ABSTRACT
This work discusses the influence of laboratory techniques on students’ performance in physics. Practical aspects of lessons aid effective problem-solving activity in physics, improves skill acquisition of students thus influencing high achievement levels of students. The study was carried out because of need to enhance the teaching and learning of Physics in our secondary schools.. A descriptive survey of ex-post facto design was adopted for the study. The study population was all SS II students and teachers in fourteen secondary schools. A sample of fifty-six students and seven teachers was obtained using the systematic sampling technique. A self-prepared checklist extracted from the West African Examinations Council Regulations and Syllabus for West African Secondary Certificate Examinations was used for the study. The data were analyzed using Chi-square-goodness-of-fit-test and Pearson-Product-Moment Correlation in testing the null hypotheses. Among the findings were inadequate Physics laboratory facilities in the Local Government Area since only one school had the facilities and materials; acquisition of laboratory skills is dependent on students’ participation; teachers’ qualification is an asset for proper utilization of the laboratory. It was therefore recommended that the Government, parents, teachers and all concerned bodies make effort to provide secondary schools with laboratory facilities, materials (specimens) and equipment.
CHAPTER
INTRODUCTION
BACKGROUND OF THE STUDY
Science laboratories have made this world very advanced and scientific in its purposes. In a laboratory or field learning environment, students work individually or in small groups on a question, problem or hypothesis. They use the processes and materials of science to construct their own explanation of biological phenomena (Dahar&Faize, 2011). The distinction between laboratory or field learning and traditional classroom learning is that activities are student-centered, with students actively engaged in hands-on, minds-on activities using laboratory or field materials and techniques. This has been known to enhance learning in science and improve the understanding level of students (Tobin, 1990; Hodson, 1993; Hofstein&Lunetta, 2004).
School facilities have been observed as a potent factor to quantitative education. The availability and utilization of laboratory facilities are essential for effective teaching and learning of Physics and consequently a good performance in students. According to Akande (1985), learning can occur through one’s environment – facilities that are available to facilitate students learning outcome. Students can master better the basic concepts of Physics when they can learn by doing. Appropriate facilities, equipment and adequate utilization of same are of necessity if school science course is to be successful. This implies that practical should function as the primary learning experience. Green (1989) identified one of the problems of the Physics teacher during the teaching process as the provision of specimens in a laboratory class which can hamper or enhance the effective teaching of the subject. Consequently, it is not enough to establish laboratories, but also to equip them with appropriate materials as much as possible to allow for individual student work or else it will be a situation of ‘a tourist with a car but without money to buy petrol’. This is an analogy of the effect of an ill-equipped laboratory on the performance of students who have good intentions to learn science. Utulu (1998) conducted a study to evaluate the adequacy of laboratory equipment as well as the distribution of the equipment in secondary schools in urban and rural areas of Edo State and concluded that laboratory and workshop equipment were inadequately provided and that there was an imbalance in the provision of laboratory equipment between urban and rural secondary schools in Edo State. This, as observed, by Ndu (1991) is one of the problems of teaching science and technology in rural environments.
SIGNIFICANCE OF THE STUDY
The study of physics provides students with opportunities to develop an understanding of our living world. Physics is the study of life and its evolution, of organisms and their structures, functions, processes, and interactions with each other and with their environments. Biologists recognize that knowledge based upon experimental results and accurate observations is gained through a variety of experiences. Thus, the role of the laboratory and field learning becomes a key component in understanding physics. Laboratory and field activities and inquiry provide students with opportunities to question, observe, sample, experience, and experiment with scientific phenomena in their quest for knowledge of living things. Tobin (1990) wrote that “Laboratory activities appeal as a way of allowing students to learn with understanding and, at the same time, engage in a process of constructing knowledge by doing science”. The findings of this study will give the public insight to the state of the science learning environment that our secondary school students are provided with in Ethiope-West LGA. This would further furnish the government one of the reasons the country has low achievement levels in standardized examinations.
RESEARCH QUESTIONS
The research questions are:
1. Are there physics laboratories in the secondary schools of the local government area?
2. Is the availability of laboratory facility necessary for the effective teaching and learning of Physics?
3. Is there a relationship between students’ participation in laboratory classes and their acquisition of skill?
4. Is there a relationship between the qualification of the teacher and proper utilization of laboratory facilities?
RESEARCH HYPOTHESES
The following hypotheses were generated and tested at 0.05 level of significance.
Ho: Laboratory facilities have a significant impact on the effective teaching and learning of physics.
