Assessment of Laboratory Resources, Teachers’ and Students’ Involvement in Practical Activities in Basic Science in Junior Secondary Schools in Osun State Nigeria

Olajide, Simeon Olayinka; Adebisi, Thomas Ajibade; Tewogbade, Tosin Adebola

doi:10.1515/jesr-2017-0011

Cited by 6 publications

(5 citation statements)

References 2 publications

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“…"The first barrier here is the lack of laboratory and adequate physics equipment" (Student, Gasabo). All of above identified barriers are in line with several study findings (Babalola, 2017;Daba & Anbesaw, 2016;Harcourt, 2018;Mogofe & Kibirige, n.d.;Motlhabane, 2013;Ndihokubwayo, 2017;Olajide et al, 2017;Vilaythong, 2011), their findings also support the findings of this study. They asserted that practical physics is mostly affected by lack of practical textbook, inadequate practical physics equipment, lack of separate wellequipped laboratory for physics, large class size, lack of laboratory at all, less attention of school administrators to practical work, lack of laboratory manual, less motivation of science teachers to use local materials, lack of proper supervision, lack of proper trainings on practical work and time limitation.…”

Section: Resources and Facilitiessupporting

confidence: 91%

Factors Affecting Use of Practical Work in Teaching and Learning Physics: Assessment of Six Secondary Schools in Kigali City, Rwanda

Niyitanga,

BIHOYIKI,

Nkundabakura

2021

Af. J. Educ. Stud. Math. Sci.

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Nowadays there is a global change in teaching and learning methods. Methods that support learners’ participation and construction of their own knowledge have been emphasized in all academic activities. Science theories are mastered in practices in teaching and learning activities. Teaching and learning through practical work is among methods that undoubtedly facilitate knowledge transfer and skills acquisition in teaching and learning events. The present study examined the real factors affecting the use of practical work in teaching and learning sciences, particularly physics in secondary schools located in Kigali city/Rwanda. The participants in this study were physics teachers, learners, directors of studies and headmasters from public and government-assisted schools. Qualitative and quantitative data were collected using questionnaires, interviews and observations. The findings indicated that lack of training and policy governing the use of practical work coupled with inadequate resources and facilities hindered the use of practical work in the teaching and learning of physics in secondary schools. The study recommended that in-service teacher training prioritizing the use of practical work in teaching and learning should be initiated and sustained, assessment of practical skills should be required for qualification and used formatively in all levels, Government Funds for education should be allocated to build, equip, and sustain laboratories in schools, also practical physics should be allocated on the school timetable and regular supervision should be carried out in the classroom to ensure effective implementation of practical work. Conversely, putting into practice practical work in teaching and learning actively engages learners in the creation of their understanding and be familiar with the everyday phenomenon that learners observe and experience around them.

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Section: Resources and Facilitiessupporting

confidence: 91%

Factors Affecting Use of Practical Work in Teaching and Learning Physics: Assessment of Six Secondary Schools in Kigali City, Rwanda

Niyitanga,

BIHOYIKI,

Nkundabakura

2021

Af. J. Educ. Stud. Math. Sci.

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“…Many have argued that without effective practical experiences in the laboratory, science cannot be meaningful to students. Adebisi, as cited by Olajide et al (2017), stressed that one of the most effective experiences to develop the scientific skills of the students is a practical laboratory.…”

Section: Challenges Faced By Science Teachers During Laboratory Activ...mentioning

confidence: 99%

https://www.ioer-imrj.com/wp-content/uploads/2020/05/Readiness-of-Science-Laboratory-Facilities-of-the-Public-Junior-High-in-Lanao-Del-Sur-Philippines.pdf

Abas¹,

Marasigan²

2020

IMRJ

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The Philippine K to 12 science curriculum is a learner-centered and inquiry-based discipline that requires learners to utilize learning materials and learning spaces needed for a meaningful understanding of the scientific concepts and for developing their scientific literacy. This is anchored to the constructivism theory that supports ‘learning by doing.’ A laboratory is an essential place for active learning and science teaching that would provide students with opportunities to think creatively and critically to solve real-world problems. This study assessed the current status of the science laboratory facilities in two public junior high schools in the province of Lanao del Sur. This is to assess the current condition and availability of laboratory facilities and to identify the challenges faced by science teachers. This study employed descriptive case study method, in which the participants were from two selected schools in Lanao del Sur. A researcher-made checklist of laboratory facilities and semi-structured interviews were used to gather the data. Frequency was used as a statistical tool for quantifying the number of available laboratory facilities and equipment. Based on the findings, both schools have inadequate laboratory facilities that hinder the performance of the activities in the science module designed by the Department of Education. The lack of a laboratory room, the inadequacy of laboratory facilities and science equipment, defective laboratory equipment, the inadequacy of learning materials, lack of water supply, lack of electricity are common issues in both schools. Teacherrespondents of this study have difficulty in teaching some science concepts and are not fully equipped on how to use some science equipment. Addressing the identified challenges is recommended to achieve quality education for all.

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“…As asserted by Olajide et al (2017), teaching science in basic education without laboratory resources masks and alienates the values of science to the students, which may prevent them from pursuing science courses in higher education. Thus, laboratory exercises are ways to appreciate the reality of science and to understand science logically.…”

Section: Challenges Faced By Science Teachers During Laboratory Activ...mentioning

confidence: 99%

Untitled

2020

IMRJ

View full text Add to dashboard Cite

The Philippine K to 12 science curriculum is a learner-centered and inquiry-based discipline that requires learners to utilize learning materials and learning spaces needed for a meaningful understanding of the scientific concepts and for developing their scientific literacy. This is anchored to the constructivism theory that supports 'learning by doing.' A laboratory is an essential place for active learning and science teaching that would provide students with opportunities to think creatively and critically to solve real-world problems. This study assessed the current status of the science laboratory facilities in two public junior high schools in the province of Lanao del Sur. This is to assess the current condition and availability of laboratory facilities and to identify the challenges faced by science teachers. This study employed descriptive case study method, in which the participants were from two selected schools in Lanao del Sur. A researcher-made checklist of laboratory facilities and semi-structured interviews were used to gather the data. Frequency was used as a statistical tool for quantifying the number of available laboratory facilities and equipment. Based on the findings, both schools have inadequate laboratory facilities that hinder the performance of the activities in the science module designed by the Department of Education. The lack of a laboratory room, the inadequacy of laboratory facilities and science equipment, defective laboratory equipment, the inadequacy of learning materials, lack of water supply, lack of electricity are common issues in both schools. Teacherrespondents of this study have difficulty in teaching some science concepts and are not fully equipped on how to use some science equipment. Addressing the identified challenges is recommended to achieve quality education for all.

show abstract

Assessment of Laboratory Resources, Teachers’ and Students’ Involvement in Practical Activities in Basic Science in Junior Secondary Schools in Osun State Nigeria

Abstract: The study assessed the availability of laboratory resources, teachers ' and students' involvement

Cited by 6 publications

References 2 publications

Factors Affecting Use of Practical Work in Teaching and Learning Physics: Assessment of Six Secondary Schools in Kigali City, Rwanda

Factors Affecting Use of Practical Work in Teaching and Learning Physics: Assessment of Six Secondary Schools in Kigali City, Rwanda

https://www.ioer-imrj.com/wp-content/uploads/2020/05/Readiness-of-Science-Laboratory-Facilities-of-the-Public-Junior-High-in-Lanao-Del-Sur-Philippines.pdf

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