STATE OF PHYSICS LABORATORIES IN PRIVATE AND PUBLIC SECONDARY SCHOOLS IN MAKURDI, BENUE STATE, NIGERIA

Abstract

The state of Physics laboratories in private and public secondary schools in Makurdi was studied using a descriptive survey design. Two research questions guided the study. A proportionate random sample of 32 (12-public + 20-private) was drawn from a population of 63 (24-public + 39-private) senior secondary schools in Makurdi Metropolis. The Physics Laboratory Checklist with a Cronbach alpha reliability value of 0.97 was used for data collection. Mean was used to answer research questions. The study's findings showed the poor state of Physics laboratories in public and a very poor state in private schools. It was concluded that this poor state cannot produce effective teaching and learning of practical Physics. It was recommended among others that the poor state of Physics laboratories be timely checked to avert students' low interest and negative attitude in/towards Physics besides poor performance.

Full text

Indexing:
VUNOKLANG MULTIDISCIPLINARY JOURNAL
OF SCIENCE AND TECHNOLOGY EDUCATION
(Faculty of Education, Modibbo Adama University, Yola)
ISSN: 2276-8114
Available online at https://vmjste.com.ng
STATE OF PHYSICS LABORATORIES IN PRIVATE AND PUBLIC SECONDARY SCHOOLS IN
MAKURDI, BENUE STATE, NIGERIA
Geoffrey Aondolumun AYUA1, Joseph Olaya FATOKI2, Joseph Terwase ANANDE3, & Naomi Innocent AKWAJI4
1, 2, & 3Department of Science & Mathematics Education, Benue State University, Makurdi, Nigeria
4Federal College of Education, Obudu, Cross-River State, Nigeria.
Corresponding Author: ayuageoffrey@gmail.com , +2348069337213
DOI: https://doi.org/10.5281/zenodo.10698986
Abstract
The state of Physics laboratories in private and public secondary schools in Makurdi was studied using a descriptive survey
design. Two research questions guided the study. A proportionate random sample of 32 (12-public + 20-private) was drawn
from a population 63 (24-public + 39-private) senior secondary schools in Makurdi Metropolis. Physics Laboratory Checklist
with a Cronbach alpha reliability value of 0.97 was used for data collection. Mean was used to answer research questions.
The findings of the study showed the poor state of Physics laboratories in public and a very poor state in private schools. It
was concluded that this poor state cannot produce effective teaching and learning of practical Physics. It was recommended
among that the poor state of Physics laboratories be timely checked to avert students’ low interest and negative attitude
in/towards Physics besides poor performance.
Keywords: Physics, Laboratory State, Physics Practical
Introduction
Under normal circumstances, science should be taught and learnt experimentally. However, this ideal situation seems
to be difficultly met due to assumed lack of well-equipped environment needed for effective teaching and learning of science
subjects (Physics specifically). However, the teacher is expected to teach effectively and efficiently under such conditions.
Many factors like insufficient funds, corruption, poor resource management among others may account for assumed lack of
conducive environment needed for effective teaching and learning of science subjects, the aim of science education to help
students’ gain practical experience of the scientific knowledge and skills for self and societal development may be defeated.
Thus, as stated in the National Policy on Education (Federal Republic of Nigeria - FRN, 2013), the objectives of science
education include to: develop positive attitudes in science and technology, acquire basic science and technology skills, apply
scientific and technological knowledge and skills to meet individual and societal needs, take advantage of the career
opportunities offered by science and technology and become equipped for future studies in them. However, practical Physics
in Nigerian senior secondary schools is hardly handled well due to the somewhat state of laboratories; which could mar
student’s attitudes towards Physics (Achor & Agamber, 2013). Hence the need to study the state of Physics laboratories in
secondary schools in Makurdi Metropolis.

