THE EXTENT OF IMPLEMENTATION F SAFETY PRACTICES IN BIOLOGY LABORATORY AMONG SENIOR SECONDARY SCHOOL STUDENTS IN ENUGU SOUTH LOCAL GOVERNMENT AREA
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THE EXTENT
OF IMPLEMENTATION F SAFETY PRACTICES IN BIOLOGY LABORATORY AMONG SENIOR
SECONDARY SCHOOL STUDENTS IN ENUGU SOUTH LOCAL GOVERNMENT AREA
ABSTRACT
This study
outlays different individual’s conception of science. Closely rated to science
is technology. Technology refers to practical solutions human have fashioned
out in response to their needs or in attempts to solve problems requiring the
modification of the environment.
This study
covers the safety practices which must be carried out in laboratories. The
primary aim of the study was to evaluate the extent to which the safety
practice are being implemented in the secondary schools biology laboratories in
Enugu South Local Government Area. To do this, question were based on how
appropriate the types of design and fittings in the biology labs ensures
safety, the extent to which the students/teachers comprehend the safety
measures and practices.
The review
of literature was organized under the following sub heading, viz: The concept
of laboratory hazard, lab organization and management as a factor, safety
stated, learning environment of Nigeria science laboratories, managing the
biology laboratory, material resources for safety in science laboratory,
material resources for safety in science laboratory and teachers role in
maintaining safety in the laboratory.
The study
remarkably revealed that the biology laboratories lack safety equipments,
consequently leading to low implementation of safety measures and practices.
The services of the laboratory attendants to ensure safety measures only to a
small extent. Therefore experienced laboratory attendants are to be employed so
that they will provide the basic safety information to every laboratory
receives, particularly when there are enough windows and doors. This was
confirmed by Ajayi (2004) when stated that where accidents occur there is a
general observation for poor quality illumination.
The findings
of the study indicate a major flaw in our educational system as it relates to
the use of safety materials in the laboratories and implementation of safety
practices in the lab. stated that the problem of education may be subsumed
under teaching and learning, therefore I will conclude by saying that teachers
who are viewed as catalysts that excite learning should play their roles in
helping to ensure that their students have the knowledge of safety practices
and also implement them.
TABLE OF
CONTENTS
Title Page -
- - -
- - -
- I
Certification -
- - -
- - -
Ii
Dedication
- - -
- - -
- - Iii
Acknowledgement -
- - -
- - Iv
Abstract -
- - -
- - -
- V
Table Of
Contents - -
- - -
- vi
CHAPTER ONE
INTRODUCTION
1.0 Background Of The Study -
- - -
1
1.1 Statement Of The Problem -
- - -
7
1.2 Purpose Of The Study -
- - -
- 8
1.3 Significance Of The Study- -
- - -
9
1.4 Scope Of The Study -
- - -
- 10
1.5 Research Question -
- - -
- 10
CHAPTER TWO
REVIEW OF
RELATED LITERATURE
2.0 Review Of Literature -
- - -
- 11
2.1 The Concept Of Laboratory Safety And Safety
Practices -
- - -
- - - 11
2.2 Sources Of Hazards In School Biology
Laboratory 13
2.3 Laboratory Organization And Management As A
Factor In
Laboratory Safety- - - -
- 17
2.4 Laboratory Design As A Factor In Laboratory
Safety 21
2.5 Empirical Review - -
- - - 25
2.6 Managing The Biology Laboratory -
- - 26
2.7 Material Resources For Safety In Science
Laboratory 29
2.8 Teacher’s Role In Maintaining Safety In
The
Laboratory
- - -
- - -
- 30
2.9 Summary Of Review - -
- - -
- 34
CHAPTER
THREE
3.0 RESEARCH METHOD
3.1 Research Design Of The Study -
- - 36
3.2 Area Of Study -
- - -
- - 36
3.3 Population Of Study -
- - -
- 36
3.4 Sample And Sampling Technique - -
37
3.5 Instrument For Data Collection -
- - 37
3.6 Validation Of Instrument -
- - -
37
3.7 Method Of Data Collections -
- - -
38
3.8 Methods Of Data Analysis -
- - -
38
CHAPTER FOUR
4.0 PRESENTATION OF RESULTS
4.1 Presentation Of Result - -
- - -
39
4.2 Summary Of Finding -
- - -
- 47
CHAPTER FIVE
5.0 DISCUSSION AND INTERPRETATION OF RESULT 48
5.1 Recommendations -
- - -
52
5.2 Suggestions For Further Studies -
- - 54
5.3 Summary Of The Study - -
- - 55
References
- - -
- - -
- 57
Appendix - -
- -
- - 60
CHAPTER ONE
INTRODUCTION
1.0 BACKGROUND OF THE STUDY:
Individuals
have different conception of what science is, some see science as a body of
knowledge while some see it not only as a composite of codified body of
knowledge but also a knowledge getting process.
