THE IMPORTANCE OF BIOLOGICAL SCIENCE LABORATORY APPARATUS IN THE TEACHING OF BIOLOGY IN SENIOR SECONDARY SCHOOLS; A STUDY OF SELECTED SECONDARY SCHOOLS IN IJEBU ODE, OGUN STATE
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THE
IMPORTANCE OF BIOLOGICAL SCIENCE LABORATORY APPARATUS IN THE TEACHING OF
BIOLOGY IN SENIOR SECONDARY SCHOOLS; A STUDY OF SELECTED SECONDARY SCHOOLS IN
IJEBU ODE, OGUN STATE
TABLE OF
CONTENTS
Cover Page –
– – – – – – – – –
Title Page –
– – – – – – – – –
Certification
– – – – – – – – – –
Dedication –
– – – – – – – – –
Acknowledgement
– – – – – – – – –
Abstract – –
– – – – – – – –
Table of
Content – – – – – – – – –
Chapter One:
Introduction
Background
of the Study – – – – – –
Statement of
the Problem – – – – – –
Objectives
of the Study – – – – – – –
Research
Questions – – – – – – –
Research
Hypotheses – – – – – – –
Significance
of the Study – – – – – – –
Scope/
Limitation of the Study – – – – – –
Definition
of Terms – – – – – – –
Chapter Two:
Review of Related Literature
2.1
Introduction – – – – – – – – –
2.2
Conceptual Framework – – – – – – –
2.3
Theoretical Framework – – – – – – –
2.4
Empirical Review – – – – – – – –
Chapter
Three: Research Methodology
3.1
Introduction – – – – – – – –
3.1 Research
Design – – – – – – – –
3.3 Area of
the Study – – – – – – – –
3.4
Population of the Study – – – – – – –
3.5 Sample
Size and Sampling Techniques – – – –
3.6
Instrumentation – – – – – – – –
3.7
Validation of the Instrument – – – – – –
3.8
Administration of the Instrument – – – – –
3.9 Method
of Data Analysis – – – – – – –
Chapter
Four: Presentation, Analysis and Interpretation of Data
4.1
Introduction – – – – – – – – –
4.2
Presentation and Analysis of Data – – – – –
4.3 Testing
of Hypotheses – – – – – – –
4.4
Discussion of Findings – – – – – – –
Chapter
Five: Summary, Conclusion and Recommendations
5.1
Introduction – – – – – – – – –
5.2 Summary
– – – – – – – – –
5.3
Conclusion – – – – – – – –
Introduction
Biology is
an incredibly fascinating field of study, because it is so fundamental to our
world. Biology plays a role in everyone’s lives and touches almost every aspect
of our existence in some way. Biological Science Laboratory Apparatus is
essential for meeting our basic needs of food, clothing, shelter, health,
energy, clean air, water and soil. Biological Science Laboratory Apparatus
enrich the quality of life in numerous ways by providing new solutions to
problems in health and materials and energy usage. Biology as one of the major
sciences is concerned with the composition, structure and properties of matter,
as well as the changes it undergo during chemical reactions in the human body.
The reason is that science can exert a dominant, if not decisive influence on
the life of individuals as well as on the developmental effort of a nation.
(Emoron, 1958) the universal recognition of the above submission is responsible
for the prime position that has been accorded since and in particular, Biology
worldwide. If biology is so important to the life of individuals and the
nation, then the input into teaching and learning of Biology to enhance greater
performance by the students should be of great concern but in the real sense
reverse is the case. The Government policy that admission into the universities
should be 60% of sciences and applied sciences and 40% arts and social sciences
are often times not accomplished because there are not enough students opting
for science related courses. Despite the
importance of Biology to mankind and the efforts of researchers to improve its
teaching and learning using Biological Science Laboratory Apparatus, the
achievement of students in the subject remain low in Nigeria. Among the factors
that have been identified as responsible for the observed trend and relevant to
this study are laboratory inadequacies. (Okegbile, 1996, Raimi, 1998; Bajah,
1999 and Adeyegbe, 2005) The National Policy on Education (NPE, 2004) devoted
section 11 of the policy on educational services which according to the
document is meant to “facilitate the implementation of education policy…and
make learning experiences more meaningful for the students”. The policy goes on
to specify measures in achieving the above objectives through the establishment
of teachers resource centers, educational resource centers, science and mathematics centers and workshops. More so,
modern Science curricula stress students’ involvement in Science activity and
teachers’ use of pedagogy that moves away from teacher-dominated to
student-centered. Empirical studies within and outside Nigeria have established
that students achieve greater learning both in cognitive and psychomotor domain
when resources are used for instructional purposes, (Ifeakor, 2006).
