1.1 Introduction
Biology is defined as the scientific study of living organisms and their interactions with the environment, offering learners a deeper understanding of life processes and the natural world. As a foundational science subject in secondary schools, it forms the basis for advanced studies in medicine, agriculture, biotechnology, and other life science disciplines (Ogunniyi, 2016). The teaching of biology involves both theoretical explanations and practical experiences, with the latter providing learners with opportunities to observe, investigate, and interpret biological phenomena directly (Afolabi & Akinbobola, 2015). The secondary school curriculum acknowledges the importance of laboratory experiences, stressing that practical work is integral to achieving meaningful learning outcomes (Amos, 2018).
This chapter introduces the research by reviewing the background that informed the study, identifying the issues that led to its formulation, and outlining the aim and objectives. It also explains the study's significance, defines its scope, presents the research questions and hypotheses, addresses the limitations, and clarifies important terms used throughout the work.
1.2 Background of Study
Biology occupies a central position in the secondary school science curriculum because it provides learners with the foundational knowledge needed to understand life processes and natural phenomena. According to Ogunniyi (2016), biology plays a significant role in shaping students' scientific literacy and preparing them for careers in health sciences, agriculture, and environmental studies. The subject is designed to blend theoretical instruction with practical activities so that students develop both cognitive understanding and hands-on scientific skills. However, the extent to which practical work influences students' performance has remained a subject of interest among researchers, educators, and policymakers.
The importance of practical activities in biology education is rooted in the belief that students learn more effectively when they interact directly with materials, specimens, and laboratory equipment. Afolabi and Akinbobola (2015) reported that practical experiences help learners observe, explore, and interpret scientific concepts, thereby enhancing their understanding and retention. Amos (2018) asserted that exposing students to laboratory-based learning improves their scientific reasoning and encourages inquiry-based exploration. In the same vein, Olatoye and Afuwape (2017) affirmed that students who regularly participate in practical sessions tend to perform better academically than those who rely solely on theoretical instruction.
Eze (2019) stated that inadequate laboratory facilities, shortage of equipment, and insufficient instructional materials limit students' opportunities to engage in meaningful experiments. Okoli (2018) contends that such challenges create disparities in learning experiences, resulting in inconsistent performance levels across schools. Some teachers also face difficulties in conducting practical classes due to large class sizes or limited professional training, which affects the quality of instruction provided. Furthermore, differences in school environments contribute to varying academic outcomes. While some schools possess well-equipped laboratories and encourage continuous practical engagement, others rely predominantly on lecture methods due to infrastructural and economic limitations. Akinfe, Olofinniyi, and Fashiku (2017) reported that such variations influence students' mastery of biological concepts and reduce their interest in science-related subjects. On the other hand, studies have also shown that exposure to practical work alone does not automatically guarantee improved performance unless it is properly structured and aligned with curriculum objectives. This study is set against the backdrop of the need to examine the relative effects of biology practical on secondary school students' academic performance.
1.3 Statement of Problems
Investigation revealed that biology remains one of the core science subjects taught at the secondary school level, yet a persistent decline in students' academic performance has raised concerns among educators, parents, and policymakers. Many students experience difficulty understanding abstract biological concepts when instruction is limited to theoretical explanations, as this instructional pattern is often insufficient for promoting deep learning (Afolabi & Akinbobola, 2015).
There is also growing recognition that active participation in practical work is essential for improving conceptual clarity and knowledge retention. Practical experiences expose learners to real-life biological processes, making learning more meaningful and engaging (Ogunniyi, 2016). However, the disparity in availability of functional laboratories across schools suggests that not all students have equal access to such experiences. On the other hand, some students who participate in practical sessions still struggle academically, raising questions about the effectiveness of the practical activities offered, the quality of instructional delivery, and the level of student engagement during laboratory work.
Furthermore, students who rely solely on theory-based instruction are more likely to memorize facts rather than understand processes, which further affects performance in standardized assessments (Olatoye & Afuwape, 2017). On the other hand, schools that adopt regular and well-structured practical sessions appear to record better learning outcomes, although the degree of this improvement is still unclear and varies across learning environments. It is against this backdrop that this study seeks to determine the relative effects of biology practical on secondary school students' academic performance.