Hi: Laboratory facilities does not have a significant impact on the effective teaching and learning of physics
Ho: There is a significant relationship between the availability of laboratory facilities and effective teaching and learning of physics.
Hi: There is no significant relationship between the availability of laboratory facilities and effective teaching and learning of physics.
LIMITATIONS OF THE STUDY
There were limited funds and time for the project. The uncooperative responses from many respondents was also a factor.
TABLE OF CONTENT:
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
1.2 Statement of the Research Problem
1.3 Objectives of the Study
1.4 Significance of the Study
1.5 Research Questions
1.6 Research Hypothesis
1.7 Conceptual and Operational Definition
1.8 Assumptions
1.9 Limitations of the Study
CHAPTER TWO
LITERATURE REVIEW
2.1 Sources of Literature
2.2 The Review
2.3 Summary of Literature Review
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Research Method
3.2 Research Design
3.3 Research Sample
3.4 Measuring Instrument
3.5 Data Collection
3.6 Data Analysis
3.7 Expected Result
CHAPTER FOUR
DATA ANALYSIS AND RESULTS
4.1 Data Analysis
4.2 Results
4.3 Discussion
CHAPTER FIVE
SUMMARY AND RECOMMENDATIONS
5.1 Summary
5.2 Recommendations for Further Study
Bibliography
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Tags: THE INFLUENCE OF LABORATORY TECHNIQUES ON STUDENTS’ PERFORMANCE IN PHYSICS
ABSTRACT
This work discusses the influence of laboratory techniques on students’ performance in physics. Practical aspects of lessons aid effective problem-solving activity in physics, improves skill acquisition of students thus influencing high achievement levels of students. The study was carried out because of need to enhance the teaching and learning of Physics in our secondary schools.. A descriptive survey of ex-post facto design was adopted for the study. The study population was all SS II students and teachers in fourteen secondary schools. A sample of fifty-six students and seven teachers was obtained using the systematic sampling technique. A self-prepared checklist extracted from the West African Examinations Council Regulations and Syllabus for West African Secondary Certificate Examinations was used for the study. The data were analyzed using Chi-square-goodness-of-fit-test and Pearson-Product-Moment Correlation in testing the null hypotheses. Among the findings were inadequate Physics laboratory facilities in the Local Government Area since only one school had the facilities and materials; acquisition of laboratory skills is dependent on students’ participation; teachers’ qualification is an asset for proper utilization of the laboratory. It was therefore recommended that the Government, parents, teachers and all concerned bodies make effort to provide secondary schools with laboratory facilities, materials (specimens) and equipment.
CHAPTER
INTRODUCTION
BACKGROUND OF THE STUDY
Science laboratories have made this world very advanced and scientific in its purposes. In a laboratory or field learning environment, students work individually or in small groups on a question, problem or hypothesis. They use the processes and materials of science to construct their own explanation of biological phenomena (Dahar&Faize, 2011). The distinction between laboratory or field learning and traditional classroom learning is that activities are student-centered, with students actively engaged in hands-on, minds-on activities using laboratory or field materials and techniques. This has been known to enhance learning in science and improve the understanding level of students (Tobin, 1990; Hodson, 1993; Hofstein&Lunetta, 2004).
School facilities have been observed as a potent factor to quantitative education. The availability and utilization of laboratory facilities are essential for effective teaching and learning of Physics and consequently a good performance in students. According to Akande (1985), learning can occur through one’s environment – facilities that are available to facilitate students learning outcome. Students can master better the basic concepts of Physics when they can learn by doing. Appropriate facilities, equipment and adequate utilization of same are of necessity if school science course is to be successful. This implies that practical should function as the primary learning experience. Green (1989) identified one of the problems of the Physics teacher during the teaching process as the provision of specimens in a laboratory class which can hamper or enhance the effective teaching of the subject. Consequently, it is not enough to establish laboratories, but also to equip them with appropriate materials as much as possible to allow for individual student work or else it will be a situation of ‘a tourist with a car but without money to buy petrol’. This is an analogy of the effect of an ill-equipped laboratory on the performance of students who have good intentions to learn science. Utulu (1998) conducted a study to evaluate the adequacy of laboratory equipment as well as the distribution of the equipment in secondary schools in urban and rural areas of Edo State and concluded that laboratory and workshop equipment were inadequately provided and that there was an imbalance in the provision of laboratory equipment between urban and rural secondary schools in Edo State. This, as observed, by Ndu (1991) is one of the problems of teaching science and technology in rural environments.
