See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/371444345

EFFECT OF LABORATORY PRACTICAL EXPOSURE ON STUDENTS’ AND

ACADEMIC ACHIEVEMENTS IN SECONDARY SCHOOLS IN DELTA STATE, NIGERIA
Article · June 2023

CITATIONS READS

0 2,003

1 author:

Anthony Asiyai
Delta State University, Abraka
12 PUBLICATIONS 3 CITATIONS

SEE PROFILE
All content following this page was uploaded by Anthony Asiyai on 09 June 2023.

The user has requested enhancement of the downloaded file.

Benue State University Journal of Education (BSUJE) Vol. 23 No. 1 © 2023 (pp
37-45)

EFFECT OF LABORATORY PRACTICAL EXPOSURE ON

STUDENTS’ AND ACADEMIC ACHIEVEMENT IN
SECONDARY SCHOOLS IN DELTA STATE, NIGERIA
Asiyai, Anthony Asiyai
Department of Science Education
Delta State University, Abraka
Abstract
This study examined the effect of exposure of science students to laboratory
practical work in secondary schools in A gbor andBoji-Boji Owa Education Zone,
Delta State, Nigeria. Three research questions were as°ked and answered and one
hypothesis was formulated and tested. The study employed survey research design.
The population comprised all the public secondary schools. The sample of the
study comprised of 140 Senior Secondary Schools 3 science students, 40 science
teachers and 20 principals. A questionnaire sub-divided into three sections was the
instrument for collection of data from the respondents. The questionnaire was
validated by two experts who are Professors of science education. The reliability of
the instrument was determined using test retest method and an index of 0.88 was
computed using Pearson Product Moment Formula. The items stability over time
was thus just fied. Data analysis was conducted using mean scores to answer the
research questions and one way Analysis of Variance (ANO VA) to test the
hypothesis at 0.05 alpha level. The findings revealed that students, teachers and
principals perceived the exposure of students to laboratory practical work to be of
great effect to their academic achievement. There was no sign /Icant djfference
among the mean perception scores of students, teachers and principals regarding
the effect of exposure of science students to laboratory practical work on their
academic achievement in secondary schools in Agbor and Boji-Boji Owa education
zone Delta State, Nigeria..
Key words: academic achievement, effect, laboratory practical work, learning,
students.

Introduction

Science and technology appears to be ruling the world. This assertion is because of
the role of science and technology in shaping the world economies of nations.
Scientific inventions and tools have been use to transform the whole world.
Science and technology have contributed to crucial components of economic and
social growth. The significant growing tendencies in science education have
ensured that man can live comfortably within the society (Chukwuneke, 2012).
One of the goals of science education is to transmit scientific knowledge and to
ensure that students understand the scientific process and skills. This cannot be
accomplished effectively unless students are exposed to a substantial amount of
practical work and laboratory experimentation. Students can only learn science
effectively and be able to retain their knowledge and skills when they encounter
real life experience through practical work in science.

Fundamental research in scientific education and cognitive science focuses on how

people learn science and use what they learn in their daily lives. Scientific enquiry
is the basic mechanism through which scientific knowledge is gained in science
fields. The laboratory is one of the most dependable places to understand the
process of inquiry since students may experience it firsthand (Akinsolu, 2011). A
science laboratory is defined as a workshop where science is done or scientific
activities are carried out in a safe atmosphere (Kalu, 2008).A laboratory is a
building where science teachers conduct scientific experiments or practical
demonstration for the benefit of the students. Experiments and other activities in
the laboratory help students develop scientific skills. A laboratory is critical for the
building of students’ logical reasoning abilities and understanding of science in its
entirety and inculcation of scientific attitudes for better learning outcomes of
students.

