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The Influence Of Laboratory Method On Students Academic Achievement In Basic Science And Technology And Science In General
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There should be investigation on gender inequality in science. Over the
years, there exists gender inequality in science achievement among
secondary school students (Olatoye, 2008). Chyton (1986) in Utuk (2006)
reported that boys achieved better than girls in examinations involving
laboratory work. Tamir (1988) in Utuk (2006) says that in Israel, boys
performed better than girls only in Physics while their achievement in
Biology and Chemistry were similar.
The management of student
groupings and tasks in laboratory experiments should be examined for
their effect on students’ performance. Niaz (1995) in Sabri and Emuas
(2006) concluded that students who perform better on problems requiring
conceptual understanding also perform significantly better on problems
requiring manipulation of the data in chemical experiments. Lawrenz and
Munch (1984) in Sabri and Emuas (2006) showed that grouping students in
the laboratory on the basis of their formal reasoning ability affected
the science content achievement of students and the relationship between
individuals in a particular group. On the other hand, Kyle (1979) in
Sabri and Emuas (2006) concluded that there is significant difference in
the behaviours of students (listening, observation and writing notes)
enrolled in introductory level and advanced laboratories in five science
disciplines at the University of Iowa from the behavior of their
cohorts who did not enroll in laboratory class.
Statement of the study
There
is a general paucity on research information on the influence of
laboratory method on students’ academic achievement in Basic Science and
Technology and science in general. The phenomenon of poor performance
in Basic Science and Technology examination has become a source of worry
to education stakeholders and the general public (Igba, 2009). One of
the leading causes of students’ poor performance in Basic Science and
Technology and science as a whole according to Igba (2009) has to do
with instructional models used by teachers. Eze (2009) also found that
many Nigerian Basic Science and Technology teachers and science teachers
in general mostly use the expository/lecture method that centres on the
teachers, textbooks, chalk and the blackboard. The expository or
lecture method of teaching has been largely criticized because it is
incapable of promoting activity based inquiry and interactions in the
classroom (Adekoye, 2008).
The need for adoption of innovative
teaching methods to enhance students’ performance in Basic Science and
Technology therefore becomes imperative. This study therefore centre’s
on the influence of laboratory method on students’ achievement in the
concept of Heat Flow in Basic Science and Technology.
Purpose of the study
The
purpose of this study was to determine the influence of laboratory
method on students’ achievement in the concept of Heat Flow in Basic
Science and Technology.
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