1.1 Background of the study

Fundamental research in scientific education and cognitive science focuses on how people learn and apply science in their daily lives. Scientific inquiry is the fundamental mechanism for obtaining scientific information in science fields. One of the most reliable ways to understand the inquiry process is to have students experience it firsthand in the laboratory. In 2005, the National Association of Biology Teachers (NABT) issued a report. The emphasis in science teaching and learning is on ensuring that instructors can not only explain the scientific method but also subject scientific concepts to the sensory experience of the learner. As a result, learners’ “hands” and “minds” must be focused on scientific tasks, allowing them to actively learn and thus engage in knowledge building learning. (1963, Ausubel). The focus is on activity-based scientific education, which includes both classroom and laboratory experiences. This approach to scientific teaching and learning in schools is intended to assist students in developing science process skills, life skills, and competency. When school laboratories are competent, it is critical to provide students with a broad background in scientific education. Students should be given opportunities to improve their problem-solving, critical thinking, and scientific and technological literacy (Wilson and Maureen, 1983) Academic achievement of students in practical subjects (physics, chemistry, biology, and agriculture) in Ugandan secondary schools and tertiary institutions has generally declined over the last decade, owing to insufficient science facilities in laboratories, which has contributed to students’ academic performance in these subjects. Other aspects of education and learning sciences, on the other hand, include, among other things, insufficient classrooms, labs, and the use of a teacher-centered approach to instruction. The laboratory is the epicenter of scientific research as long as science is both a product and a process. The availability of laboratory equipment, facilities, and materials determines the extent of optimal laboratory practices that will enable learners’ learning of scientific process skills and proficiency in science ideas. Several academics have defined the school laboratory in various ways. According to Maduaban (1998), a laboratory is a facility where science professors conduct scientific experiments for the benefit of students. Experiments and other laboratory activities are used to help students learn scientific skills. The amount of time spent on laboratory practicals is determined by

of preparation of appropriate instructional materials in the laboratory and the teacher’s ability to use them effectively and efficiently. However, due to the difficulties of completing practical work in under-equipped labs, some professors have divided science courses into practical and theoretical sections, or have moved practical work to the second or third term. According to Epo(1999), any attempt to divide science into practical and theoretical teachings perpetuates the dichotomy, which is the polar opposite of what science is. As a result, students’ performance in practical biology classes may be influenced by the quality of laboratory facilities and exposure.

1.2 Problem description

Learning and mastering biology is a key goal of Nigerian education. The achievement of these objectives necessitates the participation of both public and private school administrators, as well as classroom teachers (Epo,1999). 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, 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. The provision and improvement of Biology Scientific Laboratory Apparatus, as well as their proper application in teaching biology lessons, would undoubtedly improve the subject’s teaching and learning outcomes, as well as the learners’ learning outcomes. Despite widespread agreement on the importance of biology in biology education,

Resources are in short supply and are underutilized by instructors. The ramifications of a lack of these Biology science Laboratory Apparatus, as well as their impact on student learning outcomes (Wilson,1983). As a result, the emphasis of this study is on laboratory management and its impact on students’ learning outcomes in biology.

1.3 The study’s purpose

The study’s primary goal is as follows:

1. Determine whether or not biology laboratories are available in secondary schools in Kogi state.

2. To investigate the impact of laboratory management on biology learning outcomes in Kogi state.

3. To learn about the difficulties in managing laboratory equipment in Kogi state secondary schools.

4. To look into strategies that can be used in

management of laboratory equipment to improve learning outcomes?

1.5 Importance of the research

This study focuses on Laboratory Management and its impact on students’ biological learning outcomes. As a result, the study will be important to the ministry of education because it will recognize the need to provide laboratory equipment for biology as well as devise a strategy to maintain such equipment in order to achieve good learning outcomes.

This study will also benefit the academic community by adding to the existing literature.

1.6 The Study’s Scope

This research will look into whether or not biology laboratories are available in secondary schools in Kogi state. This research will also look into the impact of laboratory management on biology learning outcomes.

in the state of Kogi. The study will also look into the difficulties in managing laboratory equipment in Kogi state secondary schools. Finally, the study will look into strategies for managing laboratory equipment in order to improve learning outcomes. As a result, this study will be limited to a few secondary schools in Kogi state.

1.7 Study Restrictions

A number of factors hampered this study, which are as follows:

just like any other research, from a lack of needed accurate materials on the topic under study to an inability to obtain data

The researcher faced financial constraints in obtaining relevant materials as well as printing and collating questionnaires.

Time constraint: Another constraint is the need to shuttle between

Writing the research and engaging in other academic work makes the researcher uncomfortable.

1.8 Terms Definition

Laboratory management is in charge of providing scientists with health and safety advice and information, particularly on how to conduct risk assessments and implement appropriate control measures.

Learning outcomes are statements of the knowledge, skills, and abilities that individual students should have and be able to demonstrate after completing a learning experience or sequence of learning experiences.


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