The emphasis on science teaching and learning is on ensuring that teachers not
only teach the process of science but can also subject scientific notions to the
learner’s sensory experience. The “hands” and “mind” of the learners must be on
scientific tasks in order for the learners to actively study and so participate in
knowledge construction (Kalu, 2008). In essence, the emphasis is on activity-based
science teaching, in which their five senses are actively engaged. This approach to
science teaching and learning in schools is intended to lead students to acquire
science process skills, life skills, and competency.
Academic achievement is the evidence of knowledge, skills, competences, ideas,

values gained by students in a subject area test and examination scores (Adediwura

Bada, 2012). It can also be seen as the ability carry out assignments or conduct
academic activities creditably. Academic achievement the ability displayed by
learners who have been exposed to instruction by teachers after a period of time, as
measured by their continuous assessment scores or cumulative grade point average.

So long as science is both a product a process, the laboratory will be the focal
point of scientific research for teachers and students. The availability of laboratory
equipment, facilities, and materials is critical in defining the extent of optimal
laboratory practices that will enable learners’ learning of science process skills and
proficiency in science ideas. Several scholars have defined the school science
laboratory in various ways (Iroha, 2014).

Laboratory work is an essential component of science education, and there can be

no effective and meaningful science education without practical (Udo, 2010).
Laboratory practical are dependent on the level of equipping the laboratory with
relevant instructional resources and the teacher’s ability to use them effectively and
efficiently. The focus of the study is to examine the effects of laboratory exposure
on students’ learning and academic achievement in public secondary schools in
Abor and Boji=Boji Owa education zone.

Science is best taught when it is done using laboratory practical activities during
which the teacher and students are actively involved in the teaching and learning
process. Students’ effective learning of science depend on how it is taught by the
teachers. The science teacher needs adequate motivation through provision of
support by the principal and the employer of labour to effectively and efficiently
teach science subjects. The place of well equipped laboratory in the effective
teaching and learning of science cannot be overemphasized. Academic
achievement of students in science subjects have not been very impressive as not
many of students who sat for external examinations pass with five credits at one
sitting. So many factors are responsible for student’s poor performance in science
subjects especially teaching method. Studies have not focused attention on the
effect of laboratory practical work on students’ academic achievement of Agbor
and Boji-Boji Owa education zone, Delta State, Nigeria. This is the gap this study
has filled.

Studies abound in science education on factors that contribute to effective teaching

and learning of science and academic achievement. One of the powerful factors
that contribute to academic achievement of students and better learning outcomes
is the availability of physical facilities including, standard classrooms, science
laboratories (well equipped with furniture, apparatuses, equipment, and reagents
and other educational resources. These facilities, their accessibility, relevance,
adequacy, and maintenance contribute greatly to improvement of academic
achievement (Kalu, 2008, Asiyai, 2012).

Chikezie, Igbe and Ogbuokiri. (2020) examined principals and teachers perceptions
of the effect of educational resources on academic performance of students. The
descriptive survey research design was employed in their investigation. The
population of the study comprised 667 teachers and 72 principals in Okige
education zone, Imo State, Nigeria. A sample of 300 teachers and 30 principals
were selected using simple random sampling technique. The finding revealed that
teachers and principals perceived that the use of educational resources, such as
laboratory facilities, and library resources significantly influenced students
academic performance.

Although Lawal (2013) found no statistically significant difference between the

academic performance of students in secondary schools with instructional facilities
and their counter parts in schools without instructional facilities. He however
argued that instructional facilities were essential to students’ academic
accomplishment in science subjects like Biology, Chemistry and Physics and
Mathematics.

Aliyu (2013) found that students’ achievement was affected by their exposure to
the use of adequate physical facilities (laboratory, library and hostels) and relevant
instructional materials such as digital tools, audio and audio-visual aids. The
laboratory promotes students’ attention by requiring them to participate in practical
scientific activities and experiments. Laboratory exposure teaches students basic
problem-solving skills and the scientific method of investigation. The knowledge,
skills and competences gained through science laboratory practical work increases
long-term memory and better retention of knowledge.

