THE IMPORTANCE AND EFFECTS OF PRACTICAL CLASSES ON THE

ACADEMIC PERFORMANCE OF STUDENTS IN BIOLOGY IN SECONDARY

SCHOOLS

BY

OLAOYE SAKINAT ADESAYO

MCE/BIOISC/17/010

A PROJECT SUBMITTED TO THE DEPARTMENT OF BIOLOGY AND

INTEGRATED SCIENCE IN THE SCHOOL OF SCIENCES

MOJE COLLEGE OF EDUCATION, ERIN-ILE, KWARA STATE

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF

NIGERIAN CERTIFICATE IN EDUCATION (NCE) IN BIOLOGY

JUNE, 2021
 CERTIFICATION

This is to certify that this research work was carried out by OLAOYE SAKINAT

ADESAYO with Matriculation Number MCE/BIOISC/17/010 in the School of Sciences,

Moje College of Education, Erin-Ile, Kwara State.

_____________________________ _____________________________
MRS. AROYEHUN C.T. DATE
(PROJECT SUPERVISOR)

_____________________________ _____________________________
DR. MRS. K.B. LAWAL DATE
(HEAD OF DEPARTMENT)

_____________________________ _____________________________
DEAN DATE

_____________________________ _____________________________
RESEARCHER DATE

ii
 DEDICATION

This research exercise is dedicated to ALMIGHTY ALLAH (SWT), the omnipotent,

omniscience and omnipresence who is an embodiment of knowledge.

Also, to all those who have in one way or the other impact knowledge on to me. I also

dedicate this research work to my lovely parents Mr. and Mrs. Olaoye for their financial,

spiritual and moral support towards my academic achievement.

iii
 ACKNOWLEDGEMENT

All thanks, praises and glorification belongs to Almighty Allah, the Lord of

incomparable, majesty, for His mercies and guidance over me during the course of my field

work and study.

I am expressing my sincere gratitude to my loving and caring parent Mrs. Olaoye

Adeola, for laying the foundation of my academic career. May you live long to enjoy the

fruits of your labour.

I equally acknowledge the effort of my supervisor, Mrs. C.T. Aroyehun towards

enhancing the quality of this research. May God bless her and her family. Amen.

My appreciation also goes to my boss like father Alhaji Solihu Yusuf Ssoya. May

Allah continuously bless him and his family. My hearty thanks goes to the following people

for contributing to my education, Dr. R.A. Olaoye, Barr. Chief Moses Ibiyemi. May God

bless you abundantly.

My appreciation also goes to my brothers like father AbdulMaruff, Tajudeen,

Qozeem, Taiye and Kehinde, Toyyiba, Sakirudeen, and Taye. May God Almighty Allah

lead you all a greater height.

My heartfelt gratitude goes to Ismaeel Adesanmi, Murtador for their love, care,

moral are not left out, my friends like sisters, Jimoh Idayat, Rukoyyah, Patience, Rahmota,

Muhammed.

Finally, I pray that Almighty Allah in His infinite mercies will crown everyone effort

with success. Amen.

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 TABLE OF CONTENTS

Title Page

Certification

Dedication

Acknowledgement

Table of Contents

Abstract

CHAPTER ONE

1.0 INTRODUCTION

1.1 STATEMENT OF THE PROBLEM

1.2 PURPOSE OF THE STUDY

1.3 RESEARCH QUESTIONS

1.4 SIGNIFICANCE OF THE STUDY

1.5 SCOPE OF THE STUDY

1.6 DEFINITION OF TERMS

CHAPTER TWO: REVIEW OF RELATED LITERATURE

2.0 INTRODUCTION

2.1 BIOLOGY PRACTICAL ACTIVITIES

2.2 BIOLOGY PRACTICAL AND ACADEMIC PERFORMANCE

2.4 PRACTICAL BIOLOGY AND EFFECTIVE TEACHING

2.5 LABORATORY FACILITIES AND STUDENTS PERFORMANCE IN BIOLOGY

2.6 ADVANTAGES OF TEACHING WITH THE LABORATORY

2.7 DEMERITS OF TEACHING WITH THE LABORATORY

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2.8 LABORATORY ACTIVITIES IN BIOLOGY

2.9 PROBLEMS ASSOCIATED WITH CONDUCT OF BIOLOGY PRACTICAL

2.8 COMPARING AND CONTRASTING SPECIMEN

2.9 CONCEPT OF ACADEMIC ACHIEVEMENT IN SCIENCE

CHAPTER THREE: RESEARCH DESIGN AND METHODOLOGY

3.1 INTRODUCTION

3.2 RESEARCH DESIGN

3.3 AREA OF THE STUDY

3.4 POPULATION OF THE STUDY

3.5 SAMPLE AND SAMPLING TECHNIQUE

3.6 INSTRUMENT FOR DATA COLLECTION

3.7 VALIDATION OF INSTRUMENT

3.8 METHOD OF DATA COLLECTION AND ADMINISTRATION

CHAPTER FOUR: DATA ANALYSIS, RESULT AND DISCUSSION

4.1 INTRODUCTION

4.2 METHOD OF DATA ANALYSIS

4.3 RESEARCH QUESTIONS

4.4 RESULT AND DISCUSSION

CHAPTER FIVE: DISCUSSION, SUMMARY, CONCLUSION AND

RECOMMENDATIONS

5.1 DISCUSSION

5.2 SUMMARY

5.3 CONCLUSION

vi
5.4 RECOMMENDATIONS

REFERENCES

APPENDIX

vii
 ABSTRACT

This research was carried out to identify the importance and effects of Biology practical and

academic performance in Biology in Secondary Schools. A sample was based on SS I and SS

II teachers and students were selected from three (3) secondary schools in Oyun Local

Government Area of Kwara State. A questionnaire was administered on student and teacher

to indicate

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 CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Science is a specialized no of knowledge involved with the study nature in which

certain peculiar methods are used and the knowledge acquired presented in the form of

concepts, theories, and laws. Ambuonu, Opuli and Eze (2015), noted that without science

the world today wouldn't have been what we were. Technological advancement have

completely changed the world into a global village with the development and the

advancement in communication, agriculture and building etc.

Practical is connected with real situation rather than with ideas or theories. Practical

biology is the scientific study of life and structure of plants and animals and their relative

environment in real or experimental setup rather than dwelling on the theories and ideas

(Opuli, Eze and Ezeamagu 2008).

Biology practical assist students in utilizing their knowledge and skills acquired in

real field outside their classroom. Biology plays key functions in industrialization and other

parts of economy. It is a practical subject which prepare students with concepts and skills

that are useful in solving the day-to-day problems of life. The study of biology aims is to

cater for the learner with necessary knowledge with which to control or change the

environment for the benefit of an individual, family or community. The study of biology in

senior secondary schools can prepare students with the useful knowledge that will permit

them to face the challenges of life before and after graduation. Traditionally, Biology is

divided into two branches which are as follows: Botany, the study of plants and Zoology, the

study of animals.

1
 Nzewi (2008) and Aina (2012) observed that the laboratory is an indispensable organ

of the school if effective teaching and learning of science subjects are to be achieved and

laboratory is a room or building that set up for practical or experimental studies to take

place. This implies that science teaching and learning cannot be completely done in a

secondary schools where there is no equipped laboratory. Some of the importance of biology

as follows:

i. It provides man with meaningful and relevant knowledge of facts, concepts,

principles, hypothesis, theories and laws of events situations and phenomena of

nature.

ii. It indicating in individuals strict scientific procedural principles of careful

observation, faithful recording and collation or reporting of data; detailed and

unbiased analysis and accurate inference on which sound conclusions can be based.

iii. It being relevant to numerous professions.

iv. It helps in scientific research and development of new tools and techniques which

invariably improve the quality of our lives.

v. It helps in biotechnology which includes fields like genetic engineering and

hydrotechnology.

