ABSTRACT

The
purpose of this study is to find out the biology Teachers views on problems of
laboratory management and safety in selected secondary school in Lokoja
metropolis. The researcher study involved biology teachers only from six
selected secondary school. Two independent variables were involved in this
research. These variables were teacher’s gender and teacher’s qualification.
The researcher designed 30 questionnaires to elicit information.

The
data collected were analyzed using percentage and chi-square test, the results
showed that several factors are responsible for the problems of laboratory
management and safety in secondary schools; therefore, recommendations for
improving the status of practical work on biology in secondary schools were
given.

The
findings revealed that; in all the teachers teaching biology 65% of them were
qualified 42.5% were male teachers while 25% were female teachers. It was
revealed that teachers with varying qualification have the same view about the
importance of laboratory work in biology.

Recommendations
made are as follows; teachers teaching biology should attend seminar s and
improve their teaching method. Teachers teaching biology should show sense of
devotion of their work and develop enthusiasm by improvising materials that are
locally made.

CHAPTER
ONE

INTRODUCTION

1.1.    BACKGROUND
OF THE STUDY

The
laboratory in the school has been defined by several authors in different ways.
Maduabum (1992) sees a laboratory as a place where scientific exercises are
conducted by the science teachers for the benefit of the students (learners).
The laboratory exercises include; experiments, and other activities which help
the students in acquiring scientific skills. Ezeliora (2001) defined science
laboratory as a workshop where science is done or where scientific activities
are carried out under conducive environment. She also sees the laboratory as a
place where science equipment, materials or instruments are housed for security
and safety. Igwe (2003) observed that a laboratory can be indoor such as the
sufficiently designed and equipped room found in most schools or outdoor
involving such places as riverside, workshop, field and even market for
carrying out scientific studies. He further stated that what ever the type of
laboratory employed in science teaching, the same laboratory experience should
be attained, that is a participation n the series of experimental,
observational and demonstrating activities which provide opportunity for
students to develop understanding of practical and theoretical concepts through
solutions of problems. According to Omiko (2007) “A laboratory is a room, or
building or a special period of time equipped and set apart for practical or
experimental studies to take place”. He sees the laboratory as the heart of a
good scientific programme which allows students in the school to have
experience which are consistent with the goals of scientific literacy. This
implies that science teaching and learning cannot be completely done in a
secondary school where there is no equipped laboratory. Ufondu (2009) observed
that the laboratory is an indispensable organ of the school if effective
teaching and learning of the science subjects are to be achieved. Oxford
Advanced Learners Dictionary Special Price Edition (1998) defined laboratory as
a room or building used for scientific research, experiments, demonstration,
testing and analyzing of data etc. However, whatever is done in the science
laboratory is to obtain or acquire skills that would help to advance scientific
knowledge which subsequently would lead to the development of the human
society. Dienye and Gbamanja (1990) observed that laboratory method of teaching
is an activity involving a two-way approach carried out by one or more persons
through the exercise and experimental approaches both of which are useful in
science teaching. The experimental approach provides an opportunity for
students to seek information using experimental procedures. These procedures
call for careful observations and interpretation of data. It has the qualities
of questioning, investigating and confronting the unknown.

1.2.    Statement of the general problem

The
general problem of lack of well equipped laboratories in our secondary schools
has become a cause for serious concern as if has been a major problem towards
the development of secondary education in Nigeria.

1.3.    Aims and objectives of the study

The
major aim of the study is to examine the views of biology students on the
problem of laboratory management and safety secondary schools.

1.4.    Research Questions

1.  What
are the views of biology students on the problem of laboratory management and
safety in secondary schools?

2.  Are
laboratpries in secondary schools well equipped?

3.  Are
their solutions to the problems of laboratory management and safety in
secondary schools?

1.5.    Significance of the study

The
study would be of immense importance to secondary school administrators as it
would reveal the views of students on the problem of laboratory management and
safety in secondary schools.

1.6.    Research Hypothesis

H0:
There is no significant difference on the views of biology students on the
problem of laboratory management and safety in secondary schools.

H1:
There is a significant difference on the views of biology students on the
problem of laboratory management and safety in secondary schools.

1.7.    Scope and limitation of the study

The
study is restricted to the views of biology students on the problem of
laboratory management and safety in secondary schools.

Limitation of the study

Financial constraint–
Insufficient fund tends to impede the efficiency of the researcher in sourcing
for the relevant materials, literature or information and in the process of
data collection (internet, questionnaire and interview).

Time constraint–
The researcher will simultaneously engage in this study with other academic
work. This consequently will cut down on the time devoted for the research
work.

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