1.1 Introduction
Science education is widely regarded as the systematic study of the structure and behavior of the physical and natural world through observation and experimentation. According to Olagunju (2015), science is both a body of knowledge and a process of acquiring knowledge, making it necessary that its teaching involves both theoretical explanations and practical demonstrations. In secondary schools, the laboratory is defined as a specially equipped learning environment where students interact with scientific materials, apparatus, and real-life phenomena to gain hands-on experiences that support classroom instruction (Hofstein & Lunetta, 2004). The laboratory therefore serves as the heart of science education, as it provides opportunities for learners to test theories, develop practical skills, and nurture curiosity through experimentation. The importance of laboratory activities in science learning is rooted in the belief that students understand better when they see, touch, and manipulate objects rather than just listen to abstract descriptions.
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitation of the study and Definition of terms.
1.2 Background of the Study
Globally, laboratories have evolved from traditional spaces containing simple apparatus to advanced facilities equipped with digital technologies and simulations. Nwagbo (2008) affirmed that modern science education emphasizes inquiry-based learning, where laboratories are used not only for verification of theories but also for fostering creativity, innovation, and problem-solving skills. However, in many developing countries, including Nigeria, laboratory facilities still lag behind these global standards, creating a performance gap between students in resource-rich and resource-poor environments. The role of science in the development of any nation is undeniable, as it serves as the foundation for technological advancement, industrial growth, and innovation. According to Okebukola (2005), science education is central to equipping students with the necessary knowledge, skills, and attitudes required for national development. In secondary schools, science subjects such as Physics, Chemistry, and Biology are designed not only to impart theoretical knowledge but also to provide practical experiences through the use of laboratories. The laboratory is widely acknowledged as the core of science teaching because it enables students to interact with scientific phenomena and build a deeper understanding of concepts.
Hofstein and Lunetta (2004) reported that laboratory activities enhance students' achievement by providing opportunities for observation, experimentation, and problem-solving. They argued that laboratory-based learning fosters creativity and critical thinking, which are indispensable for science education. Similarly, Adesoji and Raimi (2004) asserted that when students are actively involved in practical experiments, they develop manipulative skills, confidence, and a scientific mindset, all of which translate to improved academic performance. On the contrary, the absence of functional laboratories often leads to overreliance on rote memorization, which undermines the essence of science education.
Nwagbo (2008) stated that the consistent poor performance of Nigerian secondary school students in external examinations such as the West African Senior School Certificate Examination (WASSCE) is partly linked to limited exposure to laboratory activities. He affirmed that students who engage in regular practical lessons outperform their counterparts who are taught solely through lecture methods. In agreement with this view, Ezeudu and Obi (2013) contended that laboratory work not only strengthens comprehension but also sustains interest in science subjects, thereby reducing students' fear of science as being too abstract or difficult.
The availability and effective use of laboratories are influenced by several factors, including funding, infrastructure, and teacher competence. Olagunju (2015) asserted that inadequate government support, poor maintenance culture, and lack of training for science teachers contribute significantly to the underutilization of laboratories in Nigerian secondary schools. This study is set against the backdrop of this research to examine how laboratory exposure influences students' achievement, the challenges associated with laboratory use.
1.3 Statement of Problems
Investigation revealed that the teaching and learning of science subjects in secondary schools is expected to be activity-oriented, engaging students through practical laboratory experiences that foster critical thinking and problem-solving skills. However, in many Nigerian secondary schools, the absence of adequately equipped laboratories is a major setback to achieving effective science education. Science is not meant to be taught in isolation from experiments, as practical exposure provides the foundation upon which theories are built and understood (Adesoji & Raimi, 2004).
The problem is further compounded by the fact that where laboratories exist, they are either poorly maintained or lack essential materials and apparatus. Teachers in such environments resort to theoretical teaching methods that deprive students of the opportunity to actively participate in scientific inquiry (Ezeudu & Obi, 2013). On the other hand, some schools with functional laboratories demonstrate better student performance in science subjects, showing that access to laboratory facilities is strongly correlated with improved learning outcomes (Okebukola, 2005).
