THE EFFECT OF LABORATORY EXPOSURE ON STUDENTS’ ACADEMIC

ACHIEVEMENT IN PRACTICALLY BASED SUBJECTS IN SECONDARY SCHOOLS

IN WAKISO DISTRICT.

BY

KYAKUWA JULIUS

B5E14486311431DU

A DISSERTATION SUBMITTED TO THE COLLEGE OF EDUCATION, OPEN AND

LONG DISTANCE LEARNING IN PARTIAL FULFILMENT OF THE AWARD FOR

BACHELOR OFSCIENCE WITH EDUCATION OF

KAMPALA INTERNATIONAL UNIVERSITY

SEPTEMBER 2017
 DECLARATION

I KYAKUWA JULIUS I declare that this work is my original and it has never been used
anywhere for the ‘ard o C tificate, Diploma and bachelor in any institution or University.

Signature ~
 APPROVAL

This dissertation entitled “Effect of laboratory exposure on students’ academic achievement in

practically based subjects in secondary schools in Wakiso district.” Has been submitted to the
college of education, open and distance learning for approval as a candidate’s university
supervisor /

Signature Date ~

Mr. Ssekandi Erias.

 TABLE OF CONTENTS
DECLARATION
APPROVAL ii
DEDICTION iii
ACKNOWLEDGEMENT vii
ACRONYM viii
ABSTRACT ix
CHAPTER ONE
1.OINTRODUCTION 1
1.1 BACKGROUND OF THE STUDY
1.2 STATEMENT OF THE RESEARCH STUDY 3
1.3 PURPOSE OF THE RESEARCH STUDY 4
1.4 SPECIFIC OBJECTIVE OF THE RESEARCH STUDY 4
1.5 RESEARCH QUESTIONS 4
1.6 SCOPE OF THE RESEARCH STUDY 5
1.6.1 GEOGRAPHICAL SCOPE 5
1.6.2 CONTENT SCOPE 5
1.6.3 TIME SCOPE 5
1.6.4 THEORETICAL SCOPE 6
1.7 SINGNIFICANCE OF THE STUDY 6
1.8 DELIMITATION OF THE RESEARCH STUDY 7
CHAPTER TWO 8
LITERATURE REVIEW 8
2.OINTRODUCTION 8
2. 1THEORETICAL REVIEW 8
2.2 RELATED LITERATURE 9
2.2.1 STUDENTS’ ATTITUDE CHANGE TOWARDS SCIENCE SUBJECTS 9
2.2.2 TNFLUENCE OF EXPOSURE TO LABORATORY FACILITIES ON STUDENTS’
PERFORMANCE IN BOTH ADEQUATELY AND INADEQUATELY EQUIPPED
LABORATORIES ii
2.2.3 EFFECIENT UTILIZATION OF EXISTING LABORATORY FACILITIES BY SCiENCE
TEACHERS FOR EFFECTIVE TEACHING OF SCIENCE SUBJECTS 13
2.2.4 FREQUENCY OF PRACTICAL EXPOSURETO STUDENTS IN ADEQUATELY AND
INADEQUATELY EQUIPPED LABORATORIES 18

III
2.2 CONCEPTION FRAME WORK .20
CHAPTER THREE 22
METHODOLOGY 22
3.OINTRODUCTION 22
3.1 RESEARCH DESIGN 22
3.2 STUDY AREA 22
3.3 STUDY POPULATION 22
3.4 SELECTION CRITERIA 22
3.5 SAMPLING SIZE 22
3.6 SAMPLING STRATEGY 23
3.7 DATA COLLECTION 23
3.8 DATA COLLECTION INSTRUMENT 23
3.9 DATA QUALITY CONTROL 24
3.10 PROCEDURE 24
CHAPTER FOUR 25
DATA PERSENTATION, ANALYSIS AND INTERPRETATION 25
4.Olntroduction 25
4.lDescription of Respondents 25
4.2 Influence of exposure to laboratory facilities on students’ performance in adequately and
inadequately equipped laboratories 27
4.2.2 Laboratory Rules and Safety Measures 33
4.2.3 Laboratories Apparatus, Chemicals, Models and Specimen 33
4.2.3.1 Laboratory Apparatus 33
4.2.4 Availability of Chemicals in the four Sampled Schools 35
4.2.6 Specimen for Biology Subject Teaching 37
4.3 Frequency of exposure to laboratory facility on students in adequately and inadequately equipped
laboratories 38
4.3.1 Timetable on use of Laboratories 39
4.4 Student attitude change towards practically based subjects in adequately and inadequately
equipped laboratories 39
4.4.1 Availability of Human Resources, Laboratory and Use of Laboratory on Students Performance
39
4.5 Efficient utilization of existing laboratory facilities by science teachers to enhance teaching of
the science subjects 40

iv
4.6 Summary .40
CHAPTER FIVE 41
DISCUSSION, CONCLUSIONS AND RECOMMENDATIONS 41
5.1 Introduction 41
5.2 Influence of exposure to laboratory facilities on students’ performance in adequately and
inadequately equipped laboratories 41
5.3 Frequency of exposure to laboratory facilities on students in adequately and inadequately
equipped laboratories 42
5.4 Students attitude change towards practically based subjects in adequately and inadequately
equipped laboratories 44
5.5 Efficient utilization of existing laboratory facilities by science teachers to enhance teaching of
science subjects 45
5.6 Conclusion Based on the Finding 45
5.6.1 Availability of Laboratories in secondary schools in Wakiso District 45
5.6.2 Use of Laboratories in Secondary schools in Wakiso District 45
5.6.3 Availability of Human Resources 46
5.6.4 Teachers’ Opinions 46
5.7 limitation of the research study 46
5.8 Recommendations 46
5.8.1 Practical Recommendations 47
5.8.2 Policy Recommendation 47
5.8.3 Recommendations for Further Studies 47
REFERENCES 48
APPENDIX I 53
APPENDIX II 57
APPENDIX III 60
APPENDIX IV 62
APPENDIX VI 64
APPENDIX VII 65

V
 DEDICTION
I dedicate this work to my mother Natembo Daizy for the great work and effort she has put in to
ensure that I secure this education I am pursuing.