According to Udo (2010), one of the reoccurring issues in science education is

large class size. He lamented the difficulty teachers face in teaching science in
schools that lack laboratory and other basic science instructional materials,
stressing the situation impede the attainment of the goals of science education to
transmit scientific knowledge and skills to the understanding of students. Udo
(2010) noted on the situation in Nigeria with many secondary schools lacking
science laboratories, and some that have laboratories that are inadequately
equipped. Buba and Marcel (2019) reported improvement in students’ academic
achievement when taught Biology using laboratory method in secondary schools in
Mubi education zone of Adamawa State, Nigeria. Ferombi (2008) noted that using
laboratories in teaching and learning of science and other science-related
disciplines impacts students understand and recall of what they see and touch
rather than what they hear or were told.

Etukudo (2014) found that students who were taught Mathematics and science
using laboratory method of instruction had higher scores than students taught using
lecture method. According to Omiko (2015), hands-o experience promotes students
to develop an inquiry spirit and allows them to gain scientific abilities and the
correct mentality to manage scientific tools and materials.
Research Questions

The following research questions guided the study:

1. What is the extent of exposure a students to practical work in the laboratory

during the teaching and learning of science?
2. What is the perceptions of students regarding the gains of their exposure
laboratory practical work on the learning and academic achievement?
3. What is the perception of principals regarding the effect of exposure of
students to laboratory practical work on their learning and academic
achievement?

Hypotheses

One hypothesis was formulated and tested at

0.05 lpha level::

1. There is no significant difference among the mean perception scores of
students, teachers and principals on the effect of exposure of science
students to laboratory practical work on their learning and academic
achievement in secondary schools in Agbor and BojiBoji Owa education
zone

Research Method

This study adopted the descriptive survey research design to examine the effect of
exposure of science students to laboratory practical work on their learning and
academic achievement. The descriptive survey design allows the research to
describe the phenomenon being examined without manipulation of the independent
variables but rather to use them as they are in their natural occurrence. The study
population comprised all the secondary schools in Agbor and Boji-Boji Owa
education zone, Delta State, Nigeria. The sample of the study comprised two
hundred (200) respondents selected using simple random sampling technique from
20 secondary schools. The breakdown of the sample is 20 principals, 40 science
 teachers (Biology =17, Chemistry = 14 and Physics =9) and 140 Senior Secondary
School (SS3) students. The questionnaire was the instrument for collection of data
from the respondents. It is titled ‘Perception of Students, Teachers and Principals
on the Effect of Exposure to Laboratory Practical Work on their Learning and
Academic Achievement (PSTPEELPWLAA)’Questionnaire. It contained 30 items.
It was structured along a four point scoring scale of Strongly Agree (SA = 4),
Agree (A = 3), Disagree (D = 2) and Strongly Disagree (SD 1). The total score of
the rating scale 10 which gave a average of 2.50 was used as the benchmark for
decision making. Out of 200 copies of the questionnaire administered, 198 were
returned correctly filled and used for analysis of data.

Results

The result of data analysis in answer to the research questions are presented in
tables as follows:

Research Question One

What is the perception of students regarding the effect of exposure of students to

laboratory practical work on their learning and academic achievement

Table 1: Mean Score on Students Perceptions on the Effect of their Exposure to

Laboratory Practical Work
S/No Item SA A D SD Mean Std Remark
Dev
1 My creativity was improved through practical work in the 38 70 16 14 3.30 0.55 Agreed
laboratory.

2 Exposure to laboratory practical work encourages me to apply the 30 64 30 14 2,98 0.51 Agreed
scientific method.

3 Student can easily develop process skills through regular 62 66 7 3 3.42 0;49 Agreed
laboratory exposure.

4 I became more interested in science when I was given practical 61 74 1 2 3.44 0.62 Agreed
work to demonstrate in the laboratory.

5 Exposure to laboratory facilities fosters my retention of 54 69 9 6 3.18 0.65 Agreed

knowledge in science.

6 I learn faster through practical work in the laboratory. 32 59 20 27 2.66 0.87 Agreed
7 My learning of scientific concepts and procedures improved 47 70 18 3 3.12 0.39 Agreed
through my exposure to laboratory practical activities.