Unfortunately, poor performance of students in biology examinations and aptitude

tests (WAEC 2018) and the importunity of others who are admitted to pursue degree and

diploma in life science disciplines in Nigeria tertiary institutions on the high side. Hence, the

major objective of teaching biology in schools is to ensure that students acquire skills of

science that will help them attain to any level of education in natural science.

2
1.2 STATEMENT OF THE PROBLEM

The consolidation of biology practical activities have been identified as the

foundation of a good scientific programme which permits students in the school to have

experience which are consistent with goals of scientific literacy. Practical biology

constitutes a major parts in biology education.

The poor academic performance were caused by:

 Lack of well-equipped laboratory, for instant, providing of enough materials for the

students so that it should be enough for them during practical like, dissecting board,

retort stand, pipet and burette, and so on.

 Limited time table hours, i.e. there should be enough hours for science students,

Lack of qualified science teachers, poor drawing and labelling, poor comparison of

specimen etc.

Poor performance of students in biology is of higher rate, there is need for more

effective method. It then becomes necessary to investigate the effectiveness of alternative

method of redressing this situation. Studies have been done on process skills, but there is

little experimental evidence so far on impact of Biology practical activities on students

academic performance. Therefore, the problem of this study posed as a question is the use of

practical activities in teaching and learning of biology lift students academic performance in

biology.

1.3 PURPOSE OF THE STUDY

The general purpose of this study is to examine the impact of biology practical on the

academic performance of biology students in Oyun L.G.A Kwara State.

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Specifically, the study intends to:

i. Examine the impact of school management factors on the practice of biology

practical towards the academic performance of students in biology.

ii. Investigate into the extent of availability of materials for biology practical.

iii. Investigate the impact of teachers related factors to students performance in biology

practical.

iv. Find out practical activities and manual on the academic achievement of senior

secondary schools students in biology.

1.4 RESEARCH QUESTIONS

The following research questions guide this study:

i. What are the effects of biology practical attitude on the student's academic

performance in biology?

ii. What is the difference in the performance test scores of students taught biology using

practical and non-practical (manual)?

iii. To what extent does biology teacher improvise for the materials?

iv. What are the effects of teacher's related factors acts on students performance in

biology practical?

1.5 SIGNIFICANCE OF THE STUDY

The study contributes to uncover the advantages of practical biology to the students, parents,

teachers, government, curriculum planners, and the entire society.

The findings of this study are useful for:

 Help the students to acquire basic scientific skills and improve their performance and

achievement as well.

4
 To motivate the parents to provide basic requirements for practical lessons for their

children.

 Helping students to develop the ability to apply the use of science biology in their

theory and practical.

 To enable biology teachers to adjust their teaching pattern and emphasis practical

activities and recognize student ownership of ideas which would be negotiated in the

classroom. It will be an eye opener to the teachers, on their actual role in teaching

and learning which is facilitating, directing and guiding students taking an active

function or participation.

1.6 SCOPE OF THE STUDY

The study is targeted on the senior secondary school students in Oyun Local

Government Area of Kwara State. The scope is also delimited on SSII biology students.

1.7 DEFINITION OF TERMS

EFFECTS: A change which is a result or consequence of an action.

PRACTICAL: As a scientific study or an experimental setup rather than abode in the theory.

BIOLOGY: Is a branch of science involves the study of living and non-living things.

LABORATORY: Is a room used by students and teachers for the study of any branch of

science. Example: Biology through experimentation and observation.

POOR PERFORMANCE: This is the low quality of result of an action or things done or

the inability to meet the stated objective.

SECONDARY SCHOOLS STUDENTS: As the education received after primary

education before the tertiary stage.

5
 CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.1 INTRODUCTION

Strictly speaking, meaningful learning occurs if students can relate their learning

with daily experiences.

In spite of the importance and popularity of biology among Nigeria students,

performance at senior secondary school level had been poor (Ahmed, 2018). The least

general causes of the poor performance in science are: poor quality science teachers, over-

crowded classrooms, and lack of suitable and adequate science equipment, among others

(Kareem, 2013).

Nworgu (2015) outlined the following qualities of a good Biology lesson:

 Biology lessons should have clearly stated set of instructional objectives.

 Involves the use of relevant activity oriented.

 Facilitate the transfer of knowledge to the wide society.

To solidify this, objective of teaching and learning of biology can be seen in the

biology curriculum. It was derived from the national policy on education (1999, 1981,

2013), this includes:

 Adequate laboratory and field skills in biology.

 Meaningful and relevant knowledge in biology.

 Ability to apply scientific knowledge to everyday life in matters of personal and

community health and agriculture.

 Reasonable and functional scientific attitudes.

6
 It goes to say that for effective learning of biology to occur, it has been the students-

oriented and accompanied by practical activities.

 Biology Practical Activities

 Biology Practical and Academic Performance

 Practical Biology and Effective Teaching

 Laboratory Facilities and Students Performance in Biology

 Problem associated with conduct of biology practical.

2.2 BIOLOGY PRACTICAL ACTIVITIES

Practical biology is the scientific study of the life and structure of plants and animals

and their relative environment in real or experimental setup rather than abode on theory and

ideas (Opub, Eze & Ezeamagu, 2008).

Practical activities in biology provide opportunities for students to actually do

science as opposed to learning about science. UNESCO (2015) stated that in making

observations designing and carry out their own experiments, students are most likely to learn

about the nature of science.

A Chinese proverb was cited by Emmanuel and Eze (2007) as follows: What we

hear, we forget, what we see, we remember but that which we take part in, we understand.

Lunette (2018) explained that laboratory has been given a central distinct role in

science education, and science educators have suggested that there are rich benefits in

learning using the laboratory activities.

Eze and Ezeamagu (2018) similarly agreed with the fact that science particularly

biology cannot be adequately learnt from a book but by carrying out experiments using tools

7
in the laboratory. Emmanuel and Ezeamagu (2007) emphasized that because of its very

empirical nature, biology must be studies with the aid of the laboratory classes.

From the foregoing, it is clear that practical biology is highly indispensable in

biology education. In fact, the benefit of practical classes in biology can never be

overemphasized because laboratory (practical) activities is the life-wire of biology.

2.3 BIOLOGY PRACTICAL AND ACADEMIC PERFORMANCE

Karen et al (2015) said that by providing students with practical laboratory lessons,

that are academically stimulated, students are most likely to battle meaningfully with tasks

and subsequently achieve higher assessment grades. Nevertheless, it was earlier observed by

WAEC Chief Examiner (2013) that academic performance of candidates in biology fell

below expectation. Students that neglect practical work often encounter problems with

questions that require some mathematical skills, deductive reasoning, proper observation

and interpretation of data.

He complained that students who avoid practical classes are always frightened by

figures of graph during examination and this made them not to understand the figures for

correct interpretations (Allan and Jonallan, 2013).

Eze and Ezeamagu (2018) observed with Adeleye that schools which are involved in

practical classes perform better in SSCE than those neglect practical work. As discussed by

Sandberg (2015), educators were initially slow to change their methodologies in biology but

with good result (improved academic performance) and support from national science and

educational organizations, there is now progress (Myer and Burgess, 2013).