1.4 Aim and Objectives of Study
The aim of this study is to determine the extent to which biology practical activities affect students' academic performance in secondary schools. The specific objectives of the study include:
- To examine the relationship between students' participation in biology practical sessions and their academic performance.
- To assess the impact of the quality and availability of laboratory facilities on students' learning outcomes in biology.
- To investigate the influence of teachers' competence in conducting practical lessons on students' achievement.
- To determine the effect of students' attitudes towards practical work on their academic performance.
- To identify challenges within the current system that hinder effective implementation of biology practical activities.
1.5 Research Questions
Based on the stated objectives, this study seeks to answer the following research questions:
- What is the relationship between students' participation in biology practical sessions and their academic performance?
- How does the quality and availability of laboratory facilities influence students' learning outcomes in biology?
- What is the effect of teachers' competence in conducting practical lessons on students' achievement?
- How do students' attitudes towards practical work affect their academic performance in biology?
- What challenges within the current system hinder the effective implementation of biology practical activities?
1.6 Research Hypotheses
Based on the stated objectives, the research study formulates the following hypotheses:
Hypothesis One
- H0: There is no significant effect of biology practical activities on the academic performance of secondary school students.
- H1: There is a significant effect of biology practical activities on the academic performance of secondary school students.
Hypothesis Two
- H0: Participation in biology practical sessions has no significant positive effect on students' academic performance.
- H1: Participation in biology practical sessions has a significant positive effect on students' academic performance.
Hypothesis Three
- H0: The quality and availability of laboratory facilities do not significantly influence students' learning outcomes in biology.
- H1: The quality and availability of laboratory facilities significantly influence students' learning outcomes in biology.
Hypothesis Four
- H0: Teachers' competence in conducting practical lessons do not significantly affects students' achievement.
- H1: Teachers' competence in conducting practical lessons significantly affects students' achievement.
Hypothesis Five
- H0: Students' attitudes towards practical work does not significantly influence their performance in biology.
- H1: Students' attitudes towards practical work significantly influence their performance in biology.
1.7 Significance of Study
It is believed that at the completion of the study, the findings will support improved instructional strategies, enhance learning experiences, and guide policymakers in providing adequate laboratory resources. The study will also offer a foundation for future research on effective science teaching methods and contribute to the advancement of biology education in secondary schools.
Furthermore, the study will guide schools in resource allocation for laboratory facilities and instructional materials.
Lastly, the study will serve as a reference for further research on practical-based science education and student performance.
1.8 Scope of Study
The scope of this research is focused on the relative effects of biology practical on secondary school students' academic performance in Lagos State, Nigeria.
1.9 Limitations of the Study
A study of this nature is bound to experience certain problems as such the constraints imposed on the research include:
- Time Constraints: A study of this nature needs relatively long time during which information for accurate or at least near accurate inference could be drawn. The period of the study was short, time posed as constraints to the research.
- Financial Constraints: The research would have extended the survey to other area at the empirical level, but limitation as included cost of transportation to the source of material and the cost of time setting of the already completed work.
- Lack of Cooperation: Many of the respondents are usually aggressive on issue that border cooperation among the respondents border.
- Response Bias: The study will involve surveys and interviews with cooperative managers and members. Response bias may occur if respondents provide socially desirable answers or if there is reluctance to disclose negative financial information due to privacy concerns or fear of repercussions.
1.10 Definition of Terms
Biology Practical: Refers to hands-on laboratory activities in biology, including experiments, dissections, and observations, designed to enhance students' understanding of biological concepts (Afolabi & Akinbobola, 2015).
Academic Performance: The measurable achievement of students in biology, often assessed through scores in tests, assignments, and examinations (Amos, 2018).
Laboratory Facilities: Physical infrastructure and equipment available in schools to conduct practical science lessons, such as microscopes, reagents, and laboratory benches (Eze, 2019).
Teacher Competence: The knowledge, skills, and professional ability of biology teachers to conduct practical lessons effectively (Olatoye & Afuwape, 2017).
Student Attitude: Learners' perception, interest, and disposition towards participating in biology practical activities (Okoli, 2018).
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