The
indispensability of the Biological Science Laboratory Apparatus to the teaching
of biology cannot be over emphasized. Science laboratory is an important
component in the learning of science subjects but it depends upon the degree to
which it is efficiently used, only the availability of Science laboratory is
not a guarantee of students’ performance until both the students and teachers
actually use Biological Science Laboratory Apparatus facilities efficiently
(Lewin, 2000).
The proper
use of laboratory and demonstration of experiments are the indicators of
student performance. Science laboratories are important only when they are used
in the school setting. If Science laboratories are provided to schools, there
are three possibilities that they remain unused, used inefficiently and used
efficiently. Furthermore, Science
laboratories are provided to schools with deficient quality and less quantity
of equipments, apparatus, materials, and chemicals owing to limited funds.
However, Biological Science Laboratory Apparatus may contribute to higher level
of academic achievement if used effectively and properly with national
commitment. Hofstein and Mamlok-Naaman
(2007) described the concept of the use of science laboratory in these words:
“Over the years, many have argued that science cannot be meaningful to students
without worthwhile practical experiences in the school laboratory”.
Unfortunately,
the terms ‘school laboratory or lab and practical’ have been used, too often
without precise definition, to embrace a wide array of activities. Typically,
the terms have meant experiences in school settings where students interact
with materials to observe and understand the natural world. Some laboratory
activities have been designed and conducted to engage students individually,
while others have sought to engage students in small groups and in large-group
demonstration settings.
Teacher
guidance and instructions have ranged from highly structured and teacher
centered to open inquiry. The terms have sometimes been used to include
investigations or projects that are pursued for several weeks, sometimes
outside the school, while on other occasions they have referred to experiences
lasting 20 minutes or less. Sometimes laboratory activities have incorporated a
high level of instrumentation, and at other times the use of any
instrumentation has been meticulously avoided.
According to
Raimi (2002) and Adeyegbe (2005),
laboratory adequacy was reported to affect the performance of students
in biology. Likewise, about the use of laboratory, Farounbi (1998) argued that
students tend to understand and recall what they see more than what they hear.
Students see when they actually use laboratories in the teaching and learning
of science. Similarly, Adesoji and Olatunbosun (2008) found that laboratory
adequacy was also found to enhanced achievement through attendance at Biology
workshop.
Biological
Science Laboratory Apparatus is a very important resource input for teaching
science and is an important predictor of academic achievement. Throwing more
light on school facilities and moral guiding provision, Fabunmi (1997) asserted
that school facilities when provided will aid teaching learning programme and
consequently improve academic achievement of students while the models guiding
their provision to schools could take any form as rational bureaucratic and or
political model. Whichever model is adopted, according to him, there is always
a common feature of differing allocation of facilities to schools. In his
words, Ojoawo (1990), however, noted that certain schools are favoured.
The teaching
and learning of Biology demand lots of time, and a lot of hard work in the area
of practical and experimentation. Hence, there is need to carried out an
investigation on The Importance of Biological Science Laboratory Apparatus in
the Teaching of Biology in Senior Secondary Schools; A Study of Selected
Secondary Schools in Ijebu Ode, Ogun State in order to determine their effects
on students achievement in Senior Secondary School Biology
1.2 Statement of the problem
The study
and mastery of Biology is a major objective of Nigeria education. The
achievement of this objectives requires the concern of both the government and
private owners of schools in collaboration with classroom teachers. There is a
great need for proper provision and Biology science Laboratory Apparatus in the
Teaching of Biology also utilization of instructional materials in order to
achieve the objective of the emphasis laid on the importance of biological
science laboratory apparatus in the teaching of biology in senior secondary
schools at all levels of our educational system.