Clark and Neave (1992) defined science
as a systematic observation and classification of natural phenomena in order to
learn about them and bring them under general principles and laws. Okeke (2007)
defined science as a systematic process of obtaining testable/verifiable
knowledge about nature and natural occurrences, utilizing careful observation
and experimentation. This definition emphasized the process and product nature
of science as an organized body of knowledge which describes and attempts to
explain some part of the natural world in a systematic manner. Okigbo (1976)
regards science as a human activity more or less synonymous with research and
constitute an integral part of modern way of life in which research is the
daily task by specialized individual alone or in groups usually in laboratories.
The Hawkins (1998) provided a
definition of science that is most credible as it emphasized the dual nature of
science: “science is a cumulative and endless series of empirical observations
which results in the formulation of concepts, laws and theories with both laws
and theories being subjected to further knowledge and the process of acquiring
and refining knowledge”.
The above definitions of science
indicates that science is a study, it is systematic, it is a process of investigation,
it is anchored on verifiable knowledge, experimentation as tools. Science is
activity oriented, it involves a lot of activities like research, discovering,
invention, experimentation, exploration, hypothesizing etc.
Closely rated to science is
technology. Technology refers to practical solutions human have fashioned out
in response to their needs or in attempts to solve problems requiring the
modification of the environment (Okeke, 2007).
1. Macleod (1980) in a UNESCO document
defined technology as the knowhow and the Creative process that may utilize
tools, resources, and systems to solves problems to enhance control over the
natural and manmade environment in an endeavour to improve the human condition.
2. Technology includes, therefore the
productions and utilization of tools, devices, machines-whether traditional or
modern that improve deficiency of labour.
Science and technology have come to
be regarded as inseparable twins. Science provides the principles on which most
technological advancements rests and similarly technological problems propel
scientists into scientific discoveries. Science and technology both developed
as human endeavour seeking to understand nature, predict nature and solve human
problems (Okeke, 2007).
Biology is a science that is
concerned with life processes in almost all Nigeria secondary schools, biology
is taught as a subject. Biology as a subject for study encompasses all the
biological science and it represents an approach that recognizes that all at
living organisms share certain chemical, molecular and structural features,
interact in the natural world according to well defined principles, and follow
the same rules with regard to inheritance and evaluation (Clark and Neave,
1992). Biology leads to proper understanding of the world around us, including
its infinite natural resources. This is necessary for the realization of a
healthy, productive and happy life which should be the ultimate aim of
education. Generally biology is divided into two main branches of study which
are; Botany (plant science) and Zoology (concerned with the study of animals).
The study of biology should be
accomplished with practical activities as its forms the background to the study
of a good number of applied science such as Medicine, Agriculture, Pharmacy,
Nursing, Home science and Food technology. The emphasis is that the scientific
process of hypothesizing, observing, testing, retesting, researching,
summarizing and concluding is the most fruitful method of teaching biology.
Most of these mentioned activities are being carried out in the laboratory. In
the works done by Ali (1981, 1983), it was clearly demonstrated that process
skills in science and scientific inquiring skills are better fostered through
laboratory teaching methods than any other method of teaching science. The
interests and learning that results from experimentation type of teaching is
superior to and for more exciting than any of the formal method of teaching
science (Ali, 1988) practical demonstrations help to enhance concepts
acquisition in pupils and in the long run help to reduce the degree of
abstraction usually ascribes to the science (Achunine, 1998) the laboratory
thus becomes an important educational medium of disseminating scientific
knowledge.
A laboratory is often seen as a place
where experiments in science are carried out with chemicals, specimens,
materials and equipment (Ali, 1998) the laboratory offers the most appropriate
environment for carrying out activities which enable learners to acquire the
science process skills. A laboratory could be a room or a building set aside
for scientific investigations.
The biology laboratory is a room or a
building in a school, college, etc where the practical side of biology is
taught. It is usually a place set apart for conducting practical activities in
biology. The central role of laboratory instructions as identified by Voss
(1982) is to provide illustrations of some basic principles and to teach the
students the application of the principles so acquired. The importance of
practical in biology and in science and technology generally cannot be over
emphasized (Ajayi, 2004). A high quality biology laboratory programme enables
students (especially biology students in secondary schools) to develop good
judgments, self reliance, critical thinking, technical, analytical as well as
manipulative skills through personal contact with apparatus and materials.
Clark and Neave (1992), reported that
laboratories are potentially “Dangerous” places and only constant vigilance and
efficient working techniques by all those using them can ensure that accidents
do not occur. A laboratory needs to be well organized so that a climate for
investigating scientific concepts will exists. Such a climate ensures that the
laboratory is safe for those using it according to Bryd, any curriculum
established on the needs of the child must inevitably give attention to the
field of safety or be guilty of neglecting learning experiences of the greatest
possible significant. Sine laboratories environment is for man, accidents and
injuries are bounds to occur. Therefore the teacher in any science laboratory
is responsibly committed to teaching his students how to handle chemicals and
materials, so as to bring about reactions and /or results in a safe manner.