I also dedicate it to New Beginnings International founder, Miss Sarah Rook, Director New
Beginnings International, Mr. Kizza Johnsmoke and my brother Assis Francis Managing
Director New Beginnings International and not forgetting the late Mr. Wabwire John for all their
tremendous support and contribution both financially and morally.

vi
 ACKNOWLEDGEMENT

My thanks go to the almighty God whose grace has enabled me find and accomplish this
research successfully.

I also would like to acknowledge that the completion has been attributed to the intellectual
guidance of my supervisor Mr. Ssekande Erias for his contribution towards the success of my
work.

My sincere thanks goes also to my mentors in the biological department at St Barnabas College
Migadde, Madam Nabakooza Robinah, Mr. Wambuddhe Herbert Titus and Mr. Matovu Paul for
their expertise knowledge shared with me. I would also be unrealistic to go without appreciating
whoever had a contribution towards my research, may the almighty Lord reward you abundantly.

VII
 ACRONYM
> Lab—Laboratory
> NESTA — National Endowment for Science, Technology and Arts.
> STAN — Science Teachers Association of Nigeria.
~ UNEB — Uganda National Examinations Board
> UNESCO — United Nation for Education,science and Communication.
> FGN — Federation of the Government of Nigeria.
> SCORE —Science Community representation Education.

VIII
 ABSTRACT

The study on the effect of laboratory exposure on students’ academic achievement in practically
based subjects in secondary schools in Wakiso district. The research is guided by four objectives:
First to examine the influence of exposure to laboratory facilities on students’ performance in
adequately equipped laboratories and to those in inadequately equipped laboratories, Second to
investigate students’ attitude change towards practically based subjects in adequately equipped
laboratories and in to those inadequately equipped laboratories. Third to Examine the frequency
of exposure to laboratory facilities on students on students in adequately equipped laboratories
and those in inadequately equipped laboratories and their performance fourth to Investigate the
efficiency of utilization of existing laboratory facilities by science teachers to enhance teaching
of science subjects. The study was conducted in four secondary schools in Wakiso district. The
study examined the availability of laboratories, examine the use of laboratories, and assess the
availability of science teachers, and science teachers ‘perceptions how laboratories availability
influence students’ performance in science subjects. The problem was that students’ performance
in science subjects is appalling in secondary schools, Survey research design was used and the
study employed quantitative approaches where observation, checklist, school records and likert
scales were used for data collection. In that essence, a sample of 140 students from the classes of
senior three and four students of sound mind were considered from the four schools randomly to
provide the data which was used. The data were analyzed using frequency, percentages and ratio.
Findings revealed that schools did not have laboratories; instead they had science rooms which
lacked laboratory space. It was noted that apparatus and chemicals were either insufficient or
absent in all sampled schools; instead schools improvised those equipment by using locally
available materials in their environment. Experiments were done in large groups with little
students. There was an acute shortage of science teachers. It was recommended that, policy
makers need to ensure that students enrolment should match with the availability of laboratory
facilities, more laboratories need to be built in schools and more science teachers be trained

ix
 CHAPTER ONE

1.0 INTRODUCTION

In this chapter, the research explores the background of the study, research statement, purpose of
the research study, specific objectives of the study, research question, scope of the study and
significance of the study.

1.1 BACKGROUND OF THE STUDY

We live in the world of science and technology as of to date and of which human beings
encounter issues and problems that have their root in science. Science and technology have
become critical factors of economic and social development. Through science, nature has been
well utilized and transformed into meaningful resources for a better living in the world. The
tremendous emerging trends in science education has assured to man a comfortable living within
the society.(FGN,2004).

Uganda has since independence nurtured an education system premised on the model of colonial
master, Britain which emphases academic and theoretical learning rather than practical education
but the government is trying to reverse this trend by promoting and teachers of science coupled
with both technical and vocational education (Daily Monitor Monday, 2Othh/August,2012)

Fundamental research among science education and cognitive scientists focuses on how the
people learn science and how they apply knowledge in their daily life. As science subjects,
scientific inquiry is the primary process by which scientific knowledge is gained. One of the
most reliance by which the process of inquiry can be learnt is the laboratory where students’
experiences first-hand the inquiry process.(National Association of Biology Teachers,2005)

The emphasis on teaching and learning of science is on ensuring that teachers not only teach the
process of science but also are able tosubject scientific concepts to the sensory experience of the
learner. Bythis, the “hands” and “mind” of the learners must be on scientific activities such that
the learner will be able to learn actively and thereby participate in knowledge construction
learning. (Ausubel, 1963)

1
In essence, thefocus is on activity based science lessons which entails both lesson classrooms
and laboratory practices. This direction of teaching and learning of sciences subjects in schools
viewed to lead students to acquiring science process skills, life skills and competence. It is
therefore necessary to provide students with a strong broad back ground in areas of science
education when laboratory facilities are adequate in school. Students should be offered
opportunities to enable them grow in their problem solving abilities, think critically and acquire
scientific and technological literacy (William and Maureen, 2012)

Academic achievement of students in practically based subjects(physics, chemistry, biology and

agriculture) generally is witnessed a deplorable trend in the past decade at all levels in Ugandan
secondary schools and tertiary institution due to inadequate science facilities in the laboratories
for which has contributed to students’ academic performance in these subjects. Nevertheless,
other factors of teaching and learning sciences include inadequate classrooms, laboratories, use
of teacher centered approach to teaching among others.

The laboratory is the center of scientific studies so long as science remains both a product and
process. The availability of laboratory equipment, facilities and materials pay a vital role in
determining the extent of best laboratory practices that will ensure acquisition of science process
skills and competence in science concepts by the learners. The laboratory in school has been
defined by several authors in different ways.

Maduaban (1998) sees a laboratory as a place where scientific exercises are conducted by
science teachers for the benefit of the learners. Laboratory exercises include experiments and
other activities which help the students acquire scientific skills.

Ezeliora (2001) observed a science laboratory as a workshop where science is done or where
scientific activities are carried out under conducive environment.

English dictionary (1999),a laboratory is a place where scientific practicals are conducted.

According to Ambibola (200 1),one major aspect of science education that is of great concern is
in the areas of availability and effectiveness of use specialized and relevant science equipments,
facilities and instructional materials.

2
School laboratories that are well designed, stocked and safe for teaching and learning science
ensure active practical exercises (Katcha,2005)

Laboratory work is indispensible part of science instruction and no effective science education
exists without practical work (Udo,2010).