8 My development of critical thinking skill for better problem 60 68 6 4 3.38 0.60 Agreed
solving became enhanced through practical work in the
laboratory.

9 My performance and learning outcomes improved through regular 62 76 0 0 3.45 055 Agreed
exposure to laboratory practical work.

10 Learning science through laboratory practical work improves my 52 59 19 8 3.44 0.77 Agreed
ability to recall what is learnt.

Weighted Mean 3.24 0.64

Source: Asiyai, A. A. , Field work 2023.

KEY: 2.50 is the benchmark. Mean scores from 2.50 and above represent agreed.
Items having mean score below 2.50 represent disagreed.

Table 1 indicates that all the items 1 to 10 have mean score above 2.50 the cut-off
point. Therefore, all the items represent the effect of exposure of students to
laboratory practical work in science. The weighted mean score is 3.20. The
conclusion drawn exposure of students to laboratory p work in science greatly
affected their l of science and academic achievement.

Research Question Two

What is the perception of teacher regarding the effect of exposure of students to

laboratory practical work on their learning and academic achievement?
S/No Item SA A D SD Mean Std Remark
Dev
11 Learning through practical work in the laboratory fosters 14 22 3 1 3.16 0.44 Agreed
creativity in learners.
12 Exposure to laboratory practical work encourages student 15 16 3 6 3.02 0.85 Agreed
engagement with the scientific method.
13 Student can easily develop process skills through regular 20 20 0 0 3.41 0.90 Agreed
laboratory exposure.
14 Students become more interested in science when they learn 17 19 2 2 3.18 0.50 Agreed
through practical work in the laboratory using science equipment.
15 Exposure to laboratory practical work foster retention of topics 16 22 2 0 3.26 0.51 Agreed
learnt for better academic achievement.
16 Learning through practical work in the laboratory makes students 12 22 5 3 3/00 0.64 Agreed
learn faster.
17 Learning of scientific concepts and procedures is improved when 9 19 7 5 2.88 0.48 Agreed
practical is conducted using laboratory facilities.
18 Students’ development of critical thinking skill for better problem 19 0 0 21 3.40 0.36 Agreed
solving is enhanced through practical work in the
 laboratory.

19 Students performance and learning outcomes can be improved 21 18 1 1 3.40 0.77 Agreed
through regular exposure to laboratory practical work.
20 Learning science through laboratory practical work improves 16 18 4 2 2.97 0.53 Agreed
students ability to recall what is learnt.
Weighted Mean 3.16 0.62
Source: Asiyai,A. A. Fieldwork, 2022

Table 2 shows the mean score on the perception of science teachers regarding the
effect of exposure of students to laboratory practical work. The mean score of all
the items in Table 2 exceeded 2.50 the benchmark. Thus, teacher agreed that all the
items are the effect of exposure of science students to laboratory practical work
with a weighted mean of 3.16.

Research Question 3: What is the perception of principals regarding the effect of

exposure of students to laboratory practical work on their learning and academic
achievement.

Table 3: Mean Scores of Principals Perception Regarding the Effect of Exposure of

Science Students to Laboratory Practical Work
S/No Item SA A D SD Mean Std Remark
Dev
21 Learning through practical work in the laboratory fosters 8 12 0 0 3.46 0.70 Agreed
creativity in learners.
22 Exposure to laboratory practical work encourages student 6 12 1 1 3.28 0.67 Agreed
engagement with the scientific method.
23 Student can easily develop process skills through regular 11 9 0 0 3.48 0.71 Agreed
laboratory exposure.
24 Students becomes more interested in science when they learn 5 11 2 2 2.99 0.59 Agreed
through practical work in the laboratory.
25 Exposure to laboratory practical work foster retention of topics 8 10 1 1 3.39 0.62 Agreed
learnt for better academic achievement.
26 Learning through practical work in the laboratory makes students 7 5 2 6 2.68 055 Agreed
learn faster.
27 Learning of scientific concepts and procedures is improved when 4 10 4 2 2.90 0.60 Agreed
practical is conducted using laboratory facilities.
28 Students’ development of critical thinking skill is enhanced 10 10 0 0 3.42 0.57 Agreed
through practical work in the laboratory.
29 Students’ performance and learning outcomes can be improved 7 11 2 0 3.43 0.65 Agreed
through regular exposure to laboratory practical work.

