ABSTRACT

This study was carried out because there is a special need to know the effects of the availability of laboratory and science equipment on student’s performance in the West African School Certificate Biology examination in some selected secondary schools in Ovia North East Local Government Area of Edo State. The study was based on three hypotheses two of which were accepted while the third was rejected. Those accepted were:

1. That school with laboratory and appropriate science equipment perform better in the West African school certificate biology examination than schools without laboratory and appropriate science equipment.
2. Those schools where the students make more use of the laboratory and science equipment in their biology classes perform better than schools which make less use of the laboratory and science equipment in their biology classes.

The hypothesis which stated that schools with laboratory and science equipment and with laboratory and science equipment but with untrained biology teachers was rejected. The data for this study were obtained through this use of questionnaires and records of the West African school certificate biology examination result (2003-2010). From the study, it was concluded that the availability and regular use of the biology laboratory science equipment brings about better performances of students in biology at the West African school certificate examination.

From the findings, it was recommended that”

1. Biology laboratories should be built in schools by the government/PTA, and funds should be provided by the government for the purchase of laboratory apparatus.
2. Teachers should endeavour to hold practical classes for every practicable topic that is taught in the class. Some degree of freedom should be given to the students to work on their own in the laboratory.
3. Practical note books or work book from S.S.1 to S.S. 3 should be made available for marking as part of the practical examination in WASC biology examination.
4. Graduate and NCE teachers should go to schools to teach. They should be paid their salaries and allowances promptly. Teachers already in the field but are untrained should be made to undergo a training programme so as to enhance their teaching methods.
5. The 6-3-3-4- system of education, should not be seen as a change of subject matter.

TABLE OF CONTENT

Chapter One: Introduction

Statement of the problem

Significance of the study

Hypothesis

Delimitation of study

Limitation of study

Definition of terms

Chapter Two: Review of Related Literature

A brief introduction of this chapter comprising the sub-heading to be treated.

Importance of Science Education.

Approach to the teaching of biology as a science.

The place of the laboratory.

Discussion of these relevant sub-headings by reviewing recent related works of other authors.

Adequacy of the laboratory and Science equipments.

A brief summary of chapter two

Chapter Three: Methodology and procedure of study

Research design

Population of the study

Sample of the study

Sampling techniques adopted

Instrumentation

Validation of instrument

Method of data collection

Method of data analysis

Chapter Four: Presentation of Data and Discussion of Results

Use of relevant tables or statistics to present and analyze the data.

A discussion of the results derived from the data.

Chapter Five: Summary, Conclusion and Recommendation

Questionnaire        

Bibliography or References

LIST OF TABLES

Table

I.         summary of the schools report (page 18) of the west African school certificate biology examination result (2003-2010)

II.       summary of frequency and percentage distribution of teachers and students responses to the degree of adequacy (page 19) of their laboratory and science equipments

III.      Qualification of biology teachers adequacy of the laboratory and science equipment and students past performance in WASSCE.

IV.     Summary of teachers responses to the frequency of use of the biology laboratory and science equipment and (page 23) schools past performances in biology at the WASSCE

V.       Summary of student’s response to the frequency of the use of the biology (page 24) laboratory and science equipment.

CHAPTER ONE

INTRODUCTION

Every human being has an element of curiosity in him or herself, this element of curiosity when added to interest leads an individual to be involved in the act of inquiry.

However, the degree at which this act of curiosity develops in individual part of science. An American scientist; James B.C. (1980) define science as an interconnected series of concepts and conceptual schemes that have developed as a result of experimentation and observation and are faithful of further observation and experimentation.

Oguntonade C.B. further defines science basically as rational inquiry which is generated by a desire to explain the phenomena of human experience, commenting further, he states that any claim to a satisfactory or acceptable discipline in general.

However, whatever opinion people hold about science, there is no doubt that science has come to stay as an integral part of our wellbeing,. It is therefore relevant for any nation to embrace science in her educational pursuit.

As rightly noted by Professor Babs Fafunwa “a nation that overtook the significant truism of science in our age has her own peril. Science in our age has obviously become a necessary tool to good living, to health, home making and to leisure add to national defense.

According to Biology for the certificate year a millennium text sees biology as a branch of science that deals with the study of living things, it can also be seen as a very important part of science which is helping science to fulfill the major role that science plays in the life and well-being of any nation.