From the above, it can be stated categorically that biology practical have a positive

effect on the academic performance of students in biology examinations.

8
2.4 PRACTICAL BIOLOGY AND EFFECTIVE TEACHING

The research observed from the literature at hand that effective teaching of biology

can be sub-divided such as qualification of teachers, teaching method, effective use of

laboratory and mastery of the subject.

The national conference maintained that if our education is to be achieved, the

national objective should well qualified trained, efficient, satisfied and educated teachers are

absolutely necessary.

It is often said that teachers is the hub of any educational system for schools cannot

be better than their teachers. This implies that highly qualified teachers will impact

knowledge or higher standard education on the students.

Practical work is a key factor in engaging, enhancing and inspiring students thus,

stimulating lifelong interest in science. High quality appropriate practical work is central to

effective learning in science.

Many researchers are of the opinion that the teaching method employed during science

classes contributes a lot to effective teaching of biology. Nnamonah (2013) asserts that

laboratory method is the method used in effective teaching and learning of science subjects

especially biology. It encompasses activities carried out by an individual or a group for the

purpose of learning. Nnamonuh (2013) stated that laboratory and field work are central to

the teaching of science without laboratory method, teaching of science will be ineffective.

Laboratory work should be seen as a means of relating science concept, enquiry

process, observation and interpretation of data.

The factors that affects effective teaching biology is mastery of the subject matter.

Okoye (2015) stated that the teachers knowledge of the subject matter is another factor that

9
contribute to effective teaching and learning. A teacher who knows his/her subject matter

very well use his/her own language to teach his students by using concrete examples to

illustrate his/her points.

Killdara (2007) advocated that for effective teaching to occur, the teachers should be

very knowledgeable with regards to their subjects matter and this should be excellent use of

specific terminologies throughout the lesson.

2.5 LABORATORY FACILITIES AND STUDENTS PERFORMANCE IN

BIOLOGY

Laboratory is a room or a building where experimental study or research is carried

out. In this place, a person or group of person are engaged in human enterprise of examining

and explaining natural phenomenal in a practical way. Indeed, laboratory is described as "the

heart of a good scientific programme" which allows students in the school to have

experiences, which are consistent with the goals of scientific literacy (Alebiosu, 1999).

Akpan (2012) summarized the place of laboratory activities as "in the laboratory, people

carry out measurements, verify situations, obtain basic notification, manipulate instrument,

get to know the equipment and materials by name and are exposed to the activities of

scientists, and are trained in experimental procedures.

In the laboratory, people get to appreciate the notification presented in the textbook

or in lecture classes by getting to know the elementary principles and theoretical that are

involved in the process. The goal of every teaching is the learner. The quality of laboratory

is not credible if, students are not engaged in the laboratory activities. Unfortunately, most

laboratory evaluations are accompanied with objective items, paper and pencil instruments

rather than hands-on mode (Hofstein & Lunetta, 2014).

10
 Tobin (2011) suggested that meaningful learning is possible in the laboratory if the

students are given opportunities to manipulate equipment and materials in an environment

suitable for them to construct their knowledge of phenomena and related scientific concepts.

As been noted earlier in this work, several schools do not make full use of the

laboratory in teaching biology. They only arrange practical for students when the one short

end of course examination (SSCE) commences; hence, teachers and parents begin to expect

the students to do some magic and pass in flying colours the senior secondary school

examination. In support of this, Ahmed (2018) , has noted that some of the observed poor

achievement of biology students in SSCE is due to ill-equipped biology laboratory.

This is not meant to be so, the laboratory need to be equipped, and students regularly

visit it for experiments in order to acquire necessary skills.

According to Lunetta (2007), science laboratories have very important role in the

educational system for science students. He noted again that these laboratories have made

this world very advanced and scientific in its purpose.

Osogbonye (2012), reported that modern science curriculum reform seems to hold

that the major functions of the laboratory are to convey the method and spirit of science

inquiry, to provide students with opportunities to investigate to inquiry and to find out things

by themselves. Osogbonye (2012) is of the opinion that the laboratory is the right place

where students learn to do what scientists did, i.e. where they use the skills and attitudes of

science to go through the scientific process to seek knowledge. It is in the laboratory that

they put into practice these scientific skills and attitudes developed in them, to make them

self-reliant in the future.

11
 Orlich (2006) inferred that the goal for laboratory instruction in modern science

courses focuses on the inquiry and discovery process or methodological phase of science

and upon its intellectual constituents. Besides, laboratories are useful for teaching of science

in schools and the success of science-related course so much relies on the laboratory

provision made for it. Osogbonye (2012) maintains students depend on the laboratory as a

place where they can both watch the teachers demonstrate and as well carry out practical

works themselves. Biology as a science subject is to some extent experimental.

Based on the foregoing, Hofstein and Lunetta (2013), reported that the

advantages/merits of the laboratory work which represent important goals in biology

education and also demonstrate how to teach biology in the laboratory is appropriate with

advancement in science and technology.

2.6 ADVANTAGES OF TEACHING WITH THE LABORATORY

i. Laboratory works provide a unique ground in which students can work cooperatively

in small groups or individually to investigate scientific laws, principles and

hypotheses that already exist.

ii. Develop learner's communication skills and spirit of writing good reports.

iii. The student learns to appreciate and emulate the role of the scientists through

acquisition of manipulative skills.

iv. Aids learner learns about the nature of science and technology in order to foster the

knowledge of human enterprise of science and thus enhance the aesthetic and

intellectual understanding of the child.

v. Develop acquisition of problems skills: The basic goal of science teaching is to help

students learn skills that can be applied to other life situation in future.

12
 vi. They also learn the scientific concepts, models, principles and theories. The

laboratory experience affords student opportunities to gain exposure to facts in

scientific phenomena.

vii. Encourage learners for accurate observation and description of an object.

viii. Prepare students to learn and become self-dependent individual in life.

2.7 DEMERIT OF TEACHING WITH THE LABORATORY

i. It is expensive due to the materials and equipment that will be used.

ii. Time consuming due to planning and preparation that is involved.

2.8 LABORATORY ACTIVITIES IN BIOLOGY

Science is dynamic in nature. The laboratory activities that are involved in sciences

differentiate it from other subjects. Chukelu (2009) stressed that laboratory activities are the

active productive involvement in the learning processes such as observing, counting,

measuring, experimenting and recording by both the students and the teachers. This is in

contrast to the passive listening to lectures, taking notes and copying materials from

textbooks.

According to Osogbonye (2002) during laboratory activities, students are actively

engaged in manipulating materials and carrying out experiments and observations in order to

develop basic science practical skills in them.

Agbanyeku (2004) pointed out that one of the commonest errors observed in

secondary schools teacher's omission of laboratory activities and non-involvement in

practical work, as well as lack of participation of the students. Modern science biology

curriculum lays great emphasis on teaching for meaningful understanding of concepts.

13
 Some of the laboratory activities in biology outlined by Hofstein and Lunetta (2013)

that teacher and student engaged in are this:

VERIFICATION ACTIVITIES: Students are allowed to experience in a concrete fashion

rather than extract knowledge that has been taught in class. Students are led to verify

practically the facts that were taught to them. Example food test, using piece of yam and

iodine test for starch. Test for fats and oils by using white paper.

