This study aimed at investigation of the roles of the laboratory in students’ academic achievement in chemistry in secondary schools in Ebonyi State of Nigeria. Four research questions and two hypotheses guided the study. A sample of 240 students selected through simple random sampling technique from ten secondary schools in the 3 Education Zones in Ebonyi State was used for the study. A questionnaire instrument developed by the researcher was used for data collection. The instrument was validated by three experts one from measurement and evaluation and the other 2 from chemistry education. The data collected were analyzed using mean and standard deviation statistics. t-test was used in testing the hypotheses. The results showed that the use of the laboratory helps to: develop scientific attitudes in the students towards the learning of chemistry especially practicals, develop scientific skills for problem solving in students among others. Based on the findings, the following recomm...

Laboratories are an important part of physics learning activities in schools. However, learning activities in MAN 3 Banda Aceh still rarely use laboratory facilities. It is important to do research related to the use of laboratories in physics lessons. This study aims to determine the impact of laboratory use in achieving physics learning outcomes in MAN 3 Banda Aceh. This study uses a quantitative approach with the method used, namely the experimental method by comparing between experimental classes taught using laboratories and control classes that are not taught to use laboratories after being treated. The population in this study were all students of class X MIA in MAN 3 Banda Aceh. The research sample was selected by purposive sampling, which consisted of class X MIA 1 as the experimental class and class X MIA 2 as the control class. The research data consisted of pre-test and post-test. Then the data of this study were analyzed using t-test statistics. Results The study found ...

The purpose of this study was to investigate the effectiveness of laboratory internships on the performance of high school students in chemistry in the metropolis of kontagora local government of Niger. Three research questions and two hypotheses guided the study, and a sample of 50 students drawn by simple random sampling from 10 secondary schools was used in the study. Investigator-developed questionnaires were used to collect the data. This instrument has been validated by two experts. Collected data were analyzed using mean and standard deviation statistics and t-tests and one away ANOVAL were used to test hypotheses. The results showed that laboratory use was effective on the performance of girls, and the results obtained showed that the laboratory had a positive impact on the performance of secondary school girls.

The attainment of educational goal doesn’t depend only on the manpower but also on the availability of financial and material resources needed to promote educational activities. Laboratory work is a prominent and distinctive feature of Biology /science education. Many Biology/science teachers and others see laboratory work carried out by the students themselves1 as an essential element of good Biology/science teaching. . It must make him ready for the life as good as possible and a useful member of his community. This will be done when the teacher based on laboratory activities than theoretical. To think about what we mean by the ‘effectiveness’ of a teaching/learning activity, it is useful to consider the stages involved in developing and evaluating such an activity.

It has been observed that the general poor performance in science subjects is due to inadequate laboratory resources. This was an expository study to investigate laboratory adequacy and performance in secondary school Chemistry in Kesses Sub-County. The aim of the study was to determine how laboratory adequacy affects chemistry performance. The study assumed that the K.C.S.E performance was a true reflection of the effect of laboratory adequacy in chemistry. This study was guided by constructivist theory attributed to Jean Piaget. A sample of 30 percent of the target population was used to conduct the study. The students were involved through questionnaires while an inventory checklist for laboratory apparatus and reagents was filled by laboratory assistant/Chemistry teacher. The D.O.S also provided school means for K.C.S.E chemistry performance for three consecutive years: 2014, 2015 and 2016. Analysis of data was done using descriptive statistics. A correlation between laboratory adequacy and performance of chemistry was computed using Pearson product moment coefficient which gave an index of +0.973. A t-independent test for two sample means was used to test the hypothesis. The study established that most schools in Kesses Sub-County had general laboratories, few of them had no laboratories at all and yet some of those with specific and sufficiently equipped modern laboratories underutilized them. Consequently, the study recommends that the Ministry of Education should set up minimum laboratory resource requirements for any school to be allowed to offer pure chemistry at K.C.S.E level. Teachers " Service Commission should also consider employing laboratory assistants since this would go a long way in helping teachers in planning and organizing regular practicals.

Abstract The purpose of this study is to examine the availability and utilization of laboratory resources and achievement of students in Senior Secondary School Chemistry. Participants were 120 SS III students and five Chemistry teachers in the selected Secondary Schools in Ijebu Ode Local Government Area of Ogun State. Participants completed the availability and utilization of laboratory inventory-type questionnaires. Correlation research design was adopted for the study. The data were analyzed on the basis of the two hypotheses, using Pearson Product Moment Correlation. Result shows that there is significant relationship between the utilization of laboratory resources and students’ achievement in Chemistry. The result obtained revealed that most Secondary Schools do not have adequate resources for chemistry instruction and the few available resources are not properly utilized for chemistry instructions in schools. This has a strong influence on their academic achievement in the subject. The researcher therefore concluded that when chemistry teachers made used of laboratory resources adequately and presenting his teaching in a less abstract manner, the achievement of students in the subject will improved exponentially and this will increase the number of students that will apply to science related courses in higher institutions. Thereby leading to the attainment of scientific and technological advancement of the state and the Nation at large. Based on this, it was strongly recommended that Student should be encouraged to fully involve in the practical class activities so that the teaching and learning of chemistry will real and effective not only for passing an examinations but for the acquisition of skills that will be needed in future. Government and other stakeholders in education should aso assist in ensuring that adequate facilities for teaching and learning of Chemistry in our Senior Secondary Schools are provided and that Chemistry teachers should always make requisition for the materials needed and ensure proper utilization of the materials for Chemistry teaching. Keywords: Laboratory resources, exponentially, and technological advancement

