Impact of Laboratory Technology on Teaching and Learning Integrated Science Among Junior Secondary School
Chapter One
OBJECTIVE OF THE STUDY
The objectives of the study are;
- To ascertain the relationship between laboratory technology and secondary school performance on integrated science
- To find out qualified teachers attitude in teaching integrated science in junior secondary schools.
- To ascertain the effect of laboratory technology on teaching and learning of integrated science in secondary school
CHAPTER TWO
REVIEW OF RELATED LITERATURE
SCIENCE LABORATORY
Laboratory has been described as a room or a building specially built for teaching by demonstration of theoretical phenomenon into practical terms. With the laboratory experience, students will be able to translate what they have read in their texts to practical realities, thereby enhancing their understanding of the learnt concepts. Farombi (1998) in Yara (2010) argued the saying that seeing is believing is the effect of using laboratories in the teaching and learning of science and other science related disciplines as students tend to understand and recall what they see more than what they hear. Laboratory is very important and essential to the teaching of science and success of any science course is much dependent on the laboratory provision made for it. Lending credence to this statement, Ogunniyi (1982) in Yara (2010) said that there is a general consensus among science educators that laboratory occupies a central position in science instruction. It could be conceptualized as a place, where theoretical work is practicalized and practicals in any learning experiences involve students in activities such as observing, counting, measuring, experimenting, recording and carrying out fieldwork. These activities could not be easily carried out, where the laboratory is not well equipped. There is usually a strong move to emphasize the dependence of science teaching on the existence of a well-equipped science laboratory.
ROLE OF LABORATORY METHOD OF TEACHING IN IMPROVING QUALITY EDUCATION IN NIGERIA
Laboratory activities have long had a distinctive and central role in the science curriculum and science educators have suggested that many benefits accrue from engaging students in science laboratory activities (Hofstein and Lunetta, 2004; Tobin 1990; Hodson, 1993; Lazarowitz and Tamir, 1994; Garnett et al., 1995; 26 Lunetta 1998; Hofstein, 2004; Lunetta et al., 2007). At the beginning of the twenty-first century we are entering a new era of reform in science education. Both the content and pedagogy of science learning and teaching are being scrutinized, and new standards intended to shape and rejuvenate science education are emerging (National Research Council, 1996; 2000). The National Science Education Standards (NRC, 1996) reaffirm the conviction that inquiry in general and inquiry in the context of practical work in science education is central to the achievement of scientific literacy and quality education. Inquiry-type laboratories have the potential to develop students’ abilities and skills such as: posing scientifically oriented questions (Krajcik et al., 2001; Hofstein and MamlokIJSE Naoman, 2007), forming hypotheses, designing and conducting scientific investigations, formulating and revising scientific explanations, and communicating and defending scientific arguments. Tobin (1990) wrote that: “Laboratory activities appeal as a way to learn with understanding and, at the same time, engage in a process of constructing knowledge by doing science”. He also suggested that meaningful and quality learning is possible in the laboratory if students are given opportunities to manipulate equipment and materials in order to be able to construct their knowledge of phenomena and related scientific concepts.
CHAPTER THREE
RESEARCH METHODOLOGY
Research design
The researcher used descriptive research survey design in building up this project work the choice of this research design was considered appropriate because of its advantages of identifying attributes of a large population from a group of individuals. The design was suitable for the study as the study sought to impact of laboratory technology on teaching and learning integrated science among junior secondary school
Sources of data collection
Data were collected from two main sources namely:
(i)Primary source and
(ii)Secondary source
Primary source:
These are materials of statistical investigation which were collected by the research for a particular purpose. They can be obtained through a survey, observation questionnaire or as experiment; the researcher has adopted the questionnaire method for this study.
Secondary source:
These are data from textbook Journal handset etc. they arise as byproducts of the same other purposes. Example administration, various other unpublished works and write ups were also used.
Population of the study
Population of a study is a group of persons or aggregate items, things the researcher is interested in getting information on impact of laboratory technology on teaching and learning integrated science among junior secondary school. 200 staff of selected secondary schools in Enugu Urban Area, Enugu was selected randomly by the researcher as the population of the study.
CHAPTER FOUR
PRESENTATION ANALYSIS INTERPRETATION OF DATA
Introduction
Efforts will be made at this stage to present, analyze and interpret the data collected during the field survey. This presentation will be based on the responses from the completed questionnaires. The result of this exercise will be summarized in tabular forms for easy references and analysis. It will also show answers to questions relating to the research questions for this research study. The researcher employed simple percentage in the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was on impact of laboratory technology on teaching and learning integrated science among junior secondary school. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of impact of laboratory technology on teaching and learning integrated science among junior secondary school
Summary
This study was on impact of laboratory technology on teaching and learning integrated science among junior secondary school. Three objectives were raised which included: To ascertain the relationship between laboratory technology and secondary school performance on integrated science, to find out qualified teachers attitude in teaching integrated science in junior secondary schools and to ascertain the effect of laboratory technology on teaching and learning of integrated science in secondary school. In line with these objectives, two research hypotheses were formulated and two null hypotheses were posited. The total population for the study is 200 staff of selected secondary schools in Enugu urban area, Enugu state. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made principals, vice principals adm, senior staff and junior staff were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Conclusion
Quality education is achieved when science laboratory and the laboratory in the context of teaching and learning science is made relevant regarding research issues as well as developmental and implementation issues. It is quite obvious that the laboratory space should be available to the teacher during the planning and preparation period and available to students for special projects, makeup laboratories, etc. outside their regular class hours. Each student should have his/her own laboratory work space. To that end, science teachers must be provided with an annual budget sufficient to purchase both expendable material and equipment necessary to conduct inquiry-based learning that is believed to enhance quality learning
Recommendation
Government should provide Physical resources, and curriculum development that will enhance the use of laboratory technology method and improve the quality of science instruction in our schools. Adequate ventilation, fume hoods, reference materials and laboratory size must be constructed in such a way to allow all students to participate in real hands-on activities.
References
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