EXPLORATION ACTIVITIES: Students have opportunities to handle materials with

which they can become aware of new materials and scientific phenomena.

PROCESS DEVELOPMENT ACTIVITIES: Students develop the process skills of

observation, classification, measurement, communication, and others in problem solving

activities.

This study involved only laboratory verification activities where by the students are

given opportunity to experience in a concrete fashion that abstract knowledge, to verify facts

that were taught them in biology classroom.

DEDUCTIVE ACTIVITIES: Students are allowed to expound events in terms of major

concepts and principles already discussed in class.

SKILL DEVELOPMENT ACTIVITIES: Students master skills by performing exercises

for examples learning - how to use microscopes, using weighing balances and titration. The

teacher allows students to practice them in the laboratory during teaching and learning

processes.

Some of the biology laboratory activities that are carried out in the laboratory are:

 Observation

 Experimentation

14
  Dissection

 Drawing

OBSERVATION: Most biological investigatives begin with observation. Chukelu (2009)

stressed that observation is the first stage in the science process skills; it involves knowing

the characteristics of objects and conditions through the use of senses. The biology students

have the ability to watch and observe changes in specimens if they develop their

observational capabilities.

EXPERIMENTATION: Experimentation is the process of assign data gathering

procedures as well as the process of gathering data for the purpose of testing a hypothesis.

Elsion & Bonwell (2009) opined that experimentation involves a test of hypothesis

formulation from observation and it represents a high level of the scientists arts. It is a way

to find out whether or not one's guess is right. Experiments include test of various types,

ranging from food test, plasmolysis, osmosis, diffusion to soil porosity and composition.

Experiment provides one of the best ways for a scientist to find out facts. Experimenting it,

explaining the experiment, interpreting the result and making inferences constitute biology

laboratory works.

DISSECTION: Dissection is the ability to cut giving specimen to expose the parts needed

for study. Dissection as a laboratory practical activity in biology enables the students to

develop manipulative skills in the use of scissors, knives and razor blades.

DRAWING: Drawing is another biology laboratory activity. Wnoron (2003) inferred that to

draw means to make picture of something with pencil, pen or chalk. Drawing enhances

students development of psychomotor abilities. This can be found when the student

considering the size of the specimen and the size of the diagram which he/she drew on

15
paper. Biological drawings aid in understanding of theoretical knowledge and remembering

of what is learnt.

However, laboratory works are important activities that should be carried out in the schools,

for they greatly bring out the best in the students and aid in the biology practical.

2.9 PROBLEMS ASSOCIATED WITH CONDUCT OF BIOLOGY PRACTICAL

INADEQUATE LABORATORY FACILITIES: The absence of adequate laboratory

facilities in secondary schools have been a problem in teaching and learning of biology

activities.

Ani and Eze (2007), established that students understand better than when they have

practical experiences when the students perform experiments by themselves during practical

for obtaining the correct result, they can not only remember the procedure involved but also

feel proud of themselves for obtaining correct result.

It is therefore essential that laboratory is properly equipped for the study of biology

activities, and the students should very much be allowed to use in the laboratory science. It

is an established fact that they perform better when they participate in the activities.

Lunetta (2018) noted that the laboratory helps students in making accurate

observation, devising hypotheses, finding the reasons for the results, planning control and

with holding judgement.

TIME MANAGEMENT: This affects the students in such a way that many candidates out

of nervousness and fear develop examination fever and this affect them badly. Some of

students spend a lot of time in reading and thinking out answers to a particular question at

the expense of others. Student in their attempt to impress their examiner become wordy

16
thereby giving unnecessary details to some answers and end up rushing through other

questions.

2.10 COMPARING AND CONTRASTING SPECIMEN

Comparing and contrasting the features of one specimen with another are vital

problem of biology methods in science study. Students usually perform poorly in these tasks

due to lack of the skills or lack of technical know-how.

The simplest and the most reliable method of similarity is by use of tabulation.

Comparing of another specimen means identifying and stating the similarities and

differences between one specimen and other.

DRAWING AND LABELLING: Biologists attach a lot of importance to making of

diagrams with correct labelling of the specimen under study in practical classes. Tan (2018),

reported that biology diagrams are different from those of fine arts in which artists are

expected to make colourful artistic diagrams. In drawing and labelling of biology specimen,

the following are considered: Size, Proportionality, Title, and View or Perspective.

OBSERVATION: Observation is a valid aspect of practical biology. The importance of

close observation of specimen in a particular biology examination can never be

overemphasized.

Candidates are expected to observe the specimen given to them very carefully and

critically without which proper specimen's identification, full representation in drawing and

realistic comparative analysis cannot be done.

Different reasons have been given to the problems relating to laboratory work (Tan,

2018). According to Benzc and Hodan (2015), problems in laboratory work arise when

students blindly follow the instructions of the teachers. Some researcers on the other hand

17
claim that the laboratory instead of being a place for science practical and experiments has

become a place where tasks set by the teachers are carried out. No remark is given to the

method or purpose during laboratory work, only the set tasks are carried out (Hurtegal,

2012).

2.11 CONCEPT OF ACADEMIC ACHIEVEMENT IN SCIENCE

Aronso (2002) explained academic achievement as the degree of attainment by

student in schools, colleges and universities either in class, laboratory, library, project or

field work in which the student is sufficiently exposed to. Anekwe (2006) sees achievement

as a test for the measurement and comparison of skills in various field of academic study.

Hence, achievement could be described as a task which has been completed successfully,

especially by means of effort, skill, practice or perseverance.

Academic achievement enable us to obtain notification on the extent to which a

student had attained the criterion performance. It also enables us to determine the relative

position or rank of individual student with respect to their performance (Etuk, Koko & Eno,

2011).

Students, teachers, parents and the society are much concerned about the academic

achievement of students. Some of the purpose of academic performance are itemized by

Ekhasemomhe (2010) as below:

 To inform parents or guardians with their children's performance.

 To aid teachers, determine, ascertain the effectiveness of their teaching technique

and learning materials.

 To make reliable decision, choice about educational planning.

18
 To identify student's growth or lack of growth develop in achieving desirable

knowledge, skills, attitudes and societal value.

 To encourage, motivate student to develop sense of discipline and systematic orderly

study habit.

 To predict believe the general trend in the development of the teaching and learning

process.

 To provide educational administrators with adequate sufficient information

notification about teacher's effectiveness and school needs.

 To motivate student to learn more as they discover their progress or lack of progress

in a given task.

In summary, academic achievement measurement is used for instructional,

administrative, guidance and counseling and research purposes.

Many researchers have long investigated factors that affect on biology academic

performance is classroom environment. According to Taiton and Simpson (2006), classroom

environment is composed of six areas:

 The emotional climate of science classroom

 Science curriculum

 Physical environment of science classroom

 Science teachers

 Students in the science classroom

 Friends' attitude towards science

Talton and Simpson stated that there exists a significant correlation between attitude

towards science and all the classroom environment variable and these affect students,
19
achievement in science particularly biology. Simpson and Troost (2002) also emphasized

that, if student experience an unpleasant punishment in science classroom, the little science

knowledge that they learn may disappear because the classroom environment is not suitable

and will affect the student’s academic achievement. In the laboratory practical work, the

teachers should create a good atmosphere by organizing the lesson that would be interactive

and attractive to students either in group or individually.