Laboratory practicals are dependent on the level of equipping the laboratory with relevant
instructional materials and ability of the teacher to effectively and efficiently utilize them.
However, the challenges often faced in doing practical in inadequately equipped laboratories
have led teachers to separate science lessons into practical and theory classes and or shifting
practical work until second term or third term.

According to Epo(1999).any effort to separate science into practical and theory lessons accounts
to perpetuating the dichotomy and this is antithesis of what science is. Therefore, adequacy of
laboratory facilities and exposure may affect the students’ achievement in practically based
science subjects.

Jeske(1990) and Ogunleye(2002) have also found that a laboratory is a primary vehicle for
promoting reasoning skills and students’ understanding thereby enhancing desired learning
outcomes in students.

Jones(1990)examined teacher provision in sciences in many countries and found that 45% of the
schools surveyed indicated insufficient laboratories. His findings agreed with Barrow’s (1991)
findings in Saudi Arabia which indicated inadequacy in provision of laboratory facilities in
schools. The findings were also consistent with those of Black at al (1998) who found out in
Uganda that science education is facing with the problem of lack of resources with half of the
schools having no real laboratory.

1.2 STATEMENT OF THE RESEARCH STUDY

The laboratory has been identified as the heart of a good scientific programme which allows
students in schools to have experience which are consistent with the goals of scientific literacy.
Practically based subjects of physics, chemistry, biology and agriculture constitutes of a major
part of hands on and if not taught properly, the education of the students will be affected

3
negatively hence poor performance, low quality of understanding of subject matter and this
brings low half-baked students in science subjects which more leads to imaginative perception of
students that science subjects are difficult to attain.

When students are taught science subjects theoretically without the practical aspects inculcated
and done in the laboratory, the students will not learn properly. The implication of this means
that the role of the laboratory and its facilities on academic achievement of students in science
subjects is ignored. Therefore, secondary schools require properly equipped and functional
laboratories.

1.3 PURPOSE OF THE RESEARCH STUDY.

The study was aimed at investigating the impact of laboratory exposure on students’ academic
achievement in practically based subjects in secondary schools.

1.4 SPECIFIC OBJECTIVE OF THE RESEARCH STUDY.

The research objectives were to;

o Examine the influence of exposure to laboratory facilities on students’ performance in

adequately equipped laboratories and to those in inadequately equipped laboratories.
o Examine the frequency of exposure to laboratory facilities on students on students in
adequately equipped laboratories and those in inadequately equipped laboratories and
their performance.
o Investigate students’ attitude change towards practically based subjects in adequately
equipped laboratories and in to those inadequately equipped laboratories.

o Investigate the efficiency of utilization of existing laboratory facilities by science

teachers to enhance teaching of science subjects.

1.5 RESEARCH QUESTIONS

o What is the influence of exposure to laboratory facilities on students’ performance in

adequately equipped laboratories and to those in inadequately equipped laboratories?
4
 o To what extent does the frequency of exposure to laboratory facilities affects students’
performance in both adequately equipped laboratories and those in inadequately
equipped laboratories?
o How is students’ attitude change towards practically based subjects in adequately
equipped laboratories and those in inadequately equipped laboratories affect their
performance?
o To what extent do teachers make use of the available laboratory facilities to enhance
teaching of science subjects?

1.6 SCOPE OF THE RESEARCH STUDY.

1.6.1 GEOGRAPHICAL SCOPE

The research was carried out in Wakiso districts. Wakiso district is located in the central region
of Uganda which partly encircles Kampala, Uganda’s capital city and bordered by Nakaseke and
Luweero to north, Mukono to the east, Kalangala district in lake Victoria to the south-west and
Mityana to the north-west.The district headquarters are located 20Km (l2miles) by road north
west of Kampala, the capital of Uganda. Schools under research study would selected from
Nansana, Entebbe municipality, Gombe, and Makindye municipality which are some of the
municipalities that make up Wakiso districts.

1.6.2 CONTENT SCOPE

Wakiso district is one of the districts with good performing schools both at lower secondary level
and upper secondary level in both arts and sciences. However, a problem is still at hand of poor
performance in most schools in practically based science subjects due to absence of adequately
equipped laboratories with facilities and also how many times the facilities are exposed to the
learners in science experiments. Performance had been observed to be affected by inadequacy of
laboratory facilities, teacher centered teaching and learning and less frequency to exposure of the
laboratory facilities to the students in otherwise which hinders teaching and learning of the
application of scientific skills.

1.6.3 TIME SCOPE

The research study was conducted by the researcher in six weeks’ time to obtain data and
analyzing the data obtained.

5
1.6.4 THEORETICAL SCOPE
The Watson’s theory of learning was considered. In accordance to the theorist, the explanation of
learning, understanding of brain and its function is very essential. This theory holds that people’s
behavior is learned by interaction with external environmental stimuli. Emphasis is laid on
providing a conducive and adequacy of facilities for efficient and permanent learning. Sufficient
practice and exercises are necessary to make the bondage between stimulus responses
permanent. The theory had a relationship with the current study because academic achievements
of the students in the practically based subjects are affected by exposure of laboratory facilities.

1.7 SINGNIFICANCE OF THE STUDY.

The research work will benefit the researcher himself towards the fulfillment of the award of
Bachelor’s degree of science in education at Kampala International University. Nevertheless,
parents, teachers, government and the entire society will benefit in the research work. If the
results of this research work is properly utilized, it promote the idea that science is both a product
and process in students by arousing interest in practical work and generally in the practically
based science subjects in secondary schools hence increasing and improving in academic
achievement in these subjects.

On the other hand, to motivate parents to provide basic requirements of practical lesson(s) for
their children in secondary schools and also this convince the science teachers that practical
lessons are mostly essential for effective teaching and learning of science subjects like biology,
chemistry, physics, agriculture and to say mathematics.

It would also make the government through the ministry of education to realize the need for
provision of science equipment to schools and posting of qualified science teachers, technicians
and technologists to secondary schools. This is not an issue of jack-off all-trades master of non,
because practical has attained professionalism and specialization for which therefore would help
Ugandan society in the quest for improved technology and industrialization and economic
development.

6
1.8 DELIMITATION OF THE RESEARCH STUDY.

