Project Abstract

Project Overview

<p> <b></b></p><p><b><b>INTRODUCTION</b></b></p><p><b><b></b></b></p><b><b><p><b>1.1 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; <br></b><b>Background<br>of the study</b></p><p><b></b></p><b><p>Safety<br>practice can be explained to mean the process of averting danger. According to<br>advance learner’s dictionary, “safety is freedom from danger or risk” (Oxford<br>Advanced Learners Dictionary of Current English A. S. Hornby, 1982). The<br>importance of safety measure in every activity of individual cannot be over<br>emphasized. It forms an integral part of individual understanding. Laboratory<br>activities demand adequate safety measures in order to overcome danger. This<br>can be achieved either by the teachers or students. Aminu (1982) maintain that<br>most laboratory hazards can be reduced by good value judgment, careful<br>manipulation adequate supervision, and most of all the knowledge of how to use<br>the safety material or device present in the laboratories. It is obvious that<br>anyone who is not alert and safety conscious stand the greater risk of turning<br>a minor hazard into an accident which might be fatal. To ensure safety in our<br>biological science laboratories, students and teachers should be well-informed<br>of the safety practice and how to operate simple safety gadgets during<br>emergency. Also there is the need that these safety gadgets be constantly<br>checked to ensure proper functioning during emergency. Laboratories serve as a<br>training ground for scientist and a means for discovering new knowledge and<br>testing hypothesis. “A school laboratory is an instructional facility for<br>helping pupils learn what science is and how the scientists work” (Archohold,<br>1977). In the study of biology, the equipments and facilities to which students<br>are exposed are very important. It is believed that students with rich<br>background in terms of exposure to many and varied equipment and facilities<br>have advanced intellectual developments than the less privilege ones (Fafunwa,<br>1984). Laboratory according to the world book encyclopedia can be defined as a<br>place equipped with scientific apparatus where scientist perform experiment to<br>test hypothesis. Science laboratory is not confirmed to a room with sink and<br>fitting for experiment but rather, it includes any place in the field, stream<br>near school, garden or workshop especially equipped and set aside for the<br>function it is intended to serve (Danazumi, 1992). Practical works and safety<br>practices run concurrently in laboratories. This is reflected in one of the<br>objectives of the adequate practical teaching in biology science, which is to<br>teach public how to handle safety materials that could be dangerous. Child<br>center or activity method is one of the recognized methods of teaching biology.<br>This method of teaching ensures a high degree of student participation. The<br>success of practical lesson and the realization of the positive goals of<br>teaching biology in secondary school depend on the measures taken to measure<br>the safety of both the students and teachers (Ahmed, 2001). Conclusively, many<br>lives can be saved if necessary safety measures are considered or taken<br>appropriate in the biology lessons or practicals. The indispensability of the<br>Biological Science Laboratory Apparatus to the teaching of biology cannot be<br>over emphasized. Science laboratory is an important component in the learning<br>of science subjects but it depends upon the degree to which it is efficiently<br>used, only the availability of Science laboratory is not a guarantee of<br>students’ performance until both the students and teachers actually use<br>Biological Science Laboratory Apparatus facilities efficiently (Lewin, 2000).</p><p>The<br>proper use of laboratory and demonstration of experiments are the indicators of<br>student performance. Science laboratories are important only when they are used<br>in the school setting. If Science laboratories are provided to schools, there<br>are three possibilities that they remain unused, used inefficiently and used<br>efficiently. Furthermore, Science laboratories are provided to schools<br>with deficient quality and less quantity of equipments, apparatus, materials,<br>and chemicals owing to limited funds. However, Biological Science Laboratory<br>Apparatus may contribute to higher level of academic achievement if used<br>effectively and properly with national commitment. Hofstein and<br>Mamlok-Naaman (2007) described the concept of the use of science laboratory in<br>these words: “Over the years, many have argued that science cannot be<br>meaningful to students without worthwhile practical experiences in the school<br>laboratory”.</p><p>Unfortunately,<br>the terms ‘school laboratory or lab and practical’ have been used, too often<br>without precise definition, to embrace a wide array of activities. Typically,<br>the terms have meant experiences in school settings where students interact<br>with materials to observe and understand the natural world. Some laboratory<br>activities have been designed and conducted to engage students individually,<br>while others have sought to engage students in small groups and in large-group<br>demonstration settings. Teacher guidance and instructions have ranged from<br>highly structured and teacher centered to open inquiry. The terms have<br>sometimes been used to include investigations or projects that are pursued for<br>several weeks, sometimes outside the school, while on other occasions they have<br>referred to experiences lasting 20 minutes or less. Sometimes laboratory<br>activities have incorporated a high level of instrumentation, and at other<br>times the use of any instrumentation has been meticulously avoided.</p><p>According<br>to Raimi (2002) and Adeyegbe (2005), laboratory adequacy was reported to<br>affect the performance of students in biology. Likewise, about the use of<br>laboratory, Farounbi (1998) argued that students tend to understand and recall<br>what they see more than what they hear. Students see when they actually use<br>laboratories in the teaching and learning of science. Similarly, Adesoji and<br>Olatunbosun (2008) found that laboratory adequacy was also found to enhanced<br>achievement through attendance at Biology workshop.