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Physics has been the most utilized basic science subject in most technology and technology-related professions.
Physics is a branch of science that uses a combination of mathematics, observation and experiment to study the changes,
properties, interaction and nature of the universe from the very small to the very large in order to get a set of rules so as to
established fundamental concepts as known facts. Boyo (2010) observed Physics as a course of study which is perceived to
be an experimental subject since almost all aspect of existence, both living and non-living have something in common with
it. Hence, practical Physics is pertinent and may help students to attach better attitudes to Physics depending on the laboratory
state.
Laboratory state is an integral part of science to derive students’ attitudes and provide environment friendly for the
teaching and learning of science. A good laboratory state promotes students’ curiosity, rewards creativity, encourages a spirit
of healthy questioning, avoids dogmatism, and promotes meaningful understanding, where wait-time is essential in promoting
thoughtful responses and dialog. However, poor laboratory state does not. A good science laboratory welcomes all students
and strives to enable all motivated students to be successful. According to Akinbobola and Afolabi (2010), a very good
laboratory state is student-cantered, interactive, comfortable, and collaborative learning is encouraged. Akinbobola (2015)
sees a good laboratory state as a place well-furnished and equipped where students work individually or in groups to solve
scientific problems. The students make use of scientific processes and materials to construct their own explanation of scientific
phenomena. They make use of science process skills such as manipulation, investigation, experimentation, observation,
collection and interpretation of data during scientific processes. The distinction between good laboratory state and poor
laboratory state is that, in good laboratory state activities are learner-centred, with students actively engaged with hands and
minds on activities using laboratory materials, equipment, tools, techniques, approaches and strategies. As a result, building
self-confidence and student’s positive attitudes towards science practical, most especially in Physics. However, when the
laboratory state is not good it rather discourages students and cause them to hate science generally, as such having poor
attitudes towards practical Physics and other science subjects.
The laboratory practice is generally, aimed at improving the students’ psychomotor skills and abilities by providing
conducive state for conducting experiments. Akinbobola (2015) maintained that in a well-designed laboratory state, students
can be engaged in experiment cooperatively, individually and students interact closely with peers and teachers, where learning
can be assessed, enhanced and monitored effectively for students’ attitudes towards Physics practical. From the forgoing, the
aim of a good laboratory state and practices in science education include: attaining research and technical skills, actualizing
learning by practical approach and producing effective learning and products. Understanding and experiencing scientific
phenomena and scientific process are goals of most science laboratories.
To achieve these goals, the state of laboratory should provide students with the opportunity to reconstruct knowledge
and restructure information. Afolabi and Akinbobola (2012) reported that, conducting scientific discovery requires that
students have easy equitable and frequent opportunities to use wider range of materials, equipment, tools, supplies and other
resources for experimentation and direct investigation of phenomena. Therefore, schools must make every attempt to ensure
safe, effective and functional laboratory. Also, laboratory experiences provide opportunities for students to interact with the
materials or data drawn from the materials using different apparatus and equipment, data collection techniques, models, and
theories of science. These students’ activities include physical manipulation of the real-world substances or system under
investigation and interaction with stimulations. Physics Science laboratory should therefore be designed with the following