According to Mugenda (1999), there are boundaries to any study. The study confined itself to
few schools and it was not the entire schools’ population and schools that were involved did not
adequately have the laboratory facilities as required in accordance to the Uganda National
Examination Board (UNEB) of the 23’~’ meeting of the Secondary School Examination
Committee, reference number CF/UNEB/20,held on 21st August,2007 which resolved that
UNEB sends updated lists of chemicals and apparatuses required for effective and efficient
teaching and examining of the science subjects.

7
 CHAPTER TWO

LITERATURE REVIEW

2.0 INTRODUCTION

This section, explores the theoretical review, related literature and conceptual frame work to the
research study.

2.1 THEORETICAL REVIEW.

According to Onach (1994) emphasized that teaching involves more than talking all time.
Resources such as diagrams, field works and real objects when effectively used, explains the
subject very well better than lecture methods and the proper place for effective practical
activities is the laboratory.

According to Iloeje (2005) in his lesson for effective biology practical activities stated that all the
five senses used, the sense of sight is hights of them.

At a workshop organized by the Cross River State Ministry of Education for science Teachers
Vacation Course (TVC) in 2008 in Nigeria, the science teachers complained that laboratory
facilities for teaching various science subjects were not adequate in secondary schools for
teaching and learning sciences. Secondary schools laboratories should be furnished with
adequate laboratory facilities for effective teaching and learning science.

The laboratory is a forum for science teachers and students within a building to interact with
apparatus or equipment under controlled conditions when seeking answers to the problems in
nature.He further views that science most especially chemistry in its true form can hardly be
taught or learnt without appropriate use of the laboratory equipment/materials. He contended that
although a lot of reasoning and through process skills come into physics, yet science cannot start
and end without facts. (House,2009)

Florendo(2007) suggested that students should receive training in using laboratory facilities to
approach the solution of problems through a proposed strategy and active involvement in the

8
pursuit of the solution of an average Nigerian secondary school student, which they shall
encounter with authorities in different shade within the education setup. Some of such
“authorities” will include the teachers, text books, visual aids among others.

Johnson et al (2006), Observed that in schools where laboratory apparatuses are inadequate,
chemistry is usually taught theoretically. They further observe that this approach does not assist
students to develop the science process skills approach to the study of chemistry.

Students should be exposed to laboratory apparatuses during the chemistry lesson in order to
develop the appropriate process skills but unfortunately students show that teaching of chemistry
in region secondary schools falls short of certain expectations.( Ezeliora,2008).

Laboratory teaching makes the students to learn about nature of science and technology in order
to foster the knowledge of human enterprise of science and understanding of the child. Dienya
and Gbamannja (1990) opined that science is known to be a way of doing certain things by the
observing natural phenomena, quantifying the observed things, integration of such quantities and
interpretation of the results in order to make useful meaning out of the exercise. The students
can identify cause and effect relationships in this process develops important skills
(Udonfu,2009)

2.2 RELATED LITERATURE.

2.2.1 STUDENTS’ ATTITUDE CHANGE TOWARDS SCIENCE SUBJECTS.

Students’ performance influences the attitude direction towards science. There is a significant
relationship between learners’ performance in science.(Odunusi, 1984)

Therefore positive attitude is related to achievement while negative attitude is related to under
achievement in science subjects.

Although students have negative attitude towards science subjects concepts, theypossessed
positive attitude to activities based science lesson.(Okebakola, 1984)

Schibeci (1984) reported that girls show a more positive attitude toward biology and boys
towards chemistry and physics. Schibeci findings is corroborated by Weinberg and
Engechards’(1991) findings that, girls have more positive attitude towards laboratory
experiments and concepts than boys.
9
Osborn at al(2003) have given a lot of components of attitude towards science .These component
are “perception of the science teachers, anxiety towards science, motivation towards science,
enjoyment of science, attitudes of peers and friends towards science ,the nature of classroom
environment, achievement in science and fear of failure.” Attitude of understudies to science is a
critical component that is commented with achievement is science.

According to Wong and Fraser (1996) “The most common done research has been the
investigation of association between students’ cognitive and effective learning outcomes.

Wiilet 91994) has described that “Education is intended to foster learning to bring about change
in attitudes, achievements and values.”

Meta-analysis was performed by Willson (1983) to explore the relationships between attitude
achievement and analysis of variance (ANOVA) was used. The results revealed that attitude and
achievement score was high from grade seven to eleven and small at elementary level. The same
type of study was conducted in California by Olivia and Simpson (1984) to investigate the
impact of attitudes on achievement in science. During the year 1980-1981 about 5000 students
participated from 6-10 classes for data collection .The results found a positive impact of science
related attitude on achievement scores of students.

An alternative longitudinal study was conducted by Simpson and Olivia (1990) and 178 science
classes were selected for data collection. More than 4000 students from classes 6-10 participated
in the study. This study demonstrated that boys achievement was additional inspirational attitude
and their success in science was higher than girls.

A study by Lightbody and Durndell (1996) in one school using slightly more sophiscated
preference ranking system had showed that boys were far more likely to report liking science
than girls. Finding given additional salience by the work of Jovanic and King (1998) which
suggested that one of the major factors in girls’ antipathy towards science is their perception that
are better at other subjects.

Studies concerning attitude, George (2000),Haladyna and Olsen (1982) reported about this issue
that teachers and there conduct in class are very meaningful in developing students attitudes
towards science studies.

10
Hofstein and Lunetta (2003) claimed that there was a failure in science education to examine the
effect of various school experiences on students’ attitudes. They agreed that investigating the
influence of experience on adolescents’ attitude would be important for science education since
experiences that promote positive attitude could have beneficial effects on students’ interest and
their learning.

Renner (1985) interviewed students about their feelings regarding learning activities like
laboratory work. They identified laboratory work as being “interesting” as compared to other
more “boring” instructional formats like watching films or listening to the teacher.

Thompson and Soyibo (2002) presented students with two different conditions within the
chemistry classes. The experimental group was taught electrolysis for nine lessons by a mixture
of lecture, teacher demonstration, class discussion and practical work in small groups. In the
control group, the practical work was substituted by teacher demonstrations. After the treatment,
the experimental group showed more positive attitude towards chemistry measured by indicators
such as enjoyment of chemistry, interest in chemistry and chemistry inquiry than the control
group.

The quantity of experience during task completion is an important factor for the development of
students’ intrinsic motivation. (Krapp,2005). He added that, interest development will occur if
the person experiences his or her actual engagement on the basis of cognitive, rational and
emotional evaluation in a learning activity as enjoyable, pleasant, stimulating and important.

