CHAPTER ONE
INTRODUCTION
This chapter introduces the work under the following sub-headings: background of the study, statement of the problem, purpose of the study, research questions, research hypotheses, and significance of the study, delimitation of the study, limitation of the study and definition of terms.
Background of the study
The current shift in emphasis in science curricula objective reflecting student-centred process approach to science is a radical departure from the traditional emphasis on teacher-centred product approach. This new trend requires that the students should be actively involved in the learning process through adequate and meaningful hands- and- minds – on activities during every classroom instruction in science. However, research reports show contrary to the demands of the new science curricula in Nigeria, our science teachers still decide to split science instructions into theory and practical (Njoku, 2004 and Uzoechi, 2004). The results have been students’ persistent poor performance in science subjects, which necessitate laboratory teaching and Basic Science and Technology as a core science subject at the Basic Education level is not an exception.
The teaching of science in the laboratories has been a controversial issue. Laboratory work is both times consuming and expensive compared with other methods of instruction. Hence, the efficiency of such a method of learning should justify the additional time and cost of using it, especially in primary and secondary education (Sabri and Emuas, 2006). In other words, the increase in the educational budget for using laboratories as a model of teaching should be more efficient in accomplishing the objectives of teaching science through laboratories needs, therefore to be constantly evaluated using one or more of the following methods stated below according to Sabri and Emuas (2006).
There should be a comparison of the academic achievement of students who are taught through the laboratory method compared with the achievement of students taught with other models. Harty and Al-Felah (1983) in Sabri and Emuas (2006) indicated that students exposed to laboratory- based education exhibited significantly greater chemistry achievement than students in comparable lecture/demonstration groups on both immediate and delayed post tests. Zitoon and Al-Zaubi (1986) in Sabri and Emuas (2006) concluded that the laboratory teaching method is more efficient compared with traditional method in developing the skill of scientific thinking for science secondary school students. Low achieving students using laboratory method performed better than their counterparts who received the lecture method (Odubunmi and Balogun, 1991). In opposition to this, other studies have not found any significant differences in achievement between laboratory and lecture methods.
There should be emphasis on the availability, functionality and accuracy of laboratory equipment in other to achieve the aims of using the laboratory. The Basic Science and Technology for instance, is facilitated by adequate supply of functional laboratory equipment. It requires practical to enhance conceptual understanding as this is crucial to students learning. The quality of functional laboratory equipment a school has is an important aspect for facilitating the knowledge of Basic Science and Technology among learners (Etiubon, 2010). As Wasagu (2008) puts it- “laboratories, workshops and studies blistering with technology and state of art equipment assisted with multimedia technology will boost academic progress”. Aladejana (2007), Balogun (2000) and Mayer (2004) in Etiubon (2010) opined that available functional laboratory equipment promote students’ participation during laboratory activities which in turn enable them identify problems, pose relevant questions, perform efficient and effective experiments, make judgements on alternative hypotheses and interpretation of data. Students therefore learn to discover, learn from discovery and learn by discovery.
The extent to which laboratory instruction, experiments, and textbooks are congruent with expected objectives of teaching sciences should be investigated. Tamir and Lunetta (1981), in Sabri and Emuas (2006) reported that laboratory handbooks do not provide students with expected opportunities to investigate and use the scientific inquiry method of teaching. Lunetta (2003) reported that laboratory instruction may play an important part in the achievement of some science teaching goals, but not incorporated laboratory goals in their instruction and evaluation systems. The discrepancies between teaching goals and laboratory handbooks instructions also were shown by Fuhrman (1982) in Sabri and Emuas (2006).