Availability Adequacy Utilization and provision of school laboratory equipment for teaching agricultural science in senior secondary school in Gombe State

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CHAPTER ONE

INTRODUCTION

• Background to the Study

The availability, adequacy, utilization, and provision of school laboratory equipment for teaching agricultural science in senior secondary schools is a critical factor in the quality of education. According to a study by Ogunyemi and Adedoyin (2017), the availability of laboratory equipment significantly influences the students’ performance in agricultural science. The study found that schools with well-equipped laboratories had students who performed better in agricultural science than those in schools with poorly equipped laboratories.

The adequacy of laboratory equipment is another crucial aspect. A study by Oloruntegbe and Alam (2010) found that the adequacy of laboratory equipment directly impacts the students’ understanding and interest in agricultural science. The study revealed that students in schools with adequate laboratory equipment had a better understanding and showed more interest in agricultural science than those in schools with inadequate equipment.

The utilization of laboratory equipment is equally important. According to a study by Ezeudu et al. (2013), the effective utilization of laboratory equipment enhances the teaching and learning of agricultural science. The study found that students in schools where laboratory equipment was effectively utilized had a better understanding and performed better in agricultural science than those in schools where the equipment was not effectively utilized.

The provision of laboratory equipment is also a significant factor. A study by Aina and Akintunde (2014) found that the provision of laboratory equipment significantly influences the teaching and learning of agricultural science. The study revealed that schools that regularly provided laboratory equipment had students who performed better in agricultural science than those in schools that did not regularly provide the equipment.

However, despite the importance of the availability, adequacy, utilization, and provision of laboratory equipment, many schools still face challenges in these areas. According to a study by Ogunyemi and Adedoyin (2017), many schools lack the necessary laboratory equipment for teaching agricultural science. The study found that this lack of equipment significantly hinders the teaching and learning of agricultural science.

The availability, adequacy, utilization, and provision of school laboratory equipment are critical factors in the teaching and learning of agricultural science in senior secondary schools. More efforts should be made to ensure that schools have the necessary laboratory equipment and that this equipment is adequately utilized.

 Statement of the Problem

The availability of laboratory equipment for teaching agricultural science in senior secondary schools is a critical issue that has been a subject of concern in recent years. The lack of adequate laboratory equipment in schools hampers the effective teaching and learning of agricultural science. This is because practical lessons, which are essential for understanding the subject, cannot be effectively carried out without the necessary equipment.

The adequacy of the available laboratory equipment is another problem. Even in schools where some equipment is available, they are often not enough to cater to the needs of all the students. This inadequacy of equipment leads to overcrowding and ineffective practical sessions. The inadequacy of laboratory equipment in schools is a major factor contributing to the poor performance of students in agricultural science.

The utilization of the available laboratory equipment is also a significant issue. Many teachers lack the necessary skills to effectively utilize the available laboratory equipment. This lack of skills often results in the underutilization of the equipment, thereby affecting the quality of teaching and learning of agricultural science.

The provision of laboratory equipment is another problem. Many schools lack the necessary funds to procure the needed equipment. Many schools in developing countries cannot afford to purchase the necessary laboratory equipment for teaching agricultural science. This lack of funds often results in the use of outdated or substandard equipment, which affects the quality of education.

The aforementioned problems have serious implications for the teaching and learning of agricultural science in senior secondary schools. The lack of adequate and functional laboratory equipment in schools is a major factor contributing to the low interest of students in agricultural science. This low interest often results in poor performance and low enrolment in the subject.

The availability, adequacy, utilization, and provision of laboratory equipment for teaching agricultural science in senior secondary schools is a problem that needs urgent attention. Improving the availability and quality of laboratory equipment in schools is essential for improving the quality of education and promoting interest in agricultural science. Therefore, there is a need for stakeholders in the education sector to invest more in the provision of quality laboratory equipment for schools.

• Aim and Objectives of the Study

The study examines the availability Adequacy Utilization and provision of school laboratory equipment for teaching agricultural science in senior secondary school in Gombe State. The specific objectives of the study are:

1. To assess the availability of laboratory equipment for teaching agricultural science in senior secondary schools.
2. To evaluate the adequacy of the existing laboratory equipment in meeting the teaching needs of agricultural science.
3. To understand the extent of utilization of the available laboratory equipment in the teaching of agricultural science.
4. To examine the provision process of laboratory equipment for agricultural science teaching in senior secondary schools. 

