AN INVESTIGATION INTO THE CHALLENGES OF CARRYING OUT BIOLOGY PRACTICALS AMONG SENIOR SECONDARY SCHOOL STUDENTS

AN INVESTIGATION INTO THE CHALLENGES OF CARRYING OUT BIOLOGY PRACTICALS AMONG SENIOR SECONDARY SCHOOL STUDENTS

CHAPTER ONE

INTRODUCTION

1.1   BACKGROUND OF THE STUDY

“Issues” are defined as anything that is difficult to successfully manage or comprehend by the Oxford Advanced Learner Dictionary (2018). The Oxford advanced student dictionary (2018) defines practical as an ideal approach or plan of action that is correct or reasonable and likely to succeed. Work on the job is critical to a child’s proper education in school. Every citizen will be able to participate more effectively in all aspects of life; he will be able to speak out on issues involving both biological principles and human welfare; such knowledge will not be obtained through book work, but rather through the practical application of the material learned to real-world situations.

Science is the study of natural phenomena around the world. Biology is a scientific discipline.

examines both living and nonliving organisms (Sanjini, 2020). Similarly, Biology is defined as the scientific study of living things in the 2018 edition of World Book Encyclopedia. The two traditional branches of biology are botany (the study of plants) and zoology (the study of animals). Sarojiet (2020) listed some of the advantages of biology, including:

(1) Scientific research and the development of new tools and techniques to improve our quality of life.

(ii) Discovering uses in medicine, dentistry, veterinary medicine, science, agriculture, and horticulture.

(iii) Biotechnology, which includes genetic engineering and hybridoma technology.

(iv) Addressing environmental issues such as overpopulation, food storage, erosion, pollution, and illness.

Biology practicals is the scientific study of plant life and structure.

Rather than focusing on theory and ideals, focus on animals and their surroundings in a real or experimental setting. 2021) (Opuh, Eze, and Ezeagu). The West African Examination Council WAEC (1998: 2003) emphasizes the importance of biology labs in secondary school biology classrooms in its preamble to the international senior high school certificate Examination curriculum. The curriculum was designed to assess applicants’ understanding of the structure and function of living organisms, as well as their love of nature.

I Developing the laboratory and field skills required to conduct and evaluate biological studies and projects.

(ii) Acquiring scientific skills such as observing, classifying, and interpreting biology data, etc., to its previous edition WAEC Syllabus (2001), stated that experimental work should be prioritized.

and we control experiments, and it was suggested that candidates should be aware of the practical application of what is being studied whenever possible throughout the course.

It is clear from the foregoing that biology practical lessons are critical for successful biology instruction and learning in secondary schools. In contrast, Akinpelu defines teaching in Aguokogbuo (2020) as an effort by a mature or experienced individual to impart information, knowledge, and abilities to a younger or less experienced individual. As a result, the national teaching institute (NTI) course book on education (2019) defines learning as the acquisition of new information, ideas, skills, values, and experience that enables a person to adjust or alter his behavior. It also necessitates the application of newly acquired knowledge or expertise.

It has also been suggested that learning results in long-term changes in the learners. The national policy on education (2004) defines secondary education as the level of education that follows elementary school and precedes university.

1.2 PROBLEM STATEMENT

Biology, as a scientific discipline, necessitates the hiring of skilled technicians and a laboratory assistant. Laboratory assistants in a small number of schools are high school dropouts with little knowledge of how to prepare specimens for biology labs. Most of the time, these laboratory attendants lack the technical knowledge required to operate, maintain, repair, or service the few damaged pieces of equipment they have. According to Nwamonu (2020), students who perform poorly in biology lab fail their biology exams. Similarly, WAEC Chief Examiners

According to (2000), applicant performance in biology fell short of expectations. The report assessed the candidate’s shortcomings under the following headings:

I have poor spelling.

