This study investigated the impact of laboratory-based instructional intervention on the learning outcomes of low performing senior secondary students in Physics. The study adopted the pre-test and post-test control group quasi-experimental design. The treatments were at two levels (LBII and CTM). A total number of 194 SSS II students participated in the study. Physics Achievement Test (PAT) was the main instrument used to collect data from students. The data collected were analyzed using descriptive statistics and t-test, using SPSS 15.00 statistical packages at 0.05 level of significance. The results of this study indicated that there was significant difference in the achievement in Physics of low performing students exposed to laboratory-based instructional intervention (LBII) and those exposed to conventional teaching method (CTM). This study concludes that the use of laboratory based instructional intervention method of teaching should be embraced as a good asset to Physics Students and teachers in the senior secondary schools.

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…the formation of operations always requires a favourable environment for “cooperation,” that is to say the operations carried out in common (e.g., the role of discussion, mutual criticism or support, problems raised as the result of exchange of information, heightened curiosity due to the cultural influence of a social group, etc. [Piaget, 1972].

In 1969 the Ford Foundation in the United States undertook to sponsor the Six-Year Primary Project. This is a curriculum project concerned primarily with the question of the most appropriate language policy for efficient primary education for Yoruba-speaking Nigerian children. The project is involved with languages as means to an end and not as ends in themselves. The end is effective primary education and the means are the teaching or learning of the children's mother tongue and a second language as school subjects and the subsequent utilization of them as media of instruction. The usual educational practice in the former Western State of Nigeria (now comprising Ogun, Ondo, and Oyo States) is to teach both Yoruba and English languages as school subjects and also to use both of them as media of instruction.Among the assumptions of the project are (1) that the current primary education given to children is neither rich nor meaningful enough; ( 2 ) that the provision for well-designed social and cultural studies as well as elementary science throughout will make primary education richer; and (3)that the given of such improved primary education through the medium of the children's own first language (in the present case, Yoruba) while at the same time teaching English as a second language using a few gifted teachers will make the education more meaningful, with greater "surrender value.'' From these assumptions the aims of the project were generated: (I) to develop a primary education curriculum with an adequately strong "surrender value," since primary education is terminal for the majority of Nigerian children; and ( 2 ) to use the Yoruba language as the medium of instruction throughout, in order to demonstrate that primary education, when given in the child's mother tongue rather than in a second or foreign language, is more effective and meaningful.The importance of one's mother tongue in learning and development has been highlighted by Piaget (1973). According to him, language is a "ready-made system that is elaborated by society and that contains for persons that learn it before they contribute to its enrichment, a wealth of cognitive instruments (relations, classification, and so on) at the service of thought." Piaget talks of language in the sense of learning to speak and to internalize the rules of one's mother tongue. According to Piaget, language (in the sense of a mother tongue) is a necessary but not sufficient condition for the construction of logical operations, noting that "these operations go beyond language since neither the lattice of possible combinations nor the INRC transformational rules is as such found in language."

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