The correlation of attitude in the direction of science with achievement score was explored by
Freedman (1997).Twenty physical science classes were used to collect data and the results
revealed a positive relationship of attitude with achievement score. It was that achievement in
sciences was influenced by means of attitude in the direction of science.

2.2.2 INFLUENCE OF EXPOSURE TO LABORATORY FACILITIES ON STUDENTS’

PERFORMANCE IN BOTH ADEQUATELY AND INADEQUATELY EQUIPPED
LABORATORIES.

According to Hollak (1990), facilities from one of the potent factors that contribute to academic
achievement in the school system. These include school buildings, classrooms, laboratories,

11
furniture, apparatuses, equipment and other instructional materials. He went further to say that
their availability, relevance and adequacy contribute to academic achievement.

In another development, Aliyu(1993)as cited by Johnson(1998) found that there was no

significant difference between students in secondary schools with and without adequate
instructional facilities. However, he submitted that instructional facilities were indispensible to
academic achievement of students in biology, geography,physics,chemistry,mathematics,English
while students could perform well in other subjects without adequacy of sophiscated
instructional materials. Therefore he conducted that, the effect of instructional facilities on
students’ academic achievement is more felt in pure and social sciences.

In accordance to Aliyu(1993), in his conclusion showed that students’ achievement was

determined by exposure of students to instructional materials to subjects that required
sophisticated instructional facilities which were adequate compared to other subjects and as well
when they are inadequate.

In the words of Ogunleye (1997), one of the recurring problems of teaching of science is the
large classes. He remarks that one of the objects of teaching science in schools is to
communicate the knowledge of science in schools and to ensure that students acquire the process
and skills of science. This cannot be effectively achieved unless students are exposed sufficiently
to practical work and laboratory experimentation.

Unfortunately, Ogunleye (1997) continued that, many secondary schools established over the
years still remains without science laboratories while others have laboratories that are not
adequately or sufficiently equipped.

According to Ango (1986), laboratory stimulates learners’ interest as they are made to personally
engage in useful scientific activities and experimentation .He further maintained that laboratory
exposure affords learners basic skills and scientific method to problem solving and knowledge
obtained through laboratory work promotes long term memory.

Similary,Ferombi (1998) argued the saying “ Seeing is believing “ as the effect of using
laboratories in teaching and learning of science and other science related disciplines as students
tend to understand an recall what they see than what they hear or were told.

12
Ogunniyi (1983) said that there is a general consensus among science educators that the
laboratory occupies a central position in science instruction. From the above statement it implies
that if the laboratory is the central position in science instruction then it must be equipped and
then equipment and facilities must be used sufficiently at the exposure to the learners to inculcate
skills and problem solving in sciences.

Soyibo and Nyong (1994) have shown that schools with well-equipped laboratories have better
results in the certificate examinations than those ill-equipped.

Gana (1997) reiterated that students instructed entirely by the laboratory methods had higher
attitude scores but lower achievement score than students instructed entirely by the traditional
lecture or textbooks mode.

Yadar(2001) opinioned that no course in science and mathematics can be considered as complete
without including some practical work .Thus practical work forms an important feature in any
science and mathematics course.

Olainiyona (1997) maintains that, in secondary schools, the modern teaching of science will
necessitate laboratories. In accordance to the statement, establishment of laboratories will
necessitate equipping them and then sufficiently utilized for better teaching and learning of
science.

Omiko (2015), stated that “hands-on experience encourages students develop a spirit of inquiry
and allows them to acquire scientific skills and the right attitude to handle scientific tools and
materials.

2.2.3 EFFECIENT UTILIZATION OF EXISTING LABORATORY FACILITIES BY

SCIENCE TEACHERS FOR EFFECTIVE TEACHING OF SCIENCE SUBJECTS.
The teaching and learning experience is centered on the extent of adequacy of laboratory
facilities in secondary schools and teachers effectiveness in the use of the laboratory facilities
with the aim of facilitating and providing meaningful learning experiences in the learners.
Although some facilities may be available and adequate but may not be put into use by the
science teachers. Umeh (2006) is of the view that audio-visual aids such as computers and

13
projectors are not utilized in schools due to lack of knowledge on proper use of such resources
for teaching.

Achimagu,(2006),classified resource materials (facilities) into classrooms, laboratory

equipment/chemicals and textual/audio-visual materials.

Resources or facilities according to Umeh (2006) refers to facilities that can be used to enhance
or improve educational programs and promote teaching and learning. Science laboratory
facilities can be human or material. The human resources have to do with personnel such as
science teachers and laboratory technologists or assistant. He added that science laboratory
facilities are those materials available to the science teachers for teaching and learning and these
may include text books, computer, thermometers, fire extinguishers, chalk boards, first aid kits,
ovens, incubators, models, chemicals, television and other electronic devices.

Utilization of existing laboratory facilities is the frequency with which the existing laboratory
facilities are used during the laboratory experiments by the science teachers for the enhancing
effective teaching of science subjects. In this case effectiveness would be in terms of academic
performance in the science subjects and ineffective teaching is seen as the failure to achieve in
the science subjects.

Hoften and Ginetta (1992) contented that the laboratory has a distinctive feature in science
teaching and learning. For students to learn effectively, science teachers should ensure that
adequate laboratory facilities are procured and effectively utilized.

Olsen at al(1996) suggested that laboratory activities designed to verify known scientific concept
or laws may not always go forward as designed or planned. In accordance to the statement,
teachers would need a research about the laboratory activities done prior to bring out the results
appropriate for which would satisfy the process and skill (knowledge) being imparted to the
learners. This therefore, would require the teachers to carry out laboratory activities before and
utilize the available facilities.

The laboratory based mode of presentation of concepts has been constantly found to be an
important strategy in chemistry teaching and learning in secondary school. Ihuarulam (2008)
investigated the perception of chemistry teachers and students based on the utilization of

14
laboratory facilities secondary schools for chemistry teaching. The findings, using a total of one
hundred and fifty students, showed that 41 .2% of the total respondents agreed that laboratory
facilities were adequately utilized during the chemistry teaching and more than half (58.9%) of
the respondents said that laboratory facilities were never utilized during teaching.