</p><p>Biological<br>Science Laboratory Apparatus is a very important resource input for teaching<br>science and is an important predictor of academic achievement. Throwing more<br>light on school facilities and moral guiding provision, Fabunmi (1997) asserted<br>that school facilities when provided will aid teaching learning programme and<br>consequently improve academic achievement of students while the models guiding<br>their provision to schools could take any form as rational bureaucratic and or<br>political model. Whichever model is adopted, according to him, there is always<br>a common feature of differing allocation of facilities to schools. In his<br>words, Ojoawo (1990), however, noted that certain schools are favoured.</p><p><b>1.2 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; <br></b><b>STATEMENT<br>OF THE PROBLEM</b></p><p><b></b></p><b><p>The<br>study and mastery of Biology is a major objective of Nigeria education. The<br>achievement of this objectives requires the concern of both the government and<br>private owners of schools in collaboration with classroom teachers. There is a<br>great need for proper provision and Biology science Laboratory Apparatus in the<br>Teaching of Biology also utilization of instructional materials in order to<br>achieve the objective of the emphasis laid on the importance of biological<br>science laboratory apparatus in the teaching of biology in senior secondary<br>schools at all levels of our educational system. Provision and improvisation of<br>Biology science Laboratory Apparatus and their proper utilization in delivering<br>instructional on biology lesson, undoubtedly will improve the teaching and<br>learning outcome of the subject and the learners. Despite the consensus on the<br>importance and place of biology in teaching of Biology, there is a glaring<br>absence of these materials and poor utilization by teachers. The resultant<br>effects of the absence of these Biology science Laboratory Apparatus and their<br>poor utilization on students include mass failure in Biology examination in<br>most schools. The problem of this study therefore is the extent of the<br>importance of biological science laboratory apparatus in the teaching of biology<br>in senior secondary schools. It is in view of the above that the researcher<br>intends to investigate the view of students on the problems of laboratory<br>management and safety in secondary schools</p><p><b>1.3 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; <br></b><b>OBJECTIVE<br>OF THE STUDY</b></p><p><b></b></p><b><p>The<br>main objective of the study is to investigate the view of biology students on<br>the problem of laboratory management and safety in secondary schools, but to<br>aid the successful completion of the study, the researcher intends to achieve<br>the following specific objectives:</p><p>i) &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;<br>To ascertain the effect of poor management<br>of laboratory equipment on student performance in biology</p><p>ii) &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;<br>To investigate the role of biology<br>teachers in the management of laboratory equipment</p><p>iii) &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;<br>&nbsp;To<br>ascertain the role of student in the management of laboratory equipment</p><p>iv) &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;<br>To examine the relationship between<br>improvised teaching materials and student performance in biology</p><p><b>1.4 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; <br></b><b>RESEARCH<br>HYPOTHESES</b></p><p><b></b></p><b><p>&nbsp;To aid the successful completion of the study,<br>the following research hypotheses were formulated by the researcher;</p><p><b>H0: </b>poor<br>management of laboratory equipment does not have any effect on student academic<br>performance in biology.</p><p><b>H1: </b>poor<br>management of laboratory equipment does have an effect on student academic<br>performance in biology</p><p><b>&nbsp;H02: </b>Biology<br>teachers do not play any role in the management of laboratory equipment</p><p><b>H2: </b>Biology<br>teachers do play a role in the management of laboratory equipment</p><p><b>1.5 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; <br></b><b>SIGNIFICANCE<br>OF THE STUDY</b></p><p><b></b></p><b><p>It<br>is believed that at the completion of the study, the findings will be of great<br>importance to the management of secondary schools in the appointment and<br>employment of a qualified personnel to man the affairs of the biology<br>laboratory, the study will also be useful to biology student, as the also have<br>a significant role to play in the management of biology laboratory, the study<br>will also be of great importance to researcher who intend to embark on a study<br>on a similar topic as the study will guide them and serve as reference point to<br>further studies. Finally, the study will be of importance to students,<br>teachers, lecturers, academia’s and the general public as the study will<br>contribute to the pool of existing literature.</p><p><b>1.6 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; <br></b><b>SCOPE<br>AND LIMITATION OF THE STUDY</b></p><p><b></b></p><b><p>The<br>scope of the study covers an investigative study on the views of biology<br>students on the problems of laboratory management and safety in secondary<br>schools. In the cause of the study, there were some factors which militate<br>against the scope of the study;</p><p><b>a) AVAILABILITY OF RESEARCH MATERIAL:</b>&nbsp;The research material available to the researcher<br>is insufficient, thereby limiting the study &nbsp; &nbsp; &nbsp; &nbsp; </p><p><b>b) TIME:</b>&nbsp;The time frame allocated to the study does not<br>enhance wider coverage as the researcher has to combine other academic<br>activities and examinations with the study.</p><p><b>c) Organizational privacy</b>:<br>Limited Access to the selected auditing firm makes it difficult to get all the<br>necessary and required information concerning the activities.</p><p><b>1.7 OPERATIONAL DEFINITION OF TERMS</b></p><p><b></b></p><b><p><b>Management</b></p><p><b></b></p><b><p>Management<br>is the administration of an organization, whether it is a business, a<br>not-for-profit organization, or government body.</p><p><b>Laboratory</b></p><p><b></b></p><b><p>A<br>laboratory is a facility that provides controlled conditions in which<br>scientific or technological research, experiments, and measurement may be<br>performed</p><p><b>Laboratory apparatus</b></p><p><b></b></p><b><p>The laboratory apparatus depends upon<br>the type of laboratory you<br>are in and the experiment you are going to perform.</p></b></b></b></b></b></b></b></b></b></b></b></b><br> <br><p></p>