• Research Questions

The research questions are buttressed below:

1. What is the current state of availability of laboratory equipment for teaching agricultural science in senior secondary schools?
2. How adequate is the existing laboratory equipment in meeting the teaching needs of agricultural science in senior secondary schools?
3. To what extent are the available laboratory equipment utilized in the teaching of agricultural science in senior secondary schools?
4. What is the process involved in the provision of laboratory equipment for agricultural science teaching in senior secondary schools?

• Research Hypothesis

The hypothetical statement for the study is buttressed below:

H_O:  Availability of laboratory equipment has no significant impact on the teaching agricultural science in senior secondary schools.

H₁:  Availability of laboratory equipment has significant impact on the teaching agricultural science in senior secondary schools.

• Significance of the Study

The significance of the study on the availability, adequacy, utilization, and provision of school laboratory equipment for teaching agricultural science in senior secondary schools is multi-faceted. Firstly, it highlights the importance of practical learning in the field of agricultural science. Practical learning, facilitated by well-equipped laboratories, allows students to gain hands-on experience and a deeper understanding of the subject matter. This is particularly important in agricultural science, where theoretical knowledge needs to be complemented by practical skills.

Secondly, the study underscores the role of adequate and available laboratory equipment in enhancing the quality of education. The presence of sufficient and functional laboratory equipment can significantly improve the teaching and learning process. It enables teachers to demonstrate various agricultural practices effectively, and students to practice and reinforce what they have learned in the classroom. This, in turn, can lead to better student performance and a higher interest in the subject.

Thirdly, the study emphasizes the need for proper utilization of laboratory equipment. Even when adequate equipment is available, it is the correct and regular use of these resources that ensures effective learning. The study can help identify gaps in utilization and suggest ways to address them, thereby ensuring that the available resources are used to their full potential.

Fourthly, the study brings attention to the provision aspect. It is not enough to have laboratory equipment; they need to be up-to-date and relevant to the current agricultural practices. The study can help in identifying outdated equipment and the need for new, more advanced ones. This can guide policy decisions regarding investment in educational resources.

Fifthly, the study can serve as a basis for policy formulation and implementation. The findings can provide valuable insights to education policymakers and school administrators about the current state of laboratory facilities in senior secondary schools. This can inform strategies to improve the availability, adequacy, and utilization of laboratory equipment for teaching agricultural science.

Lastly, the study has implications for the broader goal of promoting agricultural education. By improving the quality of agricultural science teaching in schools, we can inspire more students to pursue careers in agriculture. This is crucial in a world where agriculture plays a vital role in food security and sustainable development. Therefore, the study contributes not only to the field of education but also to the larger societal goals.

• Scope of the Study

The study examines Availability Adequacy Utilization and provision of school laboratory equipment for teaching agricultural science in senior secondary school in Gombe State. The study is restricted to selected senior secondary school in Gombe State.

• Operational Definition of Terms

1. Availability: This refers to the presence or accessibility of something when needed. In the context of school laboratory equipment, it means that the necessary tools and materials for teaching and learning are present and can be accessed by the students and teachers.
2. Adequacy: This term refers to the sufficiency or appropriateness of something in terms of quantity and quality. In relation to school laboratory equipment, it means that the tools and materials available are enough in quantity and are of good quality to effectively facilitate teaching and learning.

8. Utilization: This refers to the act of using something effectively. In the context of school laboratory equipment, it means that the available tools and materials are being used properly and efficiently for teaching and learning purposes.
9. Provision: This term refers to the act of supplying or making available something that is needed. In the context of school laboratory equipment, it means the process of supplying the necessary tools and materials for teaching and learning.
10. School Laboratory Equipment: These are the tools, materials, and apparatuses used in a school laboratory for practical lessons and experiments. They aid in the teaching and learning process, especially in science-related subjects.
11. Teaching: This is the act of imparting knowledge or instructing someone on how to do something. In the context of this study, it refers to the process of educating students about agricultural science using the available laboratory equipment.
12. Agricultural Science: This is a broad multidisciplinary field that encompasses parts of exact, natural, economic, and social sciences used in the practice and understanding of agriculture. It involves the study of how to use and improve farming practices to cultivate the land and raise livestock.
13. School: This is an institution designed for the teaching of students under the direction of teachers. It provides a learning environment for students to acquire knowledge and skills.

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Availability Adequacy Utilization and provision of school laboratory equipment for teaching agricultural science in senior secondary school in Gombe State