Teaching method is another factor in academic achievement especially cooperative

learning approach which motivate students to work together in small groups and to use a

variety of activities to improve their understanding of subject matter (Chang & Mao, 1999)

inquiry instructional approach encourage student to extend their thinking and express their

ideas in a variety of ways through exploring and experiencing their environment through

guided or unguided learning activities. Inquiry approach which involves students gathering

information, collecting and interpreting data, formulating hypotheses and drawing logical

conclusions (Schenpide, Marx & Soloway, 2001).

It could be therefore possible for academic achievement to be attained if biology

subject will be learnt practically through the use of inquiry method in the laboratory or

outside the laboratory.

Laboratory method in science lesson has an important position among instructional

approaches for meaningful learning. It is generally believed that science is better learnt in an

applied manner through laboratory activities. The student doing practical work involves the

use of full senses which enable the students to understand and retain the knowledge they

acquired through the process of teaching and learning, this makes them behave like

20
scientists. Laboratory experiments could therefore enhance students academic achievement

through practical skills (Weinburgh & Englehard, 2009).

The teacher has always been considered a crucial factor academic achievement in

biology and science in general. Student always identify the teacher as the most important

element in a classroom learning environment. The teacher should always create good

atmosphere by interacting with the students freely in the laboratory to make the lesson not

boring and at the same time maintain discipline, such attitude promote academic

achievement (Okan, 2008).

21
 CHAPTER THREE

RESEARCH METHOD

3.1 INTRODUCTION

This chapter describes the design of the study, area of the study, population of the

study, sample and sampling technique, instrument for data collection, validation of the

instrument, reliability of the instrument, method of data collection, and method of data

analysis.

3.2 RESEARCH DESIGN

The design adopted for this study is a descriptive research design. It is considered

appropriately to this study because it is fact funding in nature and it entails the systematic

collection and presentation of data to identify.

Descriptive research is concerned with the truth investigation of the contemporary

issues and events. Here, the researcher is interested in the phenomenon of the moment.

Descriptive research helps us to understand the present situation of phenomenon, determine

our goal and how effectively we can reach the goal.

3.3 AREA OF THE STUDY

The study was carried out among the senior students offering biology in Government

Secondary School in Oyun Local Government Area. Three major public schools were

selected in major towns of Oyun Local Government Area. The justification for the selection

of major towns is that it would give enough data collection to researcher and it would enrich

result of the findings.

22
3.4 POPULATION OF THE STUDY

The population for this study comprises of the entire senior secondary teachers

offering biology in the three (3) public secondary schools were selected in Oyun Local

Government, Kwara State represent the entire population.

3.5 SAMPLE AND SAMPLING TECHNIQUE

Sample is defined as the time representation of entire population when collecting

information while sampling is the process or procedure a researcher use to gather

information based on research problems.

Simple random sampling technique was used to select five schools out of the entire

twenty (20) senior secondary schools in Oyun Local Government Area, Kwara State.

3.6 INSTRUMENT FOR DATA COLLECTION

The researcher developed an instrument to elicit information from the respondents.

The instrument was a close-ended structured questionnaire. The questionnaire was divided

into two sections A and B. Section A was used to collect bio data of the respondents while

the section B contains items that were used to elicit responses from the respondents which

are expected to tick (✓) as appropriate to them.

The questionnaire was modified on a four (4) liker's scale of measurement of:

 Strongly Agree (SA)

 Agree (A)

 Disagree (D)

 Strongly Disagree (SD)

23
3.7 VALIDATION OF INSTRUMENT

The research instrument was validated by science education biology teachers. They

were asked to examine the items in terms of clarity of instruction to the respondents, and

appropriateness of language. The validation correction and recommendations were used to

prepare the final copy of the questionnaire.

3.8 METHOD OF DATA COLLECTION AND ADMINISTRATION

The copies of questionnaire were distributed personally by the researcher to

respondents which comprise of the selected teachers and students in the sampled schools.

The questionnaire was collected as the researcher helps the respondents with the necessary

explanation and instruction on how to complete the questionnaire. The responses were

structured thus:

Strongly Agree (SA) - 4

Agree (A) - 3

Disagree (D) - 2

Strongly Disagree (SD) - 1

If the total percentage of Agreed is above 50% than the question raised will be

accepted significance.

24
 CHAPTER FOUR

DATA ANALYSIS, RESULT AND DISCUSSION

4.1 INTRODUCTION

In this chapter four, the questions raised and how respondents view problem

provided with the solution of various issues asked will be provided relevant and appropriate

answer in the following order.

4.2 METHOD OF DATA ANALYSIS

The data collected from the survey would be analyzed descriptively involving the

use of percentage, which were employed as the method of explaining the research problem,

for such and clarity involvement, the below scale were used.

Strongly Agree SA
Agree A
Disagree D
Strongly Disagree SD

RESEARCH QUESTION RESPONDENTS/CATEGORIES TOTAL

SA A D SD
1 It takes teacher and students more 9 3 - - 12

positive and creative

Percentage % 75% 25% - - 100%

2 It helps teacher to cover syllabus 3 6 3 - 12

Percentage % 25% 50% 25% - 100%

3 It consumes more time than theory 5 6 1 - 12

Percentage % 41.67% 50% 8.33% - 100%

4 Teacher with less expensive find it 3 6 3 - 12

not easy

Percentage % 25% 50% 25% - 100%

5 Practical helps learners to know 7 5 - - 12

25
 about the nature of science and

teaching

Percentage % 58.33% 41.67% - - 100%

6 It helps students to become self- 5 6 1 - 12

dependent

Percentage % 41.67% 50% 8.83% - 100%

RESULT AND DISCUSSION

 Total percentage of Agree in item 1 = 75 + 25 = 100

A total number of 100% respondents agreed that the use of practical work in

teaching and learning biology makes teachers and students more positive and

creative, while none of the respondents disagree with the statement.

The above statement shows that, there is great importance in practical usage

as such promote the mindset of learners and makes them behave positively in their

day-to-day learning.

 Total percentage of Agree in item 2 = 25 + 50 = 75

A total number of 75% of respondents agreed that the use of practical work in

teaching and learning biology helps teacher to cover syllabus. 25% of the

respondents disagreed with the statement.

The above analysis emphasized on the benefit of practical work on the

coverage of syllabus, which helps learner to be active in any questions asked on topic

done since all pages were covered by the teacher.

 Total percentage of Agree in item 3 = 41.67 + 50 = 91.67%

26
 A total number of 91.67% respondents agreed with the statement that the use of

practical work in teaching and learning of biology consume more time than theory

while just 8.33% of the respondents disagreed with the statement.

The result indicate that practical work consume time, thus, it is advised that

teachers should be conscious of their time in order for the students not to loose

interest in the topic which might generate failure of students and lack of being

conscious of teacher's performance.

 Item 4 total percentage of Agree = 25 + 50 = 75. A total number of 75% of the

respondents agreed that the use of practical work in teaching and learning of biology.

Teachers with less experience find it not easy to carry the class always while 25% of

the respondents disagreed with the statement.

The above statement can be corrected by the government, ensuring that

qualified teachers that has undergone certain course of study are basically choose to

deliver service of teaching in order to promote learning and teaching in classroom

setting.

 Total percentage of Agree in item 5 = 58.33 + 41.67 =100%

A total number of 100% respondents agreed that the use of practical work help

learners to know about the nature of science and technology while none of the

respondents disagreed with the statement.

Thus, practical work ensure student to think in a broader sense and be able to

practicalized exercise on their own, which shows that learning has taken place.