Curriculum planets over the years have become aware of the importance of biology as an integral part of science and there attempted to give biology as well as other sciences proper attention in the secondary school education but sad however, is the fact that the teaching of biology as a subject In our secondary schools is more of a theoretical knowledge.

Indeed no attention has been directed towards making biology as a way of thought of attitudes or as a product.

One of the ways in which biology teaching and learning could be seen as a way of thought; attitude or as product is by emphasizing the importance of laboratory and of course the need for the availability and use of the necessary science equipment in the schools science laboratory.

The laboratory has been seen by Pinchas Tamir as “a place where students are engage in hands on activities such as observations and experiments” commenting further, he stated that a laboratory must be used not only to verify but to find her investigation and enquiry.

This study on the “effects of the availability of laboratory science equipment on students performances in biology at the west African school certificate examinations (WASCE) will attempt to offer a broad base for the need to making the teaching and learning of sciences in general and biology in particular to be seen as a way of thought, of attitude or of products.

STATEMENTS OF THE PROBLEM 

The major problem of this study was to examine the possible effect of the availability of laboratory and science equipments in student’s performances in the West African school certificate biology examination. A survey of this problem therefore formed the basis of this study.

SIGNIFICANCE OF THE STUDY

It is also interesting to note that the planners of education in this country realize the importance of science in that nation’s education. It is required that the teaching/learning of any science subject should be conceived of as a way of thought of attitude or as product. This placing of more emphasis on practical work in the teaching and learning of biology as well as other sciences will render them to achieve the goal by the teachers and students alike.

This study will therefore be of utmost importance to the curriculum designers, the principals, science teachers in general, the biology teachers in particular, parents/guardians and the students.

To the curriculum designers, the study will help them to see the need for structuring the science curriculum in order to meet with the nation’s desire which is that of producing students that can live effectively in our modern age. This is exactly the aim of the 6-3-3-4 system of educations.

To the principals of schools, science teacher’s parents and guardians, this study is important for it will help them to see the need for having a well equipped and effectively used laboratory.

The importance of having good teachers to make use of the laboratory and the science equipments is very essential.

A good teacher as it is said make teaching and learning look easy. The availability of the laboratory and science equipment will inspire the good teacher to utilize them effectively.

The study will enable the students to see the need for developing his or her own creative thinking and his or her own manipulative skill or ability.

The net effect of these however, is the fact that the government stands to realize her long desired aim which is that of producing individuals who is capable of acquiring the appropriate skills, abilities and competence both mental and physical, which stands as an equipment for the individual to live in and contribute to the development of his or her society.

There will also be rise in the success of students in the West African school certificate biology examination.

HYPOTHESIS 

In this study, the following hypothesis will be tested:

1.    That school with both laboratory and appropriate science equipment perform better in the west school biology examination than schools without laboratory and appropriate science equipment.

2.    Those schools with laboratory and science equipment trained biology teachers perform better I biology in the WASCE than school with laboratory and science equipments but with untrained teachers in biology.

3.    That schools where the students make more use of the laboratory and science equipments in biology classes perform better than schools which make less use of the laboratory and science equipment in their biology classes.

DEFINITION OF TERMS      

Laboratory: It is a place providing opportunities for experimentation observation or practice in a field of study.

Science equipment: In this context, it refers to all the necessary materials and supplies required for teaching and learning of biology in the secondary schools.

Experimentation: The process through which an operation is carried out under controlled condition in order to discover an unknown effect of law, to test or establish a hypothesis or to illustrate a know law.

Curriculum: This is the variety of the institutional activities planned and provided for pupils by the local school or school system.

Inquiry: the searching for scientific information.

Observation: A systematic careful study of events based on measurement.

Trained teacher: In the context of this study he is the teacher who has undergone an academic programme in a science (biology) and educational principles and practice in a higher institution such as in a College of Education and the University.

Untrained teachers: Refers to the teacher that has undergone an academic programme in any of the sciences but without a course in educational principles and practice from a higher institution such as the College of Education and University.

W.A.S.C.E West African school certificate examination: an examination set for by every eligible final year students of a secondary school i.e. S.S.3 in Nigeria and some other West African countries.