Effective education should offer a balance of theoretical and practical experiences to help learners develop the competencies they need to enter professional practice and to become lifelong learners throughout their careers. Laboratory activities have long had a distinctive and central role in the chemistry curriculum; and chemistry educators have suggested that many benefits accrue from engaging students in chemistry laboratory activities. The general objective of the study is to assess the practical skills of chemistry students at the BHU (Bule Hora University) in Southern Ethiopia. BHU is the newly emerged university in Ethiopia. The university is try to apply student centered approach to bring problem of surface learning in to an end and introduce deep learning, which make students critical thinker or imaginative. As a result, the university teacher educators incorporate the practical session to make learner knowledgeable, skill full, and bring attitudinal change. The data of this research was collected through questioner, focus group discussion, interview, and observation. Several problems in chemistry practical activities were identified, such as lack of confidence; shortage of time; and lack of background practical exposure, particularly on chemistry lab, lack of laboratory equipment and chemicals, lack of interest, fear of chemical toxicity, and lack of experimental freedom for independent work. In general, from the tremendous benefit of practical activities in chemistry, the authors suggested that, for example, using simulation and virtual experiments; and encouraging students to show their innate talents and make students familiar with the basic educational tool/technology.

One of the inputs for a high-quality education is using laboratory activities which are characteristic features of science teaching at all levels of education. Consequently, this study was carried out to investigate the perception and practice centered on assessing the practice of laboratory work and identifying the factors that affect its implementation. To achieve these objectives, data were collected from secondary school students and teachers. In doing this study, quantitative and qualitative research methods and a descriptive survey design were used. Stratified random sampling was used in the selection of study participants. The data were obtained through questionnaires, observation, and interviews. Based on the analyzed data, the findings of the study revealed that both students and teachers perceived that chemistry practical courses (experiments) are relevant to students learning. The findings of the study also showed that despite its relevance, the practice of laboratory wor...

ABSTRACT Chemistry is a sublect that is needed by all in the area of Medicine, Engineering and other Science Related courses. For its successful study, the methods to its teaching become crucial. Faulty teaching can hinder or create a dislike for chemistry by the students. This study highlighted some of the ways the teaching of chemistry can be effective in Nigeria Secondary Schools. The adjustment of students, matching curricular offering with levels of mental development, motivation and some appropriate methods of teaching chemistry was looked into in this study. Quasi-expermental, employing the pre-test, post-test and non equivalent control group design was adopted. Five hypothesis were formulated to guide the study, and simple random sampling was used to select 300 Senior Secondary Students from the five Secondary Schools Selected within Ijebu Local Government Area of Ogun State. The instrument employed for the data collection was a teacher-made Chemistry Achievement Test (CAT). These data were analyzed using Analysis of Variance (ANOVA) and Covariance (ANCOVA) respectively. Based on these analyses, the following results emerged. There is a significant difference in the academic performance of students in chemistry after exposing them to problem solving method (PSM), Lecture Demonstration Method (LDM), Class Discussion Method (CDM) and Laboratory Practical Method (LPM) using experimental group (EG) and control group (CG) respectively. Findings from this study shows that when students are put into consideration using appropriate method of teaching, then the teaching of chemistry can be effective in our Schools and this will have an exponential effect towards reducing mass failure currently encountered in both our internal and external examinations in Nigeria particularly in Chemistry subjects which requires more practicals than theory. Therefore, it was recommended that students should be encouraged to be fully involved in practical class activities so that the teaching and learning of chemistry can be effective not only to pass an examination but to actually gain some skills that would be needed in the future. Keywords: Mental Development, Motivation, Quasi-Experimental and Curricular

Practical work in the laboratory is an inevitable science act that makes the teaching and learning of physics more meaningful, attractive and real, thereby bridging the gap between theory and practice. This paper therefore anchored on the influence of practical work in the laboratory on the academic performance of secondary school physics students in Idemili South Local Government Area. For research questions were structured to guide the research. A descriptive survey design JIIas utilized. A questionnaire consisting of 13 items JIIas employed based on the structured research questions, using simple percentage analysis technique. Finding from the study revealed that physics laboratories in ldemili South Local Government Area (IDSLGA) in Anambra Secondary Schools are inadequate and ill - equipped Afew of physics teachers are trained and qualified but some are inefficient and practical physics is occasionally carried out. Based on the findings, it was recommended that the government should make provision for science laboratories and ensure regular training of physics teachers. Also physics teachers should expose physics students to constant practical work to enhance their understanding and performance.