 Total percentage of Agree in item 6 = 41.67 + 50 = 91.67%

27
 A total number of 91.67% of respondents agreed that the use of practical work in

teaching and learning of biology helps students to become self-dependent while just

8.33% of them disagreed with the statement.

Equipping of schools with various practical items that promote the teaching

of biology should be laid emphasy on in order to produce a confident and

independent student.

WHAT ARE THE PROBLEMS ASSOCIATED WITH THE IMPORTANCE AND

EFFECT OF BIOLOGY PRACTICAL ON ACADEMIC PERFORMANCE OF

STUDENTS IN SECONDARY SCHOOLS?

STATEMENT RESPONDENTS/CATEGORIES TOTAL

SA A D SD
7 Inadequate funding 4 8 - - 12

Percentage % 33.33% 66.67% - - 100%

8 It consumes a lot of time 3 4 4 1 12

Percentage % 25% 33.33% 33.33% 8.33% 100%

9 Teachers lack practical skills 1 8 1 2 12

Percentage % 8.33% 66.67% 8.33% 16.67% 100%

10 It is too expensive - 6 4 2 12

Percentage % - 50% 33.33% 16.67% 100%

11 Teacher with less experience find 1 7 3 1 12

it difficult

Percentage % 8.33% 58.33% 25% 8.33% 100%

12 Teachers and students show no or 1 1 7 3 12

little interest

Percentage % 8.33% 8.33% 58.33% 25% 100%

13 It helps to cover the syllabus 2 7 3 - 12

Percentage % 16.67% 58.33% 25% - 100%

14 It helps the students to pay less - 3 7 2 12
28
 attention

Percentage % - 25% 58.33% 16.67% 100%

15 It helps the students get higher 1 10 1 - 12

grades 8.33% 83.33% 8.33% - 100%

Percentage %
16 By engaging in practical during 4 7 - 1 12

biology classes enhance effective

teaching and promote learning

Percentage % 33.33% 58.33% - 8.33% 100%

17 Inadequate facilities, poor 1 2 1 8 12

equipment in laboratories can

bring about effective teaching and

learning biology practical

Percentage % 8.33% 16.67% 8.33% 66.66% 100%

RESULT AND DISCUSSION

 Total percentage of Agree in item 7 = 33.33 + 66.67 = 100

A total number of 100% respondents agreed that inadequate funding can lead to poor

performance of students in biology practical in secondary school.

It is compulsory for the generating of funding collected by different bodies under

government (pocket) to put in interest the allocating of some funds to school to

enhance the performance rate of students.

 Total percentage of Agree in item 8 = 25 + 33.33 = 58.33

29
 A total number of 58.33% of respondents agreed that the problem associated with the

importance and effect of biology practical is that, it consumes a lot of time while

33.33 + 8.33 = 41.66 of them disagreed with the statement.

The above shows that problems arise in the management of time, as such, teachers

should endeavour to be conscious of time and put in interest the time rate when

student can leave conveniently to promote retention memories of topic taught.

 Item 9 total percentage of Agree = 8.33 + 66.67 = 75%

A total number of 75% of respondents agreed that problem associated with the

importance and effect of biology practical is that, teachers lack practical skills while

25% of the respondents disagreed with the statement.

With the above statement, it is very necessary and of great importance that teacher

undergoing training in different institutions should be equipped with basic practical

skills that can help them during the course of teaching in the classroom.

 Item 10 total percentage of Agree = 50. A total number of 50% of respondents

agreed that problems associated with the importance and the effect of biology

practical it is too expensive while 50% of them disagreed with the statement.

The above statement shows that expensiveness of item can lead to poor performance

of students, since what is needed to backup what is taught were not provided for,

thus, for the development of education program and facilitating of what is taught,

most items should be improvised for the catering of what was not provided for.

 Item 11, total percentage of Agree = 66.66.

30
 A total number of 66.66% of respondents agreed that, teachers with less experience

find it difficult in teaching practical which contribute to the poor performance of

students while 33.33% of them disagreed with the statement.

By such statement put above, it is very important to grant teachers with quality

experience under teaching line who has undergone certain years of training the

privilege to disseminate teacher rather than inexperience teachers.

 Item 12, total percentage of Agree = 16.66%

A total number of 16.66% of respondents agreed that problems associated with the

importance and the effect of biology practical is that, teachers and students show no

or little interest while 83.33% of them disagreed with the statement.

This shows that relevancy is not given to the exercise in which such action generate

lots of problems, by such, practical work should be encouraged in order to create

development and dependency on the level of knowledge, interest and be creative on

the part of students.

 Item 13, total percentage of Agree = 75%. A total number of 75% of respondents

agreed that problem associated with the importance and the effect of biology

practical is that, it helps to cover the syllabus while 25% of them disagreed with the

statement.

The above statement shows that practical biology helps in covering alot of topic, and

with such notion, it should be encouraged and used in most secondary schools to

bring above development in the syllabus setting.

 Item 14, total percentage of Agree = 25%. A total number of 25% of respondents

agreed that problem associated with the importance and effect of biology practical is

31
 that, it helps the students to pay less attention while 75% of the respondents

disagreed with the statement.

The above statement indicates that practical Biology help in the facilitating of

attention of students which promote teaching and learning process.

 Item 15, total percentage of Agree = 91.66. A total number of 91.66% of respondents

agreed that the problem associated with the importance and the effect of biology

practical is that, it helps the students to get higher grades while just 8.33% of them

disagreed with the statement.

Biology practical should be encouraged, thus, the development and it's quality of

practicing is observed in the result of students.

 Item 16, total percentage of Agree = 91.66%. A total number of 91.66% of

respondents agreed that the problem associated with the importance and the effect of

biology practical is that, by engaging in practical during biology classes is enhance,

effective teaching and promote learning while 8.33% of them disagreed with the

statement.

Biology practical is important in various schools, government, school holder, parents

and other body concern should ensure it is promoted, since it enhances and create

effective teaching and promote learning.

 Item 17, total percentage of Agree = 25%. A total number of 25% of respondents

agreed that, inadequate facilities, poor equipment in laboratory can bring about

effective teaching and learning biology practical while 74.99% of them disagreed

with the statement.

32
 The above shows with support from respondents on the basis of question, thus, even

with low rate of response, facilities and equipment that ensure learning can be

promoted should be provided for in order to discourage poor learning practice of

biology practical.

DOES PRACTICAL WORK HAVE ANY EFFECT IN TEACHING AND

LEARNING OF BIOLOGY IN GOVERNMENT SECONDARY SCHOOLS?

RESEARCH QUESTION RESPONDENTS/CATEGORIES TOTAL

SA A D SD
18 It is good for a school to have 75 14 - 1 90

laboratory

Percentage % 83.33% 15.55% - 1.11% 100%

19 Practical helps student to work 68 18 2 2 90

cooperatively

Percentage % 75.56% 20% 2.22% 2.22% 100%

20 Practical work help students to 59 28 2 1 90

carry out investigation in science

Percentage % 65.56% 31.11% 2.22% 1.11% 100%

21 Practical work help students to 58 20 10 2 90

develop learners communication

skills or writing good reports

Percentage % 64.44% 22.22% 11.11% 2.22% 100%

22 Practical helps learners to know 55 30 5 - 90

about the nature of science and

teaching

Percentage % 61.11% 33.33% 5.56% - 100%

23 It prepares students to learn and 67 20 1 2 90

become self dependent individual

33
 in life

Percentage % 74.44% 22.22% 1.11% 2.22% 100%

RESULT AND DISCUSSION

 Total percentage of Agree in item 18 = 83.33 + 15.55 = 98.88%

A total number of 98.88% respondents agreed with the statement that does practical

work has any effect in teaching and learning of biology, is it good for a school to

have laboratory, while just 1.11% of respondents disagreed with the statement.