30 Learning science through laboratory practical work improves 8 11 1 0 3.08 0.77 Agreed
students’ ability to recall what is learnt.
Weighted Mean 3.33 0.64
Source: Asiyai, A. A. Field work, 2022

Table 3 reveals the mean score on the perception of principals regarding the effect
of exposure of students to laboratory practical work. The mean score of all the
items in Table 3 exceeded 2.50, the benchmark. Hence, principals overwhelmingly
agreed that all the items represent the effect of exposure of science students to
laboratory practical work on their learning and academic achievement with a
weighted mean score of 3 .33.

1. There is no significant difference among the mean perception sco students,

teachers and principals effect of exposure of science stud laboratory
practical. work on learning and academic achievement secondary schools in
Agbor and Boji Owa education zone

Table 4: Summary of one way Analysis of Variance on the MEAN perception

Scores of Students, Teachers and Principals regarding the Effect of Exposure of
Students to Practical Work on their Learning and Academic Achievement in
Science

Sources of Sum of Mean Degree of F-Calculated F-Critical variance squares Square

Freedom (SS) (MS) (DF)

Between 188.32 518.11 2 2.11 2.40

Groups
Within 14405.12 1724.10 196
Groups
Total 198

P<0.05
From Table 4, the calculated F- value is 2.11 and the critical F value is 2.40. Since
the calculated F- value of 2.11 is less than the critical F value of2.40 at DF 198 and
0.05 alpha level, the null hypothesis is not rejected. Hence there is no significant
difference among mean perception scores students, teachers and principals
regarding the effect of exposure of students to laboratory practical work on their
learning and academic achievement in science in secondary schools in Agbor and
Boji-Boji Owa education zone

Discussion of Findings

The findings of this study revealed that students, teachers and principals perceived
the effect of students exposure to laboratory practical work in the following way:
improves creativity recorded mean scores of 3.34 for students, 3.40 for teachers
and 3.46 for principals.. Makes students more interested in science (mean = 3.44,
3.18, and 2.99) for students, teachers and principals respectively. Improves
students’ performance and learning outcomes have mean scores of 3.45 for
students, 3.40 for teachers and 3.43 for principals. Fosters students’ development of
critical thinking skills has mean scores of 4.38, 3.40 and 3.40 for students, teachers
and principals respectively. Ease students’ development of science process skills
have mean scores of 3.42 for students, 3.41 for teachers and 3.48 for principals.
Foster retention of topic taught has mean scores of 3.18 for students, 3.26 for
teachers and 3.39 for principals. Improves learning of scientific concepts and
procedures recorded mean scores of 3.12 for students, 2.88 for teachers, and

2.90 for principals. It encourages students’ application of scientific method of

investigation recorded mean scores of 2.98, 3.02 and 3.28 for students, teachers
and principals respectively. Improves students’ ability to recall knowledge recorded
mean scores- of 3.44, 2.97 and 3.08 for students, teachers and principals
respectively.

This finding on improving students’ performance and learning outcomes is in

tandem with Buba and Marcel (2019) who documented that senior secondary
school students in Mubi, Adamawa State performed better academically when
taught science using practical method in the laboratory than when taught science
using lecture method of teaching. The finding on ability to recall knowledge
concurs with Ferombi (2008) who reported recall and understanding of what is
taught through practical activities where students see and touch facilities and
equipment. In addition, the finding has the support of Godwin, Adiran and Johnbull
(2015) who reported that students taught Physics using practical activities
performed better than those taught Physics without using practical activities. The
finding has the support of Olufuke. (2012) that the use of physical facilities and
laboratory equipment significantly influenced academic achievement of students