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goals in mind: motivating students to have good attitudes towards Physics practical; promoting good attitudes of subject
discipline; practical Physics appearing to be preferred by the students; developing the nature of science phenomena through
practical Physics ; Physics practical appearing to work well for students at all ability levels; practical Physics enhancing
science process skills; Providing less direction and therefore assign students with more responsibility to determine procedural
strategies; Cultivating positive attitudes in science and positive attitudes in learning science; producing significantly more
educational gains; enhancing teamwork abilities and Understanding the ambiguity and complexity of empirical work
(Akinbobola, 2011).
Practical knowledge refers to that knowledge connected with reality rather than ideas and theories. It is the
knowledge acquired through the practical approach scientific investigation in the teaching and learning of science (Usman &
Sule, 2017). Practical approach refers to any teaching and learning activity which involves students in observing and
manipulating real objects and materials. The term practical is used in reference to laboratory work and the state of the
laboratory characterizing the kind of activity which could mal or boost the attitudes of students towards practical Physics.
Since laboratory is a place for Physics practical to be conducted, it has to be well furnished and equipped to retain better
perception of students’ attitude towards practical Physics (Usman & Sule, 2017). The proper teaching of science in particular
calls for theoretical explanation and demonstrations by the teacher, enriched by questions and answers, as well as practical
work by students. This calls for a space modification to accommodate all these activities (Ikitde, 2011). For secondary school
in Nigeria, two different spaces are provided; one for theoretical presentation and the second one for demonstration and
students’ practical work.
Statement of the Problem
In spite of all the advantages and the recognition given to science subjects as the pivot for technological and economic
development of a nation, the laboratory state in which the science subjects supposed to be learnt seems not to be conducive
for effective teaching and learning process. A good laboratory state does not only help students learn but inspires them and
improves their attitude toward science (Townsend, 2012).
Ideally, the Physics curriculum at the secondary school in Nigeria is aimed at promoting students’ positive attitude
towards practical for development of cognitive, psychomotor, collaborating spirit, creative and critical thinking skills through
various practical works. However, the state of Physics laboratories at the secondary schools has been observed to be
unsatisfactory and counter product to attaining the lofty aims of practical teaching and learning of Physics.
Purpose of the Study
This study focussed on the state of Physics laboratories in public and private senior secondary schools in Makurdi
Metropolis of Benue State with the objectives to:
1. Find out the state of Physics laboratories in public schools.
2. Determine the state of Physics laboratories in private schools.
Research Questions
1. What is the state of Physics laboratories in public secondary schools?
2. What is the state of Physics laboratories in private secondary schools?

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Literature Review
Theoretically, Bloom (1956) identified three domains of learning that are equally important to the student which are
cognitive, affective and psychomotor domains. Despite the emphasis on these domains for students’ development, majority
of assessments done in schools tend to focus only on the cognitive domain to the neglect of psychomotor and affective domains
which has to do unfailingly with laboratory state and science students’ attitudes towards science (Akinbobola, 2011). Njelita
(2008), Usman and Sule (2017) as well as Lee and Sulaiman (2018) express worry that psychomotor skills which are learned
during practical work to improve the affective skills are hardly taught to students. The situation in most Nigeria secondary
schools is that practical work is hardly conducted or mostly ignored. In some schools, practical work is conducted only once
or twice in a whole term due to undermined laboratory state. Conceptually, Positive attitude and enthusiasm are not the only
benefits of quality laboratory state. Increased skills in proficiency, development of logic skills, data interpretation, and finding
more than one interpretation of data are benefits of good laboratory state. The benefits of quality laboratory state which
enhances science students’ attitudes in Physics practical cannot be overemphasized.
Empirically, Lee and Sulaiman (2018) examined effectiveness of practical work on students’ motivation and
understanding towards learning Physics, Samporna district in Sabah Malaysia and found that no significant difference in their
motivation towards learning Physics. However, the study did not consider laboratory state. Hence, the need to determine the
state of Physics laboratories in secondary school in Makurdi Metropolis. Oluwasegun, Ohwofosirai and Emagbetere (2015)
examined impact of Physics laboratory on secondary school students offering Physics in Ethiope West Local Government
Area of Delta State and found that Physics laboratory helps in the teaching of Physics students in secondary school. However,
the study did not look at laboratory state and did not consider secondar schools in Makurdi, Benue State. That is why the state
of Physics laboratory in private and public secondary school in Makurdi Metropolis was studied.
Methodology
The state of Physics laboratories in private and public secondary schools in Makurdi was studied using a descriptive
survey research design. The population of the study was 63 (24-public + 39-private) Senior Secondary Schools in Makurdi
Metropolis at Senior Secondary Certificate Examination (SSCE) mock for 2022/2023 academic session (Benue State
Examination Board - BSEB, 2023). A proportionate random sample of 32 (12-public + 20-private) senior secondary schools
in Makurdi metropolis was drawn for the study. The sample, which is 38% (public) and 62% (private) of the population, was
deemed appropriate for the study (Achor & Ejigbo, 2010; Emaikwu, 2013). Physics Laboratory Checklist (PLC) adapted from
National Examination Council of Nigeria (NECO). The validity of PLC was checked by three experts; two in Physics
Education and one in Test and Measurement at Benue State University, Makurdi. PLC had sections A and B. Section A
generated demographic data and section B had 89-Physics laboratory items to check the state of Physics laboratories in public
and private secondary schools based on a 4-point scale of: Very Good (VG) = 4, Good (G) = 3, Poor (P) = 2 and Very Poor
(VP) = 1. PLC was trial tested on a sample other than the actual sample fort the study with a Cronbach alpha reliability value
of 0.97 and used for data collection. Mean was used to answer the research questions.
Results
The result of the study is as presented in the Tables 1.

