Abstract: The study was conducted to investigate Availability And Utilization Of Laboratory Resources In Teaching And Learning Biology in Secondary School in Uyo Local Government Area. A survey design was employed in carrying out the study. All Biology teachers were used for the study. A total of nineteen (19) selected teachers and one hundred students were drawn from all the eight (8) Secondary Schools in Nsit Ibom Local Government Area. A stratified sampling technique was adopted to select the nineteen teachers for the study. “Availability of Laboratory Materials and teaching of Biology questionnaire (ALMTBQ) and Utilization of Laboratory Materials and Learning of Biology Questionnaire (ULMLBQ) containing twenty (20) items was the instrument for data collection.
The generated data was analyzed using mean deviation and simple percentage (%). The result of the findings revealed that the availability of laboratory materials affect the teaching of Biology in secondary schools. The result from the finding revealed the extent to which the laboratory materials are available in the teaching of Biology in secondary school. Also, the utilization of laboratory materials affect the learning of biology in secondary schools. Finally, the result revealed that the utilization of laboratory materials affect the learning of Biology in secondary schools. It was therefore recommended that science teachers should be provided and encouraged to practically teach Biology with the use of the available laboratory materials in their schools to enhance understanding.
Availability And Utilization Of Laboratory Resources In Teaching And Learning Biology
1.1 Background to the Study
Science is doing and involves regular hands – on practical work for learners to develop scientific literacy to face global challenges. Biology as a science subject is studied or taught by using different methods which employs the use of all sense organs including olfactory (smell), gustatory (taste), auditory (hearing), kinesthetic (skin),and optical (seeing) of which only the application of theory in teaching and learning could not yield 100-percent accuracy without the use of laboratory resources. Thus, effective teaching and learning of biology in secondary schools with the use of laboratory resources is very necessary if biology teachers must gainfully achieve stated objectives.
Biology as a science subject is based on practicals and experiments. Its objectives as contained in the National policy on education (FRN, 2013) include among others to equip learners with meaningful and relevant knowledge of Biology. It is only through the availability and utilization of these materials (laboratory materials) that the above objectives and goals can be achieved.
Utilization of laboratory facilities defines the extent or how often the available science laboratory materials are used during classes or laboratory sessions. These materials includes beakers, Petri-dish etc. According to Lawal (2013), such materials promote learning by doing, make the classroom lively, real, and meaningful and have the potential to make the content worth learning.
When this laboratory materials are used it will promote creativity and self-reliance and at the same time, contributes meaningfully to effective teaching. Some Laboratory materials can be readily acquired, modified or developed by ingenious teachers to suit various needs and purposes in the teaching/learning process (Nkang, 2012).
The science laboratory has a direct effect on both students’ attitudes and academic performance as per the instructional theory of learning interaction. It is generally believed that constant practice leads to proficiency in what the learner learns during classroom instruction; hence, the dictum “practice makes perfect” (Lawal, 2013). The quality of teaching and learning experience depends on the extent of the adequacy of laboratory facilities in secondary schools and the teacher’s effectiveness in the use of laboratory facilities with the aim of facilitating and providing meaningful learning experiences in the learners.
The availability and adequate use of laboratory facilities during science instruction helps to develop values that aid the learners in decision-making. The laboratory is a distinctive feature in science teaching and learning. (Stuckey, 2013).
Lyons (2012), states that learning is a complex activity that involves interplay of students‟ motivation, physical facilities, teaching resources, skills of teaching and curriculum demands. The process of managing and organizing resources is called resource utilization. The utilization of resources (laboratory facilities) in education brings about fruitful learning outcomes since resources stimulate students learning as well as motivating them. It is therefore necessary for the teachers to utilize available resources in teaching the learners in order to help the students comprehend the lesson with ease which will in turn improves their overall achievement in school.
1.2 Statement of the Problem
The continuous record of students’ poor attitudes towards the study of Biology is a serious problem in the Nigeria educational system, most especially at the secondary school level. Teaching and learning of biology ought to be simplified, comprehensive and concrete. Extensive use of laboratory resources makes biology interesting, stimulating and understandable to the learners. The success of biology students in secondary schools largely depends on the availability and effective utilization of available human and material resources.
Biology as a science subject is faced with some problems, such as limited qualified teachers available, limited time allotted to practical classes to the minimal or even omit practical activities. Teachers find it difficult during laboratory activities to supervise and teach large classes and combine the practical effectively with normal class lessons. Students on their part have the problem of comprehending what is taught without the complementary laboratory activities in biology. Most laboratory resources are either lost, damaged or carelessly stored. It was on this background that the researcher became interested to investigate whether the availability and utilization of laboratory material affects teaching/learning effectiveness in Biology.
Availability And Utilization Of Laboratory Resources In Teaching And Learning Biology
1.3 Purpose of the Study
The main purpose of this study was to examine the availability and utilization of laboratory materials as it affects teaching/learning of biology in Secondary Schools in Uyo Local Government Area.
Specifically, the study sought to:
- Investigate the availability of laboratory materials in the teaching of Biology in secondary schools in Uyo local Government Area.
- Examine the extent of the utilization of laboratory materials in the learning of Biology in secondary schools in Uyo Local Government Area.
1.4 Significance of the Study
The findings of this study will be beneficial to the following persons: biology teachers, biology students, education administrators, policy makers, researchers, curriculum planners and textbook writers.
The result of the study could enable biology teachers to see the need for effective and efficient utilization of available laboratory resources provided to schools. In the same way, students will appreciate the need to manage and improvise laboratory resources in secondary schools.
Biology students would realize the importance of group and individual laboratory work situations in the effort of learning biology concepts. It could also help the students to become knowledgeable in the following areas: communication, problem-solving, self-confidence and critical thinking. These are knowledge they are expected to acquire from practical activities which could lead to students’ improvement on their academic achievement.
To education administrators as the recommendations will enhance educational growth. It will also furnish them with the quantity and quality of laboratory resources that are available in secondary schools the extent to which they are utilized for effective and efficient dispensation of lessons. They will also appreciate the need to plan, direct, control, co-ordinate and supervise institutions of higher learning to actualize national educational objectives.
The findings of this study will help policy makers to work out effective means of providing and managing resources in biology laboratories in secondary schools. This could be achieved through the establishment of resource centres where laboratory resources could be purchased, observed and experimented with at subsidized rates.
Researchers on assessing this study would find it useful since it will provide them with documents and reference materials.
To the curriculum experts the findings of the study could form a basis for introducing laboratory innovations in teaching at all levels to promote practical based learning in schools.
The textbook writers on assessing the findings of this study would upgrade the content of the textbooks to include fifty (50) percent practical and fifty (50) percent theoretical work on all science and its related subjects.