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The Impact Or Effect Of Laboratory Activities On Students Academic Performance In Chemistry
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CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
According
to Agbai, (2004), chemistry is a branch of science and the prerequisite
subject for many fields of science. These fields include agriculture,
pharmacy, medicine, nursing, biochemistry, and chemical engineering. It
contributes immensely to the technological growth of the nation.
Therefore, any nation that aspires to develop scientifically and
technologically must pay attention to the quality of chemistry education
that is being taught in schools. It is against this background that
made the Federal Government of Nigeria to identify the specific
objectives to be achieved in the teaching of chemistry at the senior
secondary school level in the National Policy on Education (Federal
Republic of Nigeria, 2004) as cited in (Agbai, 2004), is as follows:
Facilitating a transition to the use of scientific concepts and techniques acquired in integrated science with chemistry;
Providing
the students with basic knowledge in chemical concepts and principles
through efficient selection of content and sequencing;
Showing chemistry in its inter-relationship with other subjects;
Showing chemistry and its link with industry, everyday life, benefits, and hazards;
Providing
a course which is complete for students not proceeding to higher
education, while at the same time, it is a reasonably adequate
foundation for a post-secondary chemistry course.
The policy
recommends that science teaching and learning should be
activity-oriented and student-centered such that students acquire
relevant laboratory experiences. The achievement of these objectives
will depend on and be influenced by the teacher, the students, the
materials, the laboratory, and how both students and teachers perceive
them in relation to intended learning outcomes (Agbi, 2004).
Chemistry
is a core science subject, and as such, a credit pass in it is required
before a student can be admitted in any tertiary institution for most
scientific based discipline. The study of chemistry entails the learning
of concepts, established principles, laws and theories, and also
substantial activity-oriented laboratory work. These laboratory
experiments are to demonstrate practically some of the principles taught
in theory, test the validity of certain empirical chemical laws, and
illustrate properties of substances taught theoretically in the
classroom. Learning chemistry means not only learning facts and concepts
that describe the physical world at the atomic level, but also learning
how to examine the physical evidences of chemical principles in a
laboratory learning environment. Since chemistry is a science based on
experimentation, therefore, performing experiments within a laboratory
setting becomes very important in its’ teaching and learning. Effective
teaching and learning of chemistry can only take place when theoretical
explanations are complemented with actual practices in the laboratory
(Akalonu, 1998).
The teaching laboratory is the standard method of
training students in the skills and values central to scientific
investigation and important in the development of positive attitude to
chemistry. At the chemistry laboratory, students work cooperatively in
small groups to investigate phenomena. This mode of instruction has
potentials to enhance constructive social interactions as well as
positive attitudes and academic performance. Even, though the knowledge
of chemistry to the society is very important, students’ performance in
the subject as measured by their scores in Senior Secondary Certificate
Examination (SSCE) is very poor.
The poor performance in sciences,
especially in chemistry in SSCE, attests to the fact that chemistry
teaching and learning and the conditions under which they take place
need to be re-examined. These should include the laboratory learning
environment and the availability of learning resources that can enhance
students’ performance in the subject.
According to Akalonu, (1998),
the science laboratory, a unique learning environment, is a setting in
which students can work cooperatively in small groups to investigate
scientific phenomena. The environment in a laboratory is expected to be
less formal, when compared to the conventional classroom setting and
presents opportunities for more interactions between students and with
the teacher, as well. Such greater interactions are likely to promote
more positive social interactions that are ideal for creating a
constructive and positive learning environment.
The laboratory in the
school has been defined by several authors in different ways. Al-faleh,
& Hary, (1993) sees a laboratory as a place where scientific
exercises are conducted by the science teachers for the benefit of the
students (learners). The laboratory exercises include; experiments, and
other activities which help the students in acquiring scientific skills.
Amaefule, (2001) defined science laboratory as a workshop where science
is done or where scientific activities are carried out under conducive
environment. She also sees the laboratory as a place where science
equipment, materials or instruments are housed for security and safety.
Igwe (2003) observed that a laboratory can be indoor such as the
sufficiently designed and equipped room found in most schools or outdoor
involving such places as riverside, workshop, field and even market for
carrying out scientific studies. He further stated that what ever the
type of laboratory employed in science teaching, the same laboratory
experience should be attained, that is a participation n the series of
experimental, observational and demonstrating activities which provide
opportunity for students to develop understanding of practical and
theoretical concepts through solutions of problems.
Although teachers
and students share the same learning environment, it is likely that
their perceptions on such a learning environment differ. The nature of
the chemistry laboratory learning environment can make a difference on
how students are motivated to achieve their set goals. The physical
environment of the laboratory in terms of facilities, space, lightening,
ventilation, workbenches, and stools in the laboratory influences the
safety and comfort of students and also students’ attitudes towards a
particular subject and the learning of such a subject (Amaefule, 2001).
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ABSRACT - [ Total Page(s): 1 ]This study was carried out to examine the impact or effect of laboratory activities on students academic performance in chemistry. Specifically, the study examined the availability and use of laboratory facilities in schools, investigated the frequency of students to laboratory activities in schools, explored if the exposure of students to laboratory activities will improve their academic performance and determined the exposure of students to laboratory activities, develops scientific attitudes ... Continue reading---