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Table 1: State of Physics laboratories in private and public secondary schools
S/N
Item
Group
𝒙

SD
Remarks
S/N
Item
Group
𝒙

SD
Remarks
1
Separate Physics
laboratory
Public
4
0.0
Very Good
46
Transistor
Public
1
0.0
Very Poor
Private
1
0.0
Very Poor
Private
1
0.0
Very Poor
2
Physics practical
work book.
Public
4
0.0
Very Good
47
Capacitor
Public
1
0.0
Very Poor
Private
1
0.5
Very Poor
Private
1
0.0
Very Poor
3
Metre rule
Public
3
0.5
Good
48
Resistor
Public
2
10
Very Poor
Private
2
1.0
Poor
Private
1
0.0
Very Poor
4
Vernier Calliper
Public
3
1.0
Good
49
Pendulum
Public
2
0.0
Good
Private
1
0.0
Very Poor
Private
1
0.0
Very Poor
5
Screw Gauzes
Public
2
0.0
Poor
50
Kater’s
Pendulum
Public
1
0.0
Very Poor
Private
1
0.0
Very Poor
Private
1
0.0
Very Poor
6
Protractor
Public
2
1.0
Poor
51
Parallelogram
apparatus
Public
1
0.0
Very Poor
Private
1
0.0
Very Poor
Private
1
0.0
Very Poor
7
Spring Balance
Public
3
1.0
Very Poor
52
Tripod Stand
Public
1
0.0
Very Poor
Private
1
0.0
Very Poor
Private
1
0.0
Very Poor
8
Spherometer
Public
1
0.0
Very Poor
53
Thread
Public
2
0.5
Poor
Private
1
0.0
Very Poor
Private
1
0.0
Very Poor
9
Triple beam
balance
Public
1
0.0
Very Poor
54
Tuning fork
Public
1
0.0
Very Poor
Private
1
0.0
Very Poor
Private
1
0.0
Very Poor
10
Speedometer
Public
1
0.0
Very Poor
55
Vibration
generator
Public
1
0.0
Very Poor
Private
1
0.0
Very Poor
Private
1
0.0
Very Poor
11
Sextant
Public
1
0.5
Very Poor
56
Sonometer
Public
1
0.0
Very Poor
Private
1
0.0
Very Poor
Private
1
0.0
Very Poor
12
Concave Lenses
Public
2
0.0
Poor
57
Resonance
apparatus
Public
1
0.0
Very Poor
Private
1
0.0
Very Poor
Private
1
0.0
Very Poor
13
Convex Lenses
Public
2
0.5
Poor
58
Copper
calorimeter
Public
1
0.0
Very Poor
Private
1
0.0
Very Poor
Private
1
0.0
Very Poor
14
Rectangular
Prism
Public
1
0.5
Very Poor
59
Steam boiler
Public
1
0.0
Very Poor
Private
2
0.5
Poor
Private
1
0.0
Very Poor
15
Triangular Prism
Public
3
0.5
Good
60
Thermometer
Public
1
0.5
Very Poor
Private
3
18
Good
Private
1
0.0
Very Poor
16
Flat mirror
Public
3
10
Good
61
Thermal
Conductivity
Detector
Public
1
0.0
Very Poor
Private
2
10
Poor
Private
1
0.0
Very Poor
17
Concave mirror
Public
3
0.5
Good
62
Density ball
Public
1
0.0
Very Poor
Private
1
0.0
Very Poor
Private
1
0.0
Very Poor
18
Convex mirror
Public
3
10
Good
63
Lee’s
Apparatus
Public
1
0.0
Very Poor
Private
1
0.0
Very Poor
Private
1
0.0
Very Poor
19
Plain paper
Public
3
1.5
Good
64
Compass
Public
1
0.0
Very Poor
Private
2
0.6
Poor
Private
1
0.0
Very Poor
20
Optical Bench
Public
3
1.5
Good
65
Bar magnets
Public
1
0.5
Very Poor
Private
3
1.7
Good
Private
2
0.5
Poor

