Faculty
Year of Publication
upload
Publication Type
Abstract
The study investigated the influence of Laboratory Management on Biology
students’ Learning Outcomes in Secondary Schools in Ovia North East Local
Government Area of Edo State, Nigeria. The research specifically examined how the
adequacy and organization of laboratory facilities influenced students’ learning outcomes, determined the extent to which the availability and proper management of laboratory materials and equipment affected performance in Biology practicals, assessed the impact of the frequency and quality of laboratory-based instruction on understanding key Biology concepts, and investigated the relationship between teachers’ laboratory
management practices and students’ overall achievement in Biology. The descriptive
survey design was employed, targeting all Biology teachers and senior secondary school
students in public secondary schools in the area. A sample of 50 Biology teachers and
150 students was selected from 10 public secondary schools using simple random
sampling for schools and stratified sampling for participants within schools. Data were
collected using a validated and reliable structured questionnaire.The instrument, comprising demographic details and 20 Likert-scale items, underwent expert validation
and Cronbach Alpha reliability testing (above 0.70) via a pilot study. The data were
analyzed using descriptive statistics such as , mean scores and standard deviations with
SPSS software. The study revealed that adequate, organized laboratory facilities positively
influenced Biology students' learning outcomes, with well-equipped labs (benches, storage, ventilation, lighting, sinks) enhancing practical engagement, safety, and conceptual understanding. Availability and proper management of materials like microscopes, dissecting kits, Bunsen burners, pipettes, and balances significantly boosted practical performance, fostering competence and precision. Frequent, high-quality lab instruction (thrice-weekly) improved conceptual understanding, retention, and mastery over infrequent sessions. Teachers’ lab management practices showed a moderate positive correlation with overall achievement, rejecting the null hypothesis. Based on these findings, it was recommended that the Ministry of Education increase funding for lab facilities (benches, storage, ventilation, lighting, sinks) to enhance learning outcomes and address inadequacies. School Principals should enforce maintenance for equipment like microscopes and burners to sustain practical proficiency. Biology Teachers must hold sessions thrice-weekly with quality instruction for better retention. Teacher Training Institutions should embed advanced management practices in
programs to maintain achievement gains amid resource barriers.
students’ Learning Outcomes in Secondary Schools in Ovia North East Local
Government Area of Edo State, Nigeria. The research specifically examined how the
adequacy and organization of laboratory facilities influenced students’ learning outcomes, determined the extent to which the availability and proper management of laboratory materials and equipment affected performance in Biology practicals, assessed the impact of the frequency and quality of laboratory-based instruction on understanding key Biology concepts, and investigated the relationship between teachers’ laboratory
management practices and students’ overall achievement in Biology. The descriptive
survey design was employed, targeting all Biology teachers and senior secondary school
students in public secondary schools in the area. A sample of 50 Biology teachers and
150 students was selected from 10 public secondary schools using simple random
sampling for schools and stratified sampling for participants within schools. Data were
collected using a validated and reliable structured questionnaire.The instrument, comprising demographic details and 20 Likert-scale items, underwent expert validation
and Cronbach Alpha reliability testing (above 0.70) via a pilot study. The data were
analyzed using descriptive statistics such as , mean scores and standard deviations with
SPSS software. The study revealed that adequate, organized laboratory facilities positively
influenced Biology students' learning outcomes, with well-equipped labs (benches, storage, ventilation, lighting, sinks) enhancing practical engagement, safety, and conceptual understanding. Availability and proper management of materials like microscopes, dissecting kits, Bunsen burners, pipettes, and balances significantly boosted practical performance, fostering competence and precision. Frequent, high-quality lab instruction (thrice-weekly) improved conceptual understanding, retention, and mastery over infrequent sessions. Teachers’ lab management practices showed a moderate positive correlation with overall achievement, rejecting the null hypothesis. Based on these findings, it was recommended that the Ministry of Education increase funding for lab facilities (benches, storage, ventilation, lighting, sinks) to enhance learning outcomes and address inadequacies. School Principals should enforce maintenance for equipment like microscopes and burners to sustain practical proficiency. Biology Teachers must hold sessions thrice-weekly with quality instruction for better retention. Teacher Training Institutions should embed advanced management practices in
programs to maintain achievement gains amid resource barriers.
Supervisor(s)
co-supervisor