The above shows that, it is of great importance to have laboratory, thus, it ensure

student to practicalize many experiments and be useful in the area of bringing

solution to problems.

 Item 19, the total percentage of Agree = 75.56 + 20 = 95.56%

A total number of 95.56% respondents agreed with the statement that, practical helps

students to work co-operatively while 4.44% of respondents disagreed with them.

For the reason of above statement, it is necessary to carry out practical work in order

to promote the spirit of co-operativity in the students.

 Total percentage of Agree in item 20 = 65.56 + 31.11 = 96.67%

A total number of 96.67% respondents agreed with statement that, practical work

help students to carry out investigation in science while just 3.33% of respondents

disagreed with them.

The use of practical work has been prove to help students in investigating on their

own, which if such continue, learning will be permanent and useful to them, student

will be able to prove themselves in all ways rather than assuming issue

diagrammatically.

 Item 20, total percentage of Agree = 64.44 + 22.22 = 86.66%

34
 A total number of 86.66% respondents agreed with the statement that, practical work

help students to develop learner's communication skills of writing good reports while

13.33% of respondents disagreed with the statement.

Communication skills of learners are developed by the use of practical work, as such

should be improve and done with lots of interest by teacher, to assist and develop the

life of learners positively.

 Total percentage of Agree in item 21 = 61.4 + 33.3 = 94.44%. A total number of

94.44% respondents agreed with the statement that, practical work help learners to

know about the nature of science and teaching, while 5.56% of respondents

disagreed with them.

Since nature of science and teaching is improve through practical work, constant

exercise of such practice should be done to bring and create permanent knowledge of

the basic fact of science.

 Total percentage of Agree in item 22 = 74.44 + 22.2 = 96.64%. A total number of

96.64% respondents agreed with the statement that, practical helps students to learn

and become self dependent individual in life, while 3.33% of the respondents

disagreed with this statement.

It is no doubt that something always done on a regular basis will become part of

oneself, dues constant practical will build a student positively to be dependent, which

help the educational system.

WHAT ARE THE PROBLEMS ASSOCIATED WITH THE IMPORTANCE

AND EFFECT OF BIOLOGY PRACTICAL ON THE ACADEMIC

PERFORMANCE OF STUDENTS IN SECONDARY SCHOOLS?

35
 RESEARCH QUESTION RESPONDENTS/CATEGORIES TOTAL
SA A D SD
24 Inadequate laboratory facilities 49 30 6 5 90

Percentage % 54.44% 33.33% 6.67% 5.56% 100%

25 Lack of science equipment 46 29 7 8 90

Percentage % 51.11% 32.22% 7.78% 8.89% 100%

26 Lack of standard laboratory 37 30 8 15 90

Percentage % 41.11% 33.33% 8.89% 16.67% 100%

27 Practical consumes a lot of time 52 18 13 17 90

Percentage % 57.78% 20% 14.44% 7.78% 100%

28 Practical helps to achieve theory 66 14 6 4 90

of work

Percentage % 73.33% 15.56% 6.67% 4.44% 100%

29 Practical is costly 52 23 14 1 90

Percentage % 57.22% 25.56% 15.56% 1.11% 100%

30 Practical work help students to 75 10 1 4 90

have better experience

Percentage % 83.33% 11.11% 1.11% 4.44% 100%

31 Inadequate practical materials 45 31 5 9 90

can lead to problem and

misconduct of biology practical

Percentage % 50% 34.44% 55.6% 10% 100%

32 Are you taught by an improved 37 13 13 27 90

aid provided by your teacher?

Percentage % 41.11% 14.44% 14.44% 30% 100%

RESULT AND DISCUSSION

 Item 24, total percentage of Agree = 54.44 + 33.33 = 87.77. A total number of

87.77% of the respondents agreed that the problem associated with the importance

36
 and the effect of biology practical is inadequate laboratory facilities while 12.23% of

respondents disagreed with the statement.

With the above statement, without adequate laboratory facilities, learning of biology

will be faulty, as such, school owners, voluntary bodies and government should help

equip schools with needed equipment that can aid learning.

 Total percentage of Agree in item 25 = 51.11 + 32 + 22 = 83.33. A total number of

83.33% of the respondents agreed that lack of science equipment contribute to the

problem associated with the effect of biology practical while 16.67% of the

respondents disagreed with them.

Without available equipment for practical, learning will be faulty, therefore, schools

should make end means to make sure equipment needed are made available in order

to deliver a retraining and permanent learning to students.

 Total percentage of Agree in item 26 = 41.11 + 33 + 33 = 74.44. A total number of

74.44% of the respondents agreed that lack of standard laboratory contribute to the

problems associated with importance and effect of biology practical while 25.56% of

respondents disagreed with them.

For the purpose of producing a reliable and competent students, laboratory that is

standard should be built and ensuring that practical are conducted for effective

learning.

 Total percentage of Agree in item 26 = 57.78 + 20 = 77.78. A total number of

77.78% of the respondents agreed that the problems associated with the importance

and the effect of biology practical is that practical consumes a lot of time, while

22.22% of the respondents disagreed with the statement.

37
 Sure practical consumes a lot of time, therefore it is a great concern on the part of

any teacher taking the students practical to be conscious of time by making the time

allocates for practical favourable so as not to bored the students or make them lose

interest in learning.

 Item 27 total percentage of Agree = 73.33 + 15.56 = 88.89. A total number of

88.89% of the respondents agreed that the practical helps to achieve the theory of

work, while 11.11% of respondents disagreed with the statement.

With the above statement, it should be noted that practical helps to make topic taught

real and permanent, therefore it should be practice with much effect, diem student

will improve well in theory aspect.

 Total percentage of Agree in item 28 = 57.77 + 25.56 = 83.33. A total number of

83.33% of respondents agreed that the problem associated with the importance and

effect of biology practical is costly while 16.67% of respondents disagreed with the

statement.

Items used for practical are mentioned to be costly leading to teaching without much

practical exercise, but as such practical should still be done for the development of

students memory and independency.

 Total percentage of Agree in item 29 = 83.33 + 11.11 = 94.44. A total number of

94.44% of the respondents agreed that the problems associated with the importance

and the effect of biology practical is practical work help students to have better

experience while 5.55% of respondents disagreed with the statement.

38
 With the above statement, better experience is ensure that practical work, therefore it

should be made compulsory for students and teachers should act as reinforcement by

encouraging the students always on it.

 Total percentage of Agree in item 30 = 50 + 34.44 = 84.44. A total number of

84.44% of respondents agreed that inadequate practical materials can lead to

problem and misconduct of biology practical while 15.56% disagreed with the

statement.

Practical materials should be made available in order to ensure proper and success of

practical conducted and avoidance of misconduction and accident from such

incomplete item provided.

 Total percentage of Agree in item 31 = 41.11 + 14.44 = 55.55. A total number of

55.55% of the respondents agreed that the problem associated with the importance

and the effect of biology practical is, are you taught by an improvise aid provided by

your teacher while 44.44% of respondents disagreed with the statement.

With the above statement, it should be noted that while teacher carry out teaching

exercise, they should ensure the availability of teaching aid, real object and

facilitating experience that suit the topic in order to aid permanent learning.

