CHAPTER ONE

INTRODUCTION

1.1 Background of the study

Fundamental research in scientific education and cognitive science focuses on how individuals acquire science and apply it in their everyday lives. Scientific inquiry is the basic mechanism through which scientific information is obtained in science fields. The laboratory, where students experience the inquiry process firsthand, is one of the most reliable ways to understand the process of inquiry. The National Association of Biology Teachers (NABT) published a report in 2005. The focus on science teaching and learning is on ensuring that instructors can not only explain the scientific method but also subject scientific notions to the learner's sensory experience. By doing so, learners' "hands" and "minds" must be focused on scientific tasks, allowing them to learn actively and therefore engage in knowledge building learning. (1963, Ausubel). The emphasis is on activity-based scientific instruction, which includes both classroom and laboratory experiences. This approach to scientific teaching and learning in schools aims to help students develop science process skills, life skills, and competency. When school laboratories are competent, it is thus vital to offer pupils with a good wide background in scientific education. Students should be given opportunity to improve their problem-solving skills, critical thinking skills, and scientific and technology literacy (Wilson and Maureen, 1983) Academic achievement of students in practical subjects (physics, chemistry, biology, and agriculture) has generally declined in Ugandan secondary schools and tertiary institutions over the last decade, owing to insufficient science facilities in laboratories, which has contributed to students' academic performance in these subjects. Other aspects of teaching and learning sciences, on the other hand, include insufficient classrooms, labs, and the use of a teacher-centered approach to instruction, among others. So long as science is both a product and a process, the laboratory is the epicenter of scientific research. The extent of optimal laboratory practices that will enable learners' learning of scientific process skills and proficiency in science ideas is determined by the availability of laboratory equipment, facilities, and materials. Several scholars have characterized the school laboratory in various ways. A laboratory, according to Maduaban (1998), is a facility where science professors perform scientific experiments for the benefit of the students. Experiments and other activities in the laboratory are used to assist students learn scientific abilities. Laboratory practicals are determined by the amount of preparation of appropriate instructional materials in the laboratory and the teacher's ability to use them effectively and efficiently. However, the difficulties of completing practical work in under-equipped labs have caused some professors to divide science courses into practical and theoretical sections, or to postpone practical work until the second or third term. Any attempt to divide science into practical and theoretical teachings, according to Epo(1999), perpetuates the dichotomy, which is the polar opposite of what science is. As a result, the quality of laboratory facilities and exposure may have an impact on students' performance in practical biology classes.

1.2 Statement of the problem

A key goal of Nigerian education is to learn and master biology. The attainment of these goals requires the involvement of both the government and private school owners, as well as classroom instructors (Epo,1999). In order to achieve the goal of emphasizing the importance of biological science laboratory apparatus in the teaching of biology in senior secondary schools at all levels of our educational system, there is a great need for proper provision of biology science laboratory and laboratory management apparatus in the teaching and learning outcome of biology, including the use of instructional materials. The provision and improvement of Biology scientific Laboratory Apparatus, as well as their right use in giving instructional on biology lessons, would surely increase the subject's teaching and learning outcomes, as well as the learners' learning outcomes. Despite widespread agreement on the necessity and role of biology in biology education, these resources are in little supply and poorly used by instructors. The consequences of the lack of these Biology science Laboratory Apparatus, as well as their impact on students' learning outcomes (Wilson,1983). As a result, the focus of this research is on laboratory management and its impact on students' learning outcomes in the field of biology.

1.3 Objective of the study

The primary objective of the study is as follows

1.        To examine if there is biology laboratory in secondary schools in Kogi state.

2.        To find out the effect of laboratory management on the learning outcome of biology in Kogi state.

3.        To find out the challenges in managing laboratory equipment in Kogi state secondary schools.

4.        To investigate strategies that can be used in the management of laboratory equipment so as to aid learning outcome.

1.4 Research Questions

The following questions have been prepared for this study

1)        Is there is biology laboratory in secondary schools in Kogi state?

2)        What are the effect of laboratory management on the learning outcome of biology in Kogi state?

3)        What are the challenges in managing laboratory equipment in Kogi state secondary schools?

4)        What are strategies that can be used in the management of laboratory equipment so as to aid learning outcome?

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