The finding on improves students’ development of science process skills and

learning of scientific concepts and procedures are in line with Abidoye (2021) who
found that students’ observation and interpretation skills improved as well as their
understanding of scientific concepts, principle and procedures when they were
exposed to science using laboratory teaching method. Furthermore, the finding
lends credence with Asiyai (2019) and Nwaugbo and Uzoma (2014) who reported
students easy development of process skills with regular exposure to laboratory
practical activities. From the findings, it is shown that exposure of students to
laboratory practical work in science impact greatly on their learning and academic
achievement.
Conclusion

The study concluded from the perspectives of students, teachers and principal& in
secondary schools in Agbor and Boji-Boji Owa education zone the exposure of
students to laboratory practical work had great effect on their learning and
academic achievement. This is reflected from the overwhelming agreement among
students,. teachers and principals with all the items of the research instrument.

Recommendations

The study recommends the following based on the findings;

1. Students should continue to maintain their positive interest in science

through practical works.
2. Teachers should continue to teach science using the laboratory method for
continued improvement in students’ learning and their academic
achievement.
3. Principals should continue to provide enabling laboratory environment in
schools for continued encouragement of students and teachers in science
education for better teaching and learning, learning outcomes and academic
achievement.

References

Adediwura, G. & Bada, I. (2012). School facility conditions and student academic
achievement. UCLA’s Institute for Democracy, Education and Access, Sage
Publications.

Akinsolu, A. 0. (2011), Resource utilization and internal efficiency in Nigerian

secondary school implications for social problems in education. International
Journal of Sociology and Anthropology 4(1), 23-30.

Aliyu, K. (2013). Instructional facilities and secondary school students’ academic

performance in Bida and Layum local government area of Nigeri State.
Unpublished M.Ed Dissertation, University of Ibadan.
Asiyai, A. A. (2019). Assessing the acquisition of science process skills in
chemistry: The case Of secondary schools in Patani local government area
Nigerian Academic Forum, 26(1), 1-6.

Asiyai, R. I. (2012). Assessing School Facilities in Public Secondary Schools in

Delta State. African Research Review, 6(2), 92-205.

Buba, E. & Marcel, L.(2019). Effect of practical teaching method method on

students’ academic achievement in senior secondary schools in Mubi
educational zone, Adamawa Stale. Adamawa State University Journal of
Scientific Research, 7(2), 199-204.

Chikezie, S. C., Igbe, E. S & Ogbuokiri, N. (2020). Perception of principals and

teachers on the effect of school resources on students’ academic
performance: Need for counselling. ABSU Journal of Educational Studies,
7(3), 3 5-45.

Chukwuneke, B.U. (2012). Problems and prospects of repositioning science

education in post primary schools in Nigeria for rapid National
Development. Multi-disciplinary Journal of Research Development, 7 (1),
16-22.

Etukudo, E.U. (2014). The effect of laboratory and discussion methods of teaching
on students performance in Mathematics at the secondary school level.
Journal of Teacher Education 12:32-37.

Iroha, K. (2014). Secondary school students perceptions of the environment of the

science laboratory. Journal o International Council of Associations in
Science Education, 15(2), 115-124.

Lawal, F. K. (2013). Resource utilization for teaching Biology towards acheving

millennium development goal’s objective in selected secondary schools in
Zaria Metropolis. 54th Annual Conference Proceedings of Science Teachers
Association of Nigeria, 197-202.

Nwagbo. E. 0. &Uzoma,A. B(2014). Effect practical activities on secondary

schools student process skills acquisition in Abuja municipal council
Nigeria.

Olufuke, B. T. (2012). Effect of availability a , utilization of physics laboratory

equipment on students’ academic achievement in senior secondary school,
physics. World Journal of Education, 2(5)1-7.
Omigo, A. (2015) Chemistry teachers’ attitude and knowledge of the ‘use of
Information Communication Technology (ICT) in chemistry Instruction
Delivery at the second school level in Ebonyi State of Nigeria Journal of
Curriculum Organization’ Nigeria (CON)

Udo, M. E. (2010). Effect of Integral practical work on students achievement in

secondary school chemistry. 103-116
View publication stats