39
 CHAPTER FIVE

DISCUSSION, SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 INTRODUCTION

This chapter is majorly on all findings of the study, conclusions, recommendations

based on the study result. It also based on the findings of the study titled "The Importance or

Benefit Derived from the use of practical work in Teaching and learning of Biology".

5.2 DISCUSSION

The result revealed that there is great importance in teaching and learning biology in

a practical way. Biology practical pose on the students academic performance in biology

show that practical work makes teaching and learning easy and faster for the students. This

findings is in study agreement with the findings of Nwaodo (2018) which stated that

inadequate laboratory facilities reduce student's interest in practical activities and lead to

poor academic performance. The finding also showed that practical Biology exposes

students to acquiring process skills. It has link with the findings of Ezeamagu (2018), that

Biology practical activities is the scientific study of life and structure of plants and animals

and their relative environment in real experimental setup.

The findings also revealed that practical work assist student in utilizing their

knowledge and skills acquired in real field outside classroom. This also has link with the

findings of Ude (2014), that laboratory and field work are central to the teaching of biology.

The issue of teacher related factor pose on student's performance in biology practical

showed that poor teaching relationship affect students performance in biology practical, this

also agreed with findings of Ugwu (2014) that the use of practical activities to the teaching

of biology concept should, therefore, be a rule rather than an option to Biology teachers.

40
 The findings also showed that poor preparation of teachers affect students during

practical. This has link with the findings of Agaelain Opuh (2018), the science teacher

should posses a good professional training.

Study also base on school management factor which was discussed as factor on the

practice of Biology practical towards the academic performance of students in biology that

adequate provision of infrastructure affect students'performance in school. This was made

known by the responses of the respondents hence, indicating that inadequate provision of

infrastructure affect the student's performance in school. This also has link with the findings

of Nwagbo (2015) that laboratory activities help to increase overall quality of education of

the students and also help the participants actively in learning.

5.3 SUMMARY

Study was carried out on the importance and effect of biology practical on the

academic performance of students in secondary schools of Oyun Local Government Area,

Kwara State.

Good teacher and student relationship promotes student academic performance in

biology practical, it ensures the covering of syllabus, it helps student to be more dependent,

it allows student to have higher grades. Practical biology exposes students to acquiring

proper skills. Practical work assist student in utilizing their knowledge and skills acquired in

real field outside the classroom.

As such, poor preparation of teachers affect students during practical. Good

supervision during practical enhances students academic performance in the school,

provision of infrastructure enhances students academic in school, it is good for schools to

have laboratory. Practical work helps student to carry out investigation in science.

41
5.4 CONCLUSION

The findings conclusions are based on the following:

1. Secondary school students have interest in learning facilities are available in school.

2. Practical work helps student to have more experience.

3. Practical helps learners to know about the nature of science and teaching.

4. It prepares students to learn and become self dependent individual in life.

5. It helps to cover the syllabus.

Aside the above, there is still room for a lot of improvement, urgent attention should

be paid to problems identified by the respondents. The suggestions for the way forward for

the improvement for the teaching and learning practical Biology in secondary schools

should be worked upon urgently.

The problems identified includes, inadequate facilities, time stipulated for carrying

out practical, untrained personnel, and lack of motivation on the part of parents, teachers and

students.

5.5 RECOMMENDATIONS

Based on the findings and conclusion, the researcher is making the following

recommendations:

a) The school should go through the teachers association to educate the parents on the

important of buying textbooks and even other schooling materials for their

child/ward.

b) Parents should be enlightened on how the practical activities influence the academic

performance of the student.

42
c) The ministry of education should ensure that learning facilities are available in the

school so as to make learning interesting to students.

d) Workshop and seminars should be organized based on practical Biology experience

on teacher aspect of teaching students at the local, State and federal level of

government.

e) Teachers and principals should encourage their teachers to attend seminars and

support them financially.

43
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45
 APPENDIX

MOJE COLLEGE OF EDUCATION,

ERIN ILE, KWARA STATE

THE IMPORTANCE AND EFFECT OF PRACTICAL CLASSES ON THE

ACADEMIC PERFORMANCE OF STUDENTS IN BIOLOGY IN SECONDARY

SCHOOLS IN OYUN LOCAL GOVERNMENT AREA OF KWARA STATE

Dear Respondent,

As a final year student, I'm carrying out a research work as one of the fulfillments to certify

the award of NCE from the school mentioned above. I hereby humbly present this research

questions to you to help complete it as it would assist in collecting the relevant data needed

to make this research work a successful one. The research question is divided into two (2)

sections A and B. Section 'A' is for the respondents to supply their bio data while section 'B'

comprises factors under study.

Please read each of the statement below and indicate that are acceptable to you by ticking

(✓) in the appropriate place.

SECTION A: BIO DATA OF RESPONDENTS

a) Name of School: ___________________________________________________

b) Name of Town/Village:______________________________________________

c) Class: _________________________________________

d) Sex: Male ( ) Female ( )

e) Age: 13 - 14 ( ) 15 - 16 ( ) 17 - 18 ( ) 19 - above ( )

46
SECTION B: QUESTIONNAIRE ITEMS

1) DOES PRACTICAL WORK HAS ANY EFFECT IN TEACHING BIOLOGY IN

GOVERNMENT SECONDARY SCHOOLS?

 Is it good for a school to have laboratory. SA ( ) A( ) D( ) SD (

 Practical helps students to work co-operatively. SA ( ) A( ) D( )

SD ( )

 Practical work helps student to carry out investigation in science. SA ( ) A(

) D( ) SD ( )

 Practical work helps to develop learners communication skills of writing good

reports. SA ( ) A( ) D( ) SD ( )

 Practical helps learners to know about the nature of science and technology. SA (

) A( ) D( ) SD ( )

 It prepares students to learn and become self dependent and individual in life. SA (

) A( ) D( ) SD ( )

2) WHAT ARE THE PROBLEMS ASSOCIATED WITH THE IMPORTANCE AND

EFFECT OF BIOLOGY PRACTICAL ON THE ACADEMIC PERFORMANCE

OF STUDENTS IN SECONDARY SCHOOLS?

 Inadequate laboratory facilities. SA ( ) A( ) D( ) SD ( )

 Lack of science equipment. SA ( ) A( ) D( ) SD ( )

 Lack of standard laboratory. SA ( ) A( ) D( ) SD ( )

 Practical consumes a lot of time. SA ( ) A( ) D( ) SD ( )

47
 Practical helps to achieve the theory work. SA ( ) A( ) D( ) SD (

 Practical is costly. SA ( ) A( ) D( ) SD ( )

 Practical work helps students to have better experience. SA ( ) A( ) D(

) SD ( )

 Inadequate practical materials can lead to problem and misconduct of biology

practical. SA ( ) A( ) D( ) SD ( )

 Are you taught by an improvised aids provided by your teacher. SA ( ) A(

) D( ) SD ( )

 To what extent does Biology teacher improvise for the materials? SA ( ) A(

) D( ) SD ( )

 What are the effects of teacher's related factors acts on student performance in

biology practical? SA ( ) A( ) D( ) SD ( )

 What are the effects of practical biology and effective teaching? SA ( ) A(

) D( ) SD ( )

 What are the factors that affects effective teaching and learning of biology practical?

SA ( ) A( ) D( ) SD ( )

 What are problems associated with conduct of biology practical? SA ( ) A(

) D( ) SD ( )

48