Provision
and improvisation of Biology science Laboratory Apparatus and their proper
utilization in delivering instructional on biology lesson, undoubtedly will
improve the teaching and learning outcome of the subject and the learners.
Despite the
consensus on the importance and place of biology in teaching of Biology, there
is a glaring absence of these materials and poor utilization by teachers. The
resultant effects of the absence of these Biology science Laboratory Apparatus
and their poor utilization on students include mass failure in Biology
examination in most schools.
The problem
of this study therefore is the extent of the importance of biological science laboratory
apparatus in the teaching of biology in senior secondary schools; a study of
selected secondary schools in ijebu ode, ogun state. In other words, are the
biological science laboratory apparatus in the teaching of biology in public
secondary schools availability and utilized?
1.3 Purpose of the Study
The purpose
of this study is to determine the extent of importance of biological science
laboratory apparatus in the teaching of biology in senior secondary schools; a
study of selected secondary schools in ijebu ode, ogun state.
Specifically,
the study sought to determined:
The
biological science laboratory apparatus in the teaching of biology secondary
schools in ijebu ode, ogun state.
The extent
to which the Biology teachers in secondary schools in ijebu ode, ogun state,
Biological science laboratory apparatus.
The factors
militating against the effective utilization of biological science laboratory
apparatus
The
strategies for achieving more effective utilization of biological science
laboratory apparatus
1.4 Significance of the Study
The findings
of this study will improve the extent to which the government and private
owners of secondary schools provide and biological science laboratory apparatus
for teaching of Biology. The teacher’s efforts at improvisation and utilization
of these biological science laboratory apparatus will endear the subject of
Biology to students of Biology to students.
It will also
help to find out some of the factors that hinder the utilization of biological
science laboratory apparatus. The rate at which students record and their performance
improved. The society at large will also enjoy the services of well trained and
capable users of this all biological science laboratory apparatus.
1.5 Scope of the Study
The study
was limited to the importance of biological science laboratory apparatus in the
teaching of biology in senior secondary schools; a study of selected secondary
schools in ijebu ode, ogun state.
1.6 Research Questions
For the
successful completion of the study, the following research question were
formulated
What is the
importance of biological science laboratory in teaching biology in ijebu ode,
Ogun state?
How has
biology teachers in Ogun state, been able to utilized laboratory apparatus?
What are the
factors militating against the effective utilization of biological science
laboratory apparatus?
What are the
strategies for achieving more effective utilization of biological science
laboratory apparatus?
RESEARCH
HYPOTHESES
H0:There is
no significance difference of the use of biological science laboratory
apparatus in the teaching of biology secondary schools in ijebu ode, ogun state
Anambra.
H1: There is
no significance provision and proper utilization of biology laboratory
apparatus by teachers in secondary schools in ijebu ode, Ogun state
1.8 LIMITATION OF THE STUDY
There are
some constraints to this study, they include:
The
restriction of the sample for this study to only government owned secondary
schools, ijebu ode, ogun state, constitutes a limitation to the study.
A more
comprehensive view of the study would have been obtained if the study had
included in its scope, all the Biology teachers in other private schools in
ijebu ode, Ogun state and in other local government areas of the states in the
federation.
However,
these observed limitations do not constitute a constraint to the authencity,
validity and generalization of findings from the study.
1.9 DEFINITION OF OPERATIONAL TERMS
Instructional
Materials: they are non- human resources which are helpful to the teachers and
students for effective learning.
Educational
Media: these are materials that can be used to record, store, preserve,
transmit or retrieve information for educational purpose.
Utilization:
this is the act of using a particular thing to achieve a particular aim.
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