SIGNIFICANCE OF THE STUDY
The study of physics provides students with opportunities to develop an understanding of our living world. Physics is the study of life and its evolution, of organisms and their structures, functions, processes, and interactions with each other and with their environments. Biologists recognize that knowledge based upon experimental results and accurate observations is gained through a variety of experiences. Thus, the role of the laboratory and field learning becomes a key component in understanding physics. Laboratory and field activities and inquiry provide students with opportunities to question, observe, sample, experience, and experiment with scientific phenomena in their quest for knowledge of living things. Tobin (1990) wrote that “Laboratory activities appeal as a way of allowing students to learn with understanding and, at the same time, engage in a process of constructing knowledge by doing science”. The findings of this study will give the public insight to the state of the science learning environment that our secondary school students are provided with in Ethiope-West LGA. This would further furnish the government one of the reasons the country has low achievement levels in standardized examinations.
RESEARCH QUESTIONS
The research questions are:
1. Are there physics laboratories in the secondary schools of the local government area?
2. Is the availability of laboratory facility necessary for the effective teaching and learning of Physics?
3. Is there a relationship between students’ participation in laboratory classes and their acquisition of skill?
4. Is there a relationship between the qualification of the teacher and proper utilization of laboratory facilities?
RESEARCH HYPOTHESES
The following hypotheses were generated and tested at 0.05 level of significance.
Ho: Laboratory facilities have a significant impact on the effective teaching and learning of physics.
Hi: Laboratory facilities does not have a significant impact on the effective teaching and learning of physics
Ho: There is a significant relationship between the availability of laboratory facilities and effective teaching and learning of physics.
Hi: There is no significant relationship between the availability of laboratory facilities and effective teaching and learning of physics.
LIMITATIONS OF THE STUDY
There were limited funds and time for the project. The uncooperative responses from many respondents was also a factor.
TABLE OF CONTENT:
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
1.2 Statement of the Research Problem
1.3 Objectives of the Study
1.4 Significance of the Study
1.5 Research Questions
1.6 Research Hypothesis
1.7 Conceptual and Operational Definition
1.8 Assumptions
1.9 Limitations of the Study
CHAPTER TWO
LITERATURE REVIEW
2.1 Sources of Literature
2.2 The Review
2.3 Summary of Literature Review
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Research Method
3.2 Research Design
3.3 Research Sample
3.4 Measuring Instrument
3.5 Data Collection
3.6 Data Analysis
3.7 Expected Result
CHAPTER FOUR
DATA ANALYSIS AND RESULTS
4.1 Data Analysis
4.2 Results
4.3 Discussion
CHAPTER FIVE
SUMMARY AND RECOMMENDATIONS
5.1 Summary
5.2 Recommendations for Further Study
Bibliography
HOW TO GET THE FULL PROJECT WORK
PLEASE, print the following instructions and information if you will like to order/buy our complete written material(s).
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount (#5000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project topics
(2) Email Address
(3) Payment Name
(4) Teller Number
We will send your material(s) immediately we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 2023350498
Bank: UBA.
HOW TO IDENTIFY SCAM/FRAUD
As a result of fraud in Nigeria, people don’t believe there are good online businesses in Nigeria.
But on this site, we have provided “table of content and chapter one” of all our project topics and materials in order to convince you that we have the complete materials.
Secondly, we have provided our Bank Account on this site. Our Bank Account contains all information about the owner of this website. For your own security, all payment should be made in the bank.
No Fraudulent company uses Bank Account as a means of payment, because Bank Account contains the overall information of the owner
CAUTION/WARNING
Please, DO NOT COPY any of our materials on this website WORD-TO-WORD. These materials are to assist, direct you during your project. Study the materials carefully and use the information in them to develop your own new copy. Copying these materials word-to-word is CHEATING/ ILLEGAL because it affects Educational standard, and we will not be held responsible for it. If you must copy word-to-word please do not order/buy.
That you ordered this material shows you have agreed not to copy word-to-word.
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
Visit any of our project websites below:
www.easyprojectmaterials.com
www.easyprojectmaterials.com.ng
www.easyprojectmaterial.net
www.easyprojectmaterial.net.ng
www.easyprojectsolutions.com
www.worldofnolimit.com
www.worldofnolimit.com
www.nairaproject.com.ng
www.nairaprojects.com.ng
www.nairaproject.net
www.nairaprojects.net
www.uniproject.com.ng
www.uniprojects.com.ng
Tags: THE INFLUENCE OF LABORATORY TECHNIQUES ON STUDENTS’ PERFORMANCE IN PHYSICS
