. Anyadiegwu (2018) observed that adequate
laboratory instructional facilities are needed in public schools to reduce the burden of science
teachers and to promote sensory receptors of the learners on abstract concepts such as carbohydrate.
Etiubon (2018) also observed that the availability of laboratory facilities in education results in
increased effectiveness of the educational process and results in increased productivity through
enhanced human capacity as this facilitates acquisition of basic knowledge and skills for
laboratory experiment and lifelong development.
Results also show that science teachers are faced with several challenges in the utilization of
laboratory instructional facilities for effective instructional delivery on carbohydrates such as;
inadequate laboratory instructional facilities in schools, lack of in-service training for science
teachers on the use of laboratory instructional facilities and large classes that makes it difficult to
use laboratory instructional facilities for practical purposes. Omosewo (2012) asserted that the
quality of learning outcome is the function of those who teach it and he further stated that a good
curriculum and well-stocked laboratory facilities would not give the desired result in the hand of
science teachers who are faced with several challenges. This corroborate the findings of Adeniyi
(2011) that teaching carbohydrates pose challenges to many science teachers because most science
teachers are not well equipped to deliver quality instruction since they lack adequate training on the
use of instructional facilities that could enhance the teaching of carbohydrates. This poses difficulty
in transmitting appropriate information and idea on the concept to students. The study also
corroborate the findings of Omosewo (2012) that teachers lack knowledge of carbohydrate content
and are not familiar with common laboratory equipment, apparatuses and have poor knowledge in
the fundamental principles, processes and procedures applied to teaching carbohydrates. However,
the implication of these findings is that science teaching and learning shall remain didactic and
teacher centered and this is reflected in the persistent decline in the academic performance of
science students on the concept of carbohydrates.
Conclusion
The findings of the study show inadequate availability and non-utilization of laboratory
instructional facilities in public secondary schools. Inadequate laboratory facilities with major
challenges faced by biology and chemistry teachers affect meaningful teaching and learning in
secondary schools and hinders achieving the objectives of laboratory practicals on carbohydrates to
improve academic performance.
ISSN: 2411-5681 www.ijern.com
102
Recommendations
Based on the findings of this study, recommendations were that,
1. Laboratory facilities should be made available by school administrators and the government
for meaningful teaching and learning in secondary schools.
2. Biology and chemistry teachers should make effective utilization of laboratory facilities in
public secondary schools where available for the teaching of carbohydrates.
3. In-service training for biology and chemistry teachers on the use of instructional facilities
should be made available by their schools, Non-Governmental Organization (NGOs) and
research institutes in secondary education through workshops, seminars and national
conferences to facilitate effective use of laboratory facilities.
References
Abimbade, A. F. (2005). E-learning Tech-
hub for Higher Education in a Developing Country.
Journal of e-Learning (JOEL), 8 (1), 233-250.
Achimugu, L. (2012). Strategies for Effective Conduct of Practical Chemistry Works in Senior
Secondary Schools in Nigeria. Journal of the Science Teachers Association of Nigeria, 47 (1),
126-136.
Adebisi, T. A.; Tewogbade, T. A. and Olajide, S. O. (2017). Assessment of Laboratory Resources,
Teachers’ and Students’ Involvement in Practical Activities in Basic Science in Junior
Secondary Schools in Osun State Nigeria. Journal of Educational and Social Research, 7 (3),
144-152
Adeniyi, A. A. (2011). Methodology and Instructional Materials: A New Approach to Teaching
Religion in Tertiary Institutions in Nigeria. Ibadan: Relinks Konsults.
Anyadiegwu, C. O. (2018). Availability and Utilization of Laboratory Resources in Teaching and
Learning Biology in Enugu North Local Government Area of Enugu State. Published Project
Report Submitted to the Department of Science Education, Godfrey Okoye University.
Chief Examiner's Report. West African Examination Council (WAEC, 2018). Results of Candidates
at the Senior Secondary Certificate Examination, May/ June in Biology, Chemistry and
Physics, 2018.
Enderle, P. J. & Leeanne, R. B. (2016). Students’ Lab Manual for Argument-
Driven Inquiry in
Chemistry. Retrieved from: http://chronicle.com/article/The- Fight-for-Classroom/19431
International Journal of Education and Research Vol. 8 No. 5 May 2020
103
Etiubon, R. E. (2018). The Role of School Personnel in Quality Provision and Safety Management
of Science Laboratory Facilities. In Etudor, E.; Etor, C. R.; Egwuasi, P. I.; & Emediongokon,
C. I. (Eds.) A Festschrift in Honour of Prof. (Mrs.) Grace Koko Etuk. Academic Research
Network International.
Federal Republic of Nigeria (FRN, 2014). National Policy on Education. Yaba: NERDC Press.
Gui, Z., Sun, F., Si, G., & Chen, Y. (2017). Effect of Protein and Carbohydrate Solutions On
Running Performance and Cognitive Function in Female Recreational Runners. Retrieved
from: PLoS ONE 12(10): e0185982. https://doi.org/10.1371/journal.pone.0185982
Kanter, M. (2017). High-Quality Carbohydrates and Physical Performance. Retrieved from:
https//www.ncbi.nim.nid.gov/pubmed/term.
Kulshretta, A. K. (2013). Teachers' Training and Professional Competencies. India: Dayalbagh
Educational Press.
Maredia, M. (2007). Curriculum Enhancement and Reform to meet the Needs of Small Holder
Farmers in Developing Continent. Retrieved from: http://234 next.com/lawal.
Mucai, E. W. (2013). Availability and Utilization of Educational Resources in Influencing Students
Performance in Secondary Schools in Mbeere South, Embu County, Kenya
Neji, H. A. & Nuoha, C. O. (2015). Utilization of Laboratory Facilities and Students’ Academic
Performance of Chemistry Students in Calabar, Nigeria. Journal of Chemistry and Materials
Research, 7 (3), 100-108.
Njoku, Z. C. (2010). Level of Chemistry Practical Science Skills Acquired by Senior Secondary
School Students. Nigeria Journal of Professional Teachers, 2 (2), 114-116.
Obinna, J. B. (2012). Analysis of Poor Performance of Senior Secondary School Students in
Chemistry in Nigeria. African Research Review: International Multidisciplinary Journal,
Ethiopia, 6 (4), 319-330.
ISSN: 2411-5681 www.ijern.com
104
Okoye, P. O. & Nwakonobi, F. E. (2011). Achieving Effectiveness by New Science, Technology
and Mathematics Teachers: Implication for Biology Curriculum Implementation in Anambra
State. Nigerian Journal of Curriculum Studies, 18 (1), 201- 208.
Omosewo, E. O. (2012). Physics Teachers Education and National Education Reforms. Proceedings
of the 41st Annual Conference of Science Teachers Association of Nigeria, University of
Lagos, Nigeria, 200-215.
Orji, U. E. & Abolarin, E. (2012). Strategies for Enhancing Teachers' Competence and Quality of
Classroom Instruction. Global Voice of Educators, 1 (1), 1-6.
Queen, J. A. (2012). Simulations in the Classroom. Journal of Research in Science Teaching, 32 (3),
144-145.
Udoh, N. M. (2015). Effects of Computer Simulation and Charts on Biology Students’ Academic
Performance and Retention on the Concept of Nervous Coordination. Unpublished M.Sc(Ed)
Dissertation, Department of Science Education, University of Uyo, Uyo.