The emphasis in safety practice
should be upon practical ways of preserving life. According to Bryd (1994) few
accidents in the laboratory can be attributed to carelessness, chance account
for 85 percent of much injuries and fatalities, most of the accidents, hazards,
injuries that occurs in our secondary schools biology laboratory results from:
1. Inadequate knowledge of safety rules.
2. Insufficient skill where in persons
attempt what is beyond their ability level.
3.
Improper attitudes of carelessness.
The students when using the
laboratory has the obligation to protest himself and others, the teachers on
their own part have to inculcate safety knowledge and practices into their
students so that they can develop a philosophy of safety that emphasizes
positive rather than negative habits. Safety practices can be explained to mean
the process of averting danger. According to the advance learner dictionary,
safety is freedom from danger or risk. The importance of safety measures in
every activities of an individual cannot be over emphasized (Homby, 1992)
Osborne (1988), maintained that most laboratory hazard can be reduced to a
minimum occurrence by good value judgment, careful manipulation of laboratory
apparatus, adequate supervision and most of all the knowledge of the safety
practices and their application. It is obvious that anyone who is not safety
conscious stands the greatest risk of turning a minor hazard into an accident
which could be fatal. Also there is the need for safety facilities like fume
cupboards, eye goggles, fire extinguishers sinks, waste containers, first aids
boxes and so forth, to be provided in the biology laboratory as their absence
may create healthy hazard. Though it is not enough to proved these safety
equipments, active supervision of the students during laboratory activities is
necessary.
Safety practices according to Bryd
(1994) means.
1. Development habits which will prevent
accidents.
2. Developing habits which will lead to
happier healthier living.
Appropriate safety practices can
reduce tremendously the rate of accidents and hence guarantee the safety of
lives. A standard laboratory should have certain specified safety rules and
regulations as well as safety materials and equipment to the students before
allowing them to work in the laboratory and their implementation should be
ensured.
1.1 Statement of the Problem
As the world is scientifically
developing, the learning of biology becomes a more challenging and rewarding
task. The provision of a functional laboratory is one of the major keys to
successful learning of biology.
Since the inclusion of laboratory
experience in the teaching and learning biology, the question of safety of both
staff and students during practical work has been a very crucial one.
Laboratories have been sited in some
Nigerian secondary schools without safety considerations as an over-riding
factor in the design and construction (Abdulahi, 1979), poor safety practices
in the laboratories have led to accidents such as glass breaking, skin contact
with specimens and chemicals injury fire outbreaks and even death.
Therefore it becomes necessary to
ask, to what extent are laboratory users aware of the safety standards and
practices and to what extents are they being implemented for the effective
teaching and learning of biology in secondary schools.
1.2 Purpose of the Study
The purpose of the study is to
identify the extent to which laboratory safety practices are being implemented
in secondary school biology laboratories.
Specifically, the study intends to
find out:
1. The general design and fittings of
biology laboratories relevant to safety.
2. The extent of availability of safety
equipment and materials in biology laboratories.
3. The extent to which the services of
laboratory assistants are employed to ensure safety.
4. The extent to which the students
comprehend the safety practices and knowledge and the extent to which they
implement them.
1.3 Significance of the Study
1. Findings
2. The science teachers.
The findings will make a great input
in many ways, will also help the government to realize the urgent need to
provide basic infrastructural materials and equipments in our schools, both in
primary, secondary, and tertiary levels, the tertiary institutions will also
review the nature of programmes to include enough laboratory instructions so as
to prepare adequately the student teacher. This will enable them acquire safety
practices and be able to transfer what they have learnt to their student.
The findings will enable the
employers of laboratory assistant to be better minimize the current practice of
drafting clerical assistants, typists and cleaners to work in the laboratory.
Furthermore the science teacher stand
to gain from knowing the degree of safety practices existing in their
laboratories among their students and laboratory assistants. This will enable
them inculcate more effectively safety practices in their student. The findings
of the study will also enable the biology teachers understand that the
frequently accidents and poor performance in senior secondary school science
subjects.
1.4 Scope of the Study
The researcher has limited the
investigation to secondary school biology laboratories and safety precautions
taken.
1.5 Research Questions
The following research questions have
been formulated to guide the study.
1. To what extent do the type of design and
fitting in the biology laboratory appropriate to ensure safety.
2. To what extent are safety equipments
available in the biology laboratory?
3. To what extent are the services of
laboratory assistants employed to ensure safety during laboratory instruction?
4. To what extent do secondary school
biology students apply safety practices during practical sessions?
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