LABORATORY INSTRUCTIONAL MATERIALS

This study examined the utilization of laboratory instructional materials in the teaching and learning of Biology across different school types. A descriptive survey design was adopted, and data were collected from 80 randomly selected students using a validated and reliable questionnaire. Descriptive statistics such as frequency counts, percentages, and mean scores (with 2.50 as the decision benchmark) were used to analyse the data. Findings revealed that essential laboratory tools—including microscopes, specimen jars, laboratory charts, prepared slides, cover slips, and basic reagents—are commonly utilized for biology learning. The study further found significant differences in the use of laboratory instructional materials across schools. Private schools made greater use of laboratory materials due to better funding, availability of resources, and well-trained teachers. Urban schools demonstrated higher access to laboratory equipment, easier replacement of damaged tools, and more frequent hands-on activities compared to rural schools, which often rely on improvised materials. Similarly, big schools utilized laboratory resources more effectively than small schools because of better staffing, resources, and infrastructure. The study concluded that disparities in funding, accessibility, and teacher competence strongly influence the degree of laboratory material utilization in biology learning. It recommended improved funding, provision of additional laboratory tools, continuous teacher training, timely replacement of outdated equipment, and strong partnerships with NGOs and private organizations to ensure equitable access to quality science education.