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21
Optical Pins
Public
4
0.0
Very Good
66
Iron fillings
Public
1
0.0
Very Poor
Private
4
0.0
Very Good
Private
2
1.5
Poor
22
Glass slab
Public
1
0.0
Very Poor
67
Microscopy
and Imaging
Apparatus
Public
1
0.0
Very Poor
Private
1
0.0
Very Poor
Private
1
0.5
Very Poor
23
Rheostats
Public
3
0.5
Poor
68
Young’s
modulus
apparatus
Public
1
0.0
Very Poor
Private
1
0.0
Very Poor
Private
1
0.0
Very Poor
24
Multi-metre
Public
1
0.0
Very Poor
69
Fly Wheel
Apparatus
Public
1
0.0
Very Poor
Private
2
10
Poor
Private
1
0.0
Very Poor
25
Voltmeter
Public
4
10
Very Good
70
Centrifuge
Machine
Public
1
0.0
Very Poor
Private
1
0.5
Very Poor
Private
1
0.0
Very Poor
26
Ammeter
Public
2
0.0
Poor
71
Knife Edge
Public
2
10
Poor
Private
1
0.0
Very Poor
Private
1
0.5
Very Poor
27
Decade Box
Public
1
0.0
Very Poor
72
Masses
Public
3
10
God
Private
1
0.0
Very Poor
Private
1
0.5
Very Poor
28
Galvanometer
Public
2
0.5
Poor
73
Transformer
Public
3
0.5
Good
Private
1
0.0
Very Poor
Private
1
0.0
Very Poor
29
Ballistic
Galvanometer
Public
1
0.0
Very Poor
74
Resistance box
Public
2
0.0
Poor
Private
1
0.0
Very Poor
Private
1
0.0
Very Poor
30
Wein’s bridge
Public
1
0.0
Very Poor
75
Stop watch
Public
3
10
Good
Private
1
0.0
Very Poor
Private
1
0.0
Very Poor
31
Anderson Bridge
Public
1
0.0
Very Poor
76
Circuit board
Public
2
10
Poor
Private
1
0.0
Very Poor
Private
1
0.0
Very Poor
32
Maxwell Bridge
Public
1
0.0
Very Poor
77
Mirror holder
Public
4
10
Very Good
Private
1
0.0
Very Poor
Private
1
0.0
Very Poor
33
Battery
eliminator
Public
2
0.5
Poor
78
Mass hanger
Public
4
0.0
Very Good
Private
1
0.0
Very Poor
Private
1
0.0
Very Poor
34
Daniell cell
Public
2
0.5
Poor
79
Key
Public
3
0.5
Good
Private
1
0.0
Very Poor
Private
1
0.0
Very Poor
35
Meter bridge
Public
1
0.0
Very Poor
80
Jokey
Public
3
0.5
Good
Private
1
0.0
Very Poor
Private
1
0.0
Very Poor
36
Leclanché cell
Public
1
0.0
Very Poor
81
Electric wires
Public
3
0.0
Good
Private
1
0.5
Very Poor
Private
1
0.0
Very Poor
37
Ohm’s law
apparatus
Public
1
0.0
Very Poor
82
Retort stand
Public
3
0.0
Good
Private
1
0.0
Very Poor
Private
1
0.0
Very Poor
38
Bread Board
Public
1
0.0
Very Poor
83
Ray box
Public
3
0.5
Good
Private
1
0.0
Very Poor
Private
1
0.0
Very Poor
39
Thyratron Valve
Public
1
0.0
Very Poor
84
Screen
Public
3
0.0
Good
Private
1
0.0
Very Poor
Private
1
0.0
Very Poor
40
Thyristor
Public
1
0.0
Very Poor
85
G Clamp
Public
3
0.5
Good
Private
1
0.0
Very Poor
Private
1
0.0
Very Poor
41
Diode
Public
1
0.0
Very Poor
86
Lab tong
Public
3
0.0
Good
Private
1
0.0
Very Poor
Private
1
0.0
Very Poor
42
Photodiode
Public
1
0.0
Very Poor
87
Potential metre
Public
3
0.0
Good
Private
1
0.0
Very Poor
Private
1
0.0
Very Poor
43
Zener Diode
Public
1
0.0
Very Poor
88
Metre bridge
Public
3
0.0
Good
Private
1
0.0
Very Poor
Private
1
0.0
Very Poor

