Home / Biology edcuation / INVESTIGATING RELATIONSHIPS BETWEEN AVAILABILITY OF LABORATORY FACILITIES AND ACADEMIC PERFORMANCE IN BIOLOGY AMONG SENIOR SECONDARY SCHOOL STUDENTS IN ZAMFARA STATE, NIGERIA.

INVESTIGATING RELATIONSHIPS BETWEEN AVAILABILITY OF LABORATORY FACILITIES AND ACADEMIC PERFORMANCE IN BIOLOGY AMONG SENIOR SECONDARY SCHOOL STUDENTS IN ZAMFARA STATE, NIGERIA.

 

Table Of Contents


<p> TABLE OF CONTENTS Cover&nbsp;</p><p>Page---------------------------------------------------------------------------------------------i&nbsp;</p><p>Title Page----------------------------------------------------------------------------------------------ii&nbsp;</p><p>Certification------------------------------------------------------------------------------------------iii&nbsp;</p><p>Dedication--------------------------------------------------------------------------------------------iv</p><p>&nbsp;Acknowledgement-----------------------------------------------------------------------------------v&nbsp;</p><p>Table of Contents-----------------------------------------------------------------------------------vii&nbsp;</p><p>List of Tables-----------------------------------------------------------------------------------------x&nbsp;</p><p>Abstract ---------------------------------------------------------------------------------------------xi&nbsp;</p><p>

Chapter ONE

: INTRODUCTION. 1.1 Background to the Study-------------------------------------------1&nbsp;</p><p>1.2 Statement of Problem---------------------------------------------------------------------------4&nbsp;</p><p>1.3 Objectives of the Study ------------------------------------------------------------------------5&nbsp;</p><p>1.4 Research Questions-----------------------------------------------------------------------------5&nbsp;</p><p>1.5 Null Hypotheses---------------------------------------------------------------------------------6&nbsp;</p><p>1.6 Significance of the Study-----------------------------------------------------------------------6&nbsp;</p><p>1.7 Scope and the Delimitation of the Study----------------------------------------------------7</p><p>&nbsp;

Chapter TWO

: REVIEW OF RELATED LITERATURE 2.1 Introduction -------------------------------9&nbsp;</p><p>2.2 Concept of Science Laboratory ---------------------------------------------------------------9&nbsp;</p><p>2.3 Availability of Laboratory Facilities in Zamfara State-------------------------------11&nbsp;</p><p>2.4 Gender Difference in Science (Biology) --------------------------------------------------14&nbsp;</p><p>2.5 Management of Biology Laboratory Facilities---------------------------------------------15&nbsp;</p><p>2.6 Academic Performance of Students in Biology--------------------------------------------17&nbsp;</p><p>2.7 Qualification of Biology Teachers in Secondary Schools--------------------------------19&nbsp;</p><p>2.8 Facilities in Public and Private Schools----------------------------------------------------21&nbsp;</p><p>2.9 Overview of Studies on Laboratory Facilities Utilization and Students’ Performance in Biology-----------------------------------------------------------------------------------------------------------------------------------22&nbsp;</p><p>2.10 Summary of the Chapter and the Uniqueness of the Study-----------------------------26&nbsp;</p><p>

Chapter THREE

: RESEARCH METHODOLOGY 3.1 Introduction --------------------------------------28&nbsp;</p><p>3.2 Research Design-------------------------------------------------------------------------------28&nbsp;</p><p>3.3 Population of the Study-----------------------------------------------------------------------29&nbsp;</p><p>3.4 Sample and Sampling Technique------------------------------------------------------------30&nbsp;</p><p>3.5 Instrumentation---------------------------------------------------------------------------------31&nbsp;</p><p>3.5.1 Validity of the Instrument-------------------------------------------------------------------31&nbsp;</p><p>3.5.2 Pilot Study------------------------------------------------------------------------------------32</p><p>3.5.3 Reliability of the Instrument---------------------------------------------------------------33&nbsp;</p><p>3.6.1 Method for Data Collection---------------------------------------------------------------- 33&nbsp;</p><p>3.6.2 Method for Data Analysis-------------------------------------------------------------------34&nbsp;</p><p>

Chapter FOUR

: DATA PRESENTATION AND ANALYSIS. 4.1 Introduction---------------------------36&nbsp;</p><p>4.2 Data Analysis/ Null Hypothesis -------------------------------------------------------------36&nbsp;</p><p>4.3 Summary of Findings--------------------------------------------------------------------------51&nbsp;</p><p>4.4 Discussion of the Results---------------------------------------------------------------------51&nbsp;</p><p>

Chapter FIVE

: SUMMARY, CONCLUSION AND RECOMMENDATIONS. 5.1 Introduction-------------------------------------------------------------------------------------52&nbsp;</p><p>5.2 Summary of the Study-------------------------------------------------------------------------57&nbsp;</p><p>5.3 Conclusion-------------------------------------------------------------------------------------58&nbsp;</p><p>5.4 Recommendations------------------------------------------------------------------------------59&nbsp;</p><p>5.5 Limitations of the Study-----------------------------------------------------------------------59&nbsp;</p><p>5.6 Suggestions for Further Study----------------------------------------------------------------59&nbsp; </p><p>References ---------------------------------------------------------------------------------------61&nbsp;</p><p>Appendices ------------------------------------------------------------------------------------------68 <br></p>

Project Abstract

<p>&nbsp;            <b>ABSTRACT&nbsp;</b></p><p>The purpose of this research was to study a selection of elementary school classrooms during their normal instructional routines in order to observe, analyze, and describe the impact of educational technology on learner interactions. As a study grounded in the concepts of the qualitative research tradition, the research methods employed included observations, personal interviews of teachers, focus group interviews of students, and document review. The purposeful selection of teachers, who were disposed to distinctly different pedagogical practice and use of educational technology, provided a wide variety of experiences for the data collection process as the researcher interacted with the classroom occupants in the role of participant observer. The study was conducted by a researcher who was simultaneously serving as the school’s principal, providing an additional focus as the potential conflict of researcher and supervisor roles was explored and analyzed. The analysis and presentation of these three individual case studies provided a thorough description of the learning environments under study, and explored the different philosophies and pedagogical practices of the three teachers in addition to their level of comfort with incorporating educational technology into their classrooms. Findings indicated that educational technology, when incorporated into traditional teaching practice, resulted in little change in learner interactions but a discernable increase in student interest and motivation. When integrated into lesson presentations that were more constructivist in nature – e.g. student-centered or project-based – educational technology was observed to facilitate higher levels of communication and collaboration between students and teachers. Particularly of interest was a “students as teachers” model that occurred frequently as students shared their knowledge and interests with others, often coupled with teachers allowing students to have more control of the learning process. The findings of the study support the conclusions that integrating technology can positively impact the interactions of learners in elementary classrooms when used as a tool to support constructivist pedagogy. The conclusions also definitively speak to the powerful role of the individual teacher and how their daily instructional decisions are impacted by their personal philosophies, background, pedagogical preferences, and comfort with the technological tools at their disposal. <br></p>

Project Overview

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