(ii) ineffective observation

(iii) poor arithmetic skills

(iv) faulty deductive reasoning

(v) faulty question interpretation, and

(vi) a lack of biological knowledge. The examiner was dissatisfied with the fact that “Many applicants were unable to answer a single question in section A correctly. They mostly gave wild guesses and answers that were sometimes irrelevant to biology.” The goals of biology practicals are not being met satisfactorily, according to (2000), due to low academic achievement. He stated that poor academic performance in biology practicals is a result of a lack of well-equipped laboratories, insufficiently qualified biology teachers, limited timetable hours, poor observation, and poor communication.

This is a troubling state of affairs because of poor drawing and labeling, as well as poor specimen comparison. It also emphasizes the West Africa School Certificate for Benin City, Nigeria, and mentions a lack of a biology laboratory. As a result, only practical lessons sufficiently engaged the students. The students had only witnessed the teacher’s exercise demonstration. As a result, the goal of this study is to look into the difficulties that senior high school students face while doing biology labs.

1.3 THE STUDY’S OBJECTIVE

The study’s overarching goal is to investigate the difficulties of carrying out biology practicals among senior secondary school students. The study’s specific goal is to;

i. To investigate whether a lack of well-equipped laboratories affects biology practicals in senior secondary schools.

students.

ii. Determine whether insufficiently qualified biology teachers affect senior secondary students’ academic performance in biology practicals.

iii. To determine whether labeling and poor specimen comparison affect students’ performance in biology practicals.

iv. Determine whether students’ performance in biology practicals is affected by limited timetable hours.

1.4 QUESTIONS FOR RESEARCH

The following study questions have been prepared:

i. Does the lack of a well-equipped laboratory affect biology practicals among senior secondary school students?

ii. Does a lack of qualified biology teachers affect senior secondary students’ academic performance in biology practicals?

iii. Does labeling and poor specimen comparison affect students’ performance in biology practicals?

iv. Does having a limited number of time table hours have an effect on

What is the performance of students in biology practical?

1.5 THE STUDY’S IMPORTANCE

Biology practical activities are intended to help students acquire basic scientific skills while also improving performance and achievement. The study aims to uncover the benefits of biology practicals to students, parents, teachers, the government, and society as a whole.

If the findings of this study are properly initialized, they will;

I Instill in students the notion that science is both a product and a process by piqueing their interest in biology practical work.

(ii) Encourage parents to provide the basic necessities for practical lessons for their children.

(iii) Persuade biology teachers that practical lesson plans are essential for effective biology teaching and learning.

(iv) Make the government, via the Ministry of

It is not a case of jack of all trades master of none when it comes to educating students about the importance of providing science equipment to schools and assigning qualified biology teachers to secondary schools. Professionalism and specialization in education have emerged.

(vi) Assist Nigerian society in its pursuit of improved technology and industrialization.

1.6 STUDY OBJECTIVES

The research will look into whether a lack of well-equipped laboratories affects biology practicals among senior secondary school students. The study will also investigate whether insufficiently qualified biology teachers affect senior secondary students’ academic performance in biology practicals. The study will also look into whether labeling and poor specimen comparison affects students’ performance in biology practicals. Finally, the study will determine whether

Students’ performance in biology practicals is affected by their limited timetable hours. As a result, this study will be limited to Oyo State.

1.7 THE STUDY’S LIMITATIONS

The researchers encountered minor constraints while conducting the study, as with any human endeavor. Inadequate funds tend to impede the researcher’s efficiency in sourcing relevant materials, literature, or information, as well as in the data collection process (internet, questionnaire, and interview), which is why the researcher chose a moderate sample size. Furthermore, the researcher will conduct this study alongside other academic work. As a result, the time spent researching will be reduced.

1.8 TERMS’ DEFINITIONS

Biology is a branch of science that studies

of living and non-living things.

Biology Practicals: This is the scientific study of the life and structure of plants and animals, as well as their relative environment, in a test and experimental setting, as opposed to dwelling on theories and ideas.

Challenges are defined as things that are difficult to deal with or comprehend effectively.

Practicals: Is defined as an ideal, method, or course of action that is right or sensible and likely to succeed.