Olarewaju (1994) explained that, utilization of laboratory facilities as a process of “doing

science” through practical procedures, was a manipulative process of learning which promoted
good academic performance in chemistry teaching and learning. Olarewaju added that among
other factors, when laboratory facilities are adequately utilized by students it elicited desired
behavioral change in the learners. Utilization of laboratory facilities is an activity oriented
instructions; student centered and leads to self-reliant instruction.

Adeniyi (1983) drew attention to the relationship between utilization of laboratory facilities and
students’ academic performance in chemistry and found out that utilization of laboratory
facilities is significantly related with students’ academic performance in the subject.

Mathew (1998) discovered that utilization of laboratory facilities had a positive relationship with
students’ academic performance towards science teaching and promotes good academic
performance in the science subjects.

Jatua (2008) analyzed the extent of utilization of laboratory facilities and students’ academic
performance in secondary schools in Pankin. The findings were that science teachers possessed
adequate knowledge of the utilization of laboratory facilities for teaching science in secondary
schools.

Edet (2008) investigated the influence of utilization of laboratory facilities and students’
academic performance in biology. Using a sample of two hundred senior secondary school one
students taught by utilization of laboratory facilities and the control group taught without
utilization of laboratory facilities during the biology teaching. The results showed that students
taught using laboratory facilities frequently achieved higher than those taught without utilizing
the laboratory facilities during biology lessons. The recommendation made based on this finding
was that utilization of laboratory facilities should be encouraged at all levels of the education
sector.

15
Hager (1974) based on the instructional theory of learning interaction, hypothesized that the
laboratory had direct effect on both the student’s attitude and academic performance. It is
generally believed that constant practice leads to proficiency in what learners learns during
classroom instruction, hence the dictum “practice makes perfect”. This has given rise to
expectation laboratory facilities should be adequately provided by the secondary schools for
effective teaching and learning.

Onyeji (2004) had earlier reported that none of these new media (electronics) is available or used
d in communicating science, technology and mathematics in secondary schools. Physical
laboratory facilities are the fundamental factors for better learning and achievements of the
students.

Lyon (2012) stated that learning is a complex activity that involves interplay of students’
motivation, physical facilities, teaching resources, skills of teaching and curriculum demands.
The process of managing and organizing resources is called resource utilization. The utilization
of resources (laboratory facilities) in education brings about fruitful learning out comes since
resources stimulate students’ learning as well as motivating them.

Kitheka (2005) noted that schools with abundant resources may not always utilize them
efficiently and consequently fail to raise students’ level of performance. On the other hand
schools with limited resources may utilize what they have efficiently and this boost learning thus
the teachers should be able to maximize and utilize the available resources so as to adequately
achieve educational objectives.

Ngala (1997) noted that utilization of available resources is more important than quantity. This is
supported by Cohen et al (2003) who pointed out that it is not making resources available in
schools that matter, but getting these resources utilized by teachers and students to get academic
content learned. This is further supported by Adeleye (2015) as he noted that, the greatest
hindrance to the effective teaching in schools is not lack of necessary apparatuses but rather lack
of their effective utilization.

According to Ongiri and Abdi (2004) noted that , in Mbeere south Embu county in Kenya,
performance in Kenya Certificate of Secondary Examination (KCSE) has remained poor with
majority of students scoring a grade of C in English language and sciences which are the core

16
subjects thus contributing to overall low district mean grade of C. This is a poor grade as it limits
students from entry into science based degrees and diploma courses since educational resources
are important in students learning. They hypothesized that poor performance could be partly due
to shortage of or ineffective utilization of educational resources.

According to Lawal (2013) observed that utilization of laboratory equipment defines the extent
or show how often the available science laboratory equipment are used during classes or
laboratory sessions. He further added that such materials promotes learning by doing, make the
classroom lively, real and meaningful and have potential to make the content permanent thereby
increasing students’ performance. This therefore allows the learners to focus their attention to
importantissues and acquire practical skills hence the need for maximum use of such equipment
cannot be overemphasized.

Oluwasegun,Ohwofosirai and Emabetere (2015) examined the impact of physics laboratory

equipment on students offering physics in Ethiope, west local government areas. They found out
that the use of physics laboratory equipment facilitate the teaching and learning of physics,
inculcate scientific reasoning and enhances academic performance in the subject.

Olufuke (2012) in his study found that schools with highest frequency study of utilization of the
laboratory equipment had the highest mean score followed by schools with average and low
frequency utilization respectively.

In another study by Nwagbo and Uzoma (2014) on the effect of practical activities on secondary
school students ‘ process skills acquisition in Abuja municipality council, practical activity
method of teaching and learning was found out to be more effective in fostering students
acquisition of science process and skills which may eventually improve students’ performance.
Whereas several research studies on influence of laboratory equipment found significant
relationship between utilization of these facilities and students’ academic performance. (Nsagba
and Igboabuchi, 2010, Chukwoemeka, 2008)

Neji (2010) in contrast found no significant relationship between utilization of laboratory

facilities and students’ academic performance in chemistry. Yet, inappropriate, inadequate and
non-utilization of laboratory facilities have been identified by some authors as some of the
possible cause of students’ poor performance. For instance, Aderonmi (2006) found that students

17
ofien complained from non-familiarization with biology laboratory equipment until a few weeks
to external examinations and in most cases, even the teachers of the subjects did not know the
use of the laboratory equipment and chemicals until the practical examinations.

Chukwuemeka (2008), examined the efficacy of utilization of laboratory facilities in teaching

basic science in junior secondary schools and revealed that pupils who were allowed by their
teachers to manipulate laboratory facilities by themselves did better academically than those
who were not allowed to. Moreover, it showed that the extent of utilization of laboratory
equipments during teaching of basic science had a significant influence on the students’
academic performance in basic science.

2.2.4 FREQUENCY OF PRACTICAL EXPOSURETO STUDENTS IN ADEQUATELY

AND INADEQUATELY EQUIPPED LABORATORIES.
Frequency of practical exposure would be regarded in terms of how often and important the
laboratory facilities and equipment would be utilized by both the science teachers and students
during a practical class instruction for the effective teaching and learning sciences.