Furthermore, inadequate government funding, poor management of available facilities, and lack of commitment from stakeholders worsen the challenges facing laboratory use in secondary schools. Teachers, who play a central role in maximizing laboratory resources, sometimes lack proper training in laboratory management and improvisation, which further hinders effective delivery of practical lessons (Oladejo et al., 2011). The neglect of this critical component of science education is a serious problem that affects the overall quality of science teaching and learning in the country. It is against the backdrop that this study seeks to address these problems by evaluating the effect of laboratory in secondary schools on students performance in science subjects.
1.4 Aim and Objectives of the Study
The aim of this study is to investigate the effect of laboratory use on students' performance in science subjects in Nigerian secondary schools.
The specific objectives of this study are:
- To examine the relationship between laboratory facilities and students' academic performance in science subjects.
- To determine the extent to which laboratory activities enhance students' interest and motivation in learning science.
- To identify the challenges hindering effective utilization of laboratories in secondary schools.
- To suggest possible strategies for improving laboratory use to enhance science learning outcomes.
1.5 Research Questions
Based on the stated objectives, the study will address the following research questions:
- What is the relationship between laboratory facilities and students' academic performance in science subjects?
- To what extent do laboratory activities enhance students' interest and motivation in learning science?
- What challenges hinder the effective utilization of laboratories in secondary schools?
- What strategies could be adopted to improve laboratory use for better performance in science subjects?
1.6 Significance of the Study
It is believed that at the completion of the study, the findings will create awareness among stakeholders about the importance of practical exposure in improving student performance. In addition, the research will contribute to existing academic literature and provide a basis for future research in science education.
Furthermore, the research will assist policymakers in making informed decisions about the allocation of resources for science education. The study will also serve as a guide for teachers on adopting effective laboratory-based teaching strategies.
Lastly, students will benefit from improved comprehension and motivation in science subjects through increased exposure to laboratory activities.
1.7 Research Hypotheses
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
- H0: There is no significant relationship between the use of laboratory facilities and students' academic performance in science subjects.
- H1: There is a significant relationship between the use of laboratory facilities and students' academic performance in science subjects.
1.8 Scope of the Study
The scope of this research is focused on the effect of laboratory in secondary schools on students performance in science subjects. The scope of this study is limited to selected secondary schools in Oyo State. The research does not cover other states or private learning centers outside the selected schools.
1.9 Limitations of the Study
During the course of this study, there were some problems encountered which stood as limitations to the research work. Some of the limitations include:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
- Initial Cooperation Delay from Respondents: A particular limitation of this work came as a result of the respondent refusal to offer their cooperation at the initial time they were contacted. This contributed in making the success of this research study difficult.
1.10 Definition of Terms
Laboratory:
A laboratory in the context of this study refers to a specially designed room equipped with scientific apparatus and materials where students conduct experiments to support theoretical science lessons. According to Hofstein and Lunetta (2004), the laboratory is central to science learning because it bridges the gap between theory and practice.
Science Subjects:
Science subjects include Physics, Chemistry, and Biology taught in secondary schools, which rely heavily on both theoretical instruction and practical experimentation for effective learning (Okebukola, 2005).
Performance:
Performance refers to the measurable achievement of students in science subjects, often determined through classroom tests, internal examinations, and standardized assessments like the West African Senior School Certificate Examination (WASSCE) (Ezeudu & Obi, 2013).
Secondary Schools:
Secondary schools are post-primary institutions where students receive formal education after primary school, usually between the ages of 11 and 18, and where science subjects are compulsory at the junior level and optional but examinable at the senior level (Olagunju, 2015).
Practical Activities:
Practical activities are hands-on learning experiences conducted in laboratories, where students observe, manipulate, and experiment with scientific concepts. These activities are designed to promote critical thinking and problem-solving skills (Nwagbo, 2008).
…