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44
Light Emitting
Diode (LED)
Public
1
0.0
Very Poor
89
Heat apparatus
Public
2
0.5
Poor
Private
1
0.0
Very Poor
Private
1
0.0
Very Poor
45
Triode
Public
1
0.0
Very Poor
Private
1
0.0
Very Poor
Cluster Mean
Public
2
Poor
Private
1
Very Poor
Note: 𝑥 = Mean, SD = Standard Deviation
Table-1 shows that most items were regarded as very poor or poor except few items which showed good and very
good. The low cluster mean ratings of two and one implies that the state of Physics laboratories in public senior secondary
schools is poor; while that of private schools is very poor. Thus, Physics laboratory state in private schools is worse than that
of the public schools with a cluster mean difference of 1.00 in favour of publics schools.
Discussion of Findings
The result of the study revealed that the state of Physics laboratories in public senior secondary schools is poor; while
that of private schools is very poor with a cluster mean difference of 1.00 in favour of publics schools. This implies that the
state of Physics laboratories is worse in private than it is in public secondary schools in Makurdi Metropolis. This finding is
in line with the research findings by Oluwasegun, Ohwofosirai and Emagbetere (2015) who found that Physics laboratory
helps in the teaching of Physics students in secondary schools. However, the findings disagree with Lee and Sulaiman (2018)
who found no difference among students towards learning Physics practical. This disparity could be as a result method used
and even differences in location of the studies.
Conclusion
Sequel to the findings of this study, it is evidently clear that the poor state of Physic laboratories in public and private
secondary schools can hardly produce effective and efficient teaching and learning of practical Physics. If this ugly trend is
not timely checked, it may engender students’ low interest and negative attitude in/towards Physics besides poor performance.
Recommendations
Based on the findings of this study, the following recommendations were made:
1. Since good state of Physics laboratories develops students’ attitudes towards practical Physics the
government and proprietors of private secondary schools should be encouraged to build separate Physics
laboratories and stock them with relevant equipment and materials.
2. School managements and Physics teachers should reframe their activities schedules to make sure that
students are engaged with practical experiences in Physics as frequent as possible as this will help in
developing students’ attitudes towards Physics practical.
3. Training and retraining of teachers on the use of Physics laboratories by the concerned authorities should
not be neglected.

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