For instance, International comparison, indicate that students in the United Kingdom spend more
time on practical activities that students in most countries. The evidence seems to suggest that
the amount of practical work in schools in UK has not varied substantially in the recent years.
Forexample, in NESTA’s survey of 510 UK Science teachers 42% thought that the amount of
practical work has increased over the preceding ten years,32% thought the opposite.
(NESTA,2005)

According to Adeleye (2015) showed that about 40% of the respondents showed that they often
carry out physics practical with physics laboratory apparatuses (equipment) ,35% always used
physics apparatuses and 25% rarely used the physics apparatuses in teaching physics.

According to Hidayaet al (2014) examined influencing factors in student acquisition of

manipulative skills during transition from primary to secondary schools where she observed from
the science teachers that, experiments take too much time, in the due course that there are no
laboratory assistant in that the teacher has to do every scratch, hence taking a lot of time and less
is conducted for which little benefit. This force the teachers to forego the practical lessons or do
less hence much theoretical part are considered.

18
Chukwu (2009), observed that practical periods which are very necessary for successful study of
biology are not enough. He highlights the need for the students to be exposed to series of
practical activities. Therefore the theory and practical aspects of biology need not to be separated
but taught as component parts of a subject and as a separate entity.

Abraham and Millar (2008), argue that “teachers need to devote a greater proportion of the
lesson time to helping students use ideas associated with the phenomena they have produced,
rather than seeing the successful production of the phenomena as an end in itself.”

Ceriniet a! (2003,), indicated that there is some evidence that a significant number of students
sees science experiments as being enjoyable. For example an online survey of students (n=1450)
reported that in terms of enjoyability of school science activities, the top three were “going on
science trips or excursions 85%,looking at videos 75%,and doing a science experiment in class
7 1%.” They advised that,advocate of more practical work in school science need to be clear
about why they take this position and what types of activity they want to see happening.

Omiko (2007),Eight aspects of scientific attitudes exists all of which can be nurtured in the
science laboratory in school, They are (i)Curiosity (ii)Open mindedness (iii) Objectivity (iv)
intellectual honesty (v) rationality (vi) willingness to suspend judgment (vii)humanity
(viii)reverence for life. In accordance to the statement, all the above aspects can only be achieved
through frequent practical exercises to the learners as laboratory facilities and equipment are
utilized effectively.

Queensu (2008),an internet website on good practice(laboratory based learning ), States that
science education believes that the laboratory is an important means of instruction in science
since late 19th Century. According to them, laboratory instruction is considered essential because
it provides training in observation; supplies detailed information and aroused pupils’ interest. It
also goes further to say that “developing and teaching in an effective laboratory requires as much
skills, creativity and hard work as proposing and executing a first rate project.” Into the
statement, a first rate project would require frequent practice and continuous use of the
laboratory equipment in proposing the rightful project in sciences, therefore the laboratory
equipment/apparatuses must be used frequently and all times.

19
Omiko (2015) stated that “hands-on experience” encourages students develop a spirit of inquiry
and allows them to acquire scientific skills and the right attitude to handle scientific tools and
materials. The frequent utilization of the laboratory equipment and apparatuses effectively,
student needs to understand not only how to do the experiments, but why the experiments are
worth doing and what purpose they serve for better understanding of the concepts, relations or
processes.

Basing on the roles of the science laboratory in science teaching and learning, it implies that
schools without laboratories where students carry out chemistry, biology and physics practicals
would end up producing students who will have no knowledge of science practicals required by
examination bodies to pass final exams since they do not practice scientific experiments.
Consequently these students will lack requisite requirement qualification for courses like
medicine, engineering, agricultural science and other related career for which all involves
practical aspects of practicing to obtain skills

2.2 CONCEPTION FRAME WORK.

If a meaningful learning has to be achieved, then an environment conducive to learning is a

requisite. According to Weinber (2006), a learning environment is a setting that is influenced by
a variety of variables such as availability of teaching/learning resources, attitude towards
learning, pre-requisite knowledge and instruction strategies among others.

A teaching/learning resource is something that can be used to simplify or clarify certain concepts
or principles which would otherwise appear abstract. (Twoli,2006) Therefore, laboratory
facilities are among the teaching and learning resources which are used to enhance teaching and
learning scientific skills in practically based science subjects of physics, chemistry,biology and
agriculture.

20
Conceptual diagram for the relationship between teachers and students’ achievement

Figure 1

Laboratory Availability,utilization Students

facility exposure and frequency of use attitude

According to the conceptual frame work above, laboratory facility exposure interact with
students and teachers in teaching and learning process. The outcome is effective teaching and
learning and students’ achievement.

21
 CHAPTER THREE

METHODOLOGY

3.0 INTRODUCTION

In this chapter, the research explores the research design. Study area, study population, selection
criteria, sample size, sampling procedure (strategy), Data collection instrument, data quality
control and Procedure to the research study.

3.1 RESEARCH DESIGN.

Longitudinal research design was used in the research study.

3.2 STUDY AREA

The research study was carried out in four randomly selected schools in Wakiso district.

3.3 STUDY POPULATION

The unit of analysis in this research study was four schools which were considered, two
considered having adequately equipped laboratory and the other with inadequately equipped
laboratory.

3.4 SELECTION CRITERIA

Students of senior three were selected since they are exposed to laboratory practicals in different
practically based subjects of physics, chemistry, and biology hence engage with usage of
laboratory facilities and equipment. Male and female students were randomly
selected/considered together with science teachers and laboratory technician(s).

3.5 SAMPLING SIZE

According to the Uganda National Examination Board (UNEB) in a 23~ meeting of secondary
school examinations committee that was held on the 21st August,2007,reference number

22
CF/UNEB/20, which was resolved for UNEB to send updated lists of chemicals and apparatuses
required for effective and efficient teaching and examining of science subjects. This was to give
schools ample time to stock their laboratories. In accordance to the list and the schools
examined, all had no all the chemicals and apparatuses as stated for which only one school was
about 80% and the60% qualifying to the standard stated of the stocking of the laboratory and
having an average number of students and were considered as to be with adequately equipped
while the rest were about 41% and 25% with few number of students with at least one teacher of
each subject hence the last two with least percentage were taken as to be with inadequately
equipped laboratory to provide data.

In that essence, a sample of 140 respondents from the class of senior three of sound mind,
teachers and laboratory technicians was considered from the four schools randomlyselected to
provide the data which was used.

3.6 SAMPLING STRATEGY.

The sampling procedure was the random sampling. In otherwise the target population was
randomly selected from the classes of senior three, science teachers and laboratory technicians in
randomly selected schools in Wakiso district and only four schools were considered as some
having adequately equipped laboratory and others with inadequately equipped laboratory.

3.7 DATA COLLECTION.

Structured self-administered questionnaires typed in simplified English were used to the
respondents

3.8 DATA COLLECTION INSTRUMENT.

Science laboratory equipment check (SLEC) was used and aided by the laboratory stocktaking
records by the laboratory technicians or science teacher(s) in charge of the science laboratory.

Science attitude questionnaires that consisted of a series of questions and other prompts of the
study purpose for gathering information from the respondents was used. Also an observatory
questionnaire formed by the researcher as he observed students carrying out the practical in a
practical lesson was used to obtain data.

23
3.9 DATA QUALITY CONTROL.

The questionnaires were printed and presented to ensure validity and the records kept, enough
time was provided for proper filling of the questionnaires and cross checking was done every
evening after data collection. Serial numbers were used on each questionnaire to avoid confusion
and loss of data.

3.10 PROCEDURE.

A written document from the University was obtained from the College Department which was
presented to schools where the research study was conducted and allowed to collect data for the
research study.

24
CHAPTER FOUR

DATA PERSENTATION, ANALYSIS AND INTERPRETATION

4.0 Introduction

This chapter presents findings of the study on the effect of laboratory exposure on students’
academic achievement in practically based subjects in secondary schools in Wakiso district. The
research is guided by four objectives: First to examine the influence of exposure to laboratory
facilities on students’ performance in adequately equipped laboratories and to those in
inadequately equipped laboratories, Second to investigate students’ attitude change towards
practically based subjects in adequately equipped laboratories and in to those inadequately
equipped laboratories. Third to Examine the frequency of exposure to laboratory facilities on
students on students in adequately equipped laboratories and those in inadequately equipped
laboratories and their performance fourth to Investigate the efficiency of utilization of existing
laboratory facilities by science teachers to enhance teaching of science subjects.

4.lDescription of Respondents

In order to investigate the effect of laboratory exposure on students’ academic achievement in

practically based subjects in secondary schools in Wakiso district, a sample 140 respondents was
used.

4.1.1 Gender
Table 1: Frequency distribution showing Gender of respondents
)etails Frequency Percentage

Male 59 ~2.1
Female 81 57.8

Total 140 100

Source: Primary data 2017

25
In the study to identify the gender of respondents, it was revealed that 42.1% of the respondents
are male and 57.8%, there was gender imbalance as seen by highest number being females
compared to male respondents.

4.1.2 Age
Table 1: Frequency distribution showing age of respondents

~ge of respondents Frequency Percentage

Below 25 96 68.5
26-30 14 10

31-35 20 14,2

36-40 10 7.1

Above 40 00 00

Total 140 100

In the study to find out the age of respondents 68.5% below 25, 10% were between 26-30, 14.2%
were between 73 1-35 and 7.1% were between 36-40. This case the highest was age group below
25 this was because most of the respondents were students.

4.1.3 Education level of respondents

Table 3: Frequency distribution showing education level of respondents

Education level of respondents Frequency Percentage

Certificate 96 68.5
Diploma 17 12
Degree 30 21

Others 7 5

Total 140 100

26
In the study to find out the educational level of students, 68.5% were certificate holders second
was degree with 21%, and 12 for diploma finally 5% were others. This was because majority of
the respondents being students mainly have Primary leaving certificates, Ordinary level and
advanced level certificates, second was degree and in this case its where most teaches.

4.1.4Schools sampled
Table 4: Showing schools sampled

Number of respondents in each Frequency Percentage

school

Kikaya college secondary school 35 25

Gayaza secondary school 40 28.5

Kinaawa secondary school 28 20

Exodus college 37 26.4

Total 140 100

Source: Primary data 2017

The table above shows the numbers of respondents in the four sampled schools, 25% were from
Kikaya college secondary school, 28.5% from Gayaza secondary school, 20% were from
Kinaawa secondary school and Finally 26.4% were from Exodus college. All these schools
sampled are located in Wakiso district and are all offering both arts and science subjects in 0’
and A’ levels.

4.2 Influence of exposure to laboratory facilities on students’ performance in adequately

and inadequately equipped laboratories.

The first research objective was devised to assess the availability of laboratories in secondary
schools in Wakiso. For effective science practice, secondary schools are supposed to have
physical resources including well equipped laboratories. The purpose of this objective was to

27
obtain data on availability of laboratories and facilities such as apparatus, chemicals, models and
specimen in relation to performance in national examinations for science subjects namely
Biology, Chemistry, and Physics.

4.2.1 Laboratories Prescription by the Ministry of Education

A Laboratory is a special room or building that are designed and used for scientific experiments.
Laboratories have special tools and equipment called apparatus. Cabinets and drawers should be
included in the design of a laboratory so as to be used for storing apparatuses. Laboratories are
usually supplied with water, a source of heat and electricity. Laboratory floors should not be
polished as this will make them slippery, an adequately equipped First Aid kit should be in every
laboratory and Fire extinguishers should be fitted in accessible position. Data on availability of
laboratories in the four sampled schools were obtained through observation. Findings showed
that in all sampled secondary schools, no laboratory room was available, Instead, there were
modified classrooms which were transformed to serve laboratory purposes. Table 4.1 shows the
availability of laboratories in sampled schools against the directives.

28
 Table 5: Availability of Laboratories in Wakiso Secondary Schools

Schools

[inistry Guidelines on Items SI S2 S3 S4

~quirements

I. Heat source Gas tanks with valve 0 0 0 0

Installation of gas 0 0 0 0
system in the
chemistry
laboratory.

Bunsen burners and 0 0 0 0

rubber tubing for
connection to the gas
taps.

Kerosene stove. 4 6 7 8

2. Drainage system Good drainage 0 0 0 0

system taps and
sinks to be fixed
around the work
benches.

3. Benches(tables) Eight (8) benches. 5 9 10 10

4. Stools Forty (40) stools. 0 0 0 30

Findings from Table 5 indicate that all schools studied used the heat source by means of
kerosene stoves which requires the constant supply of kerosene as source of fuel, four sampled
schools have no drainage system placed in the so called laboratories. Furthermore, laboratory
rooms do not have standard windows as well as fans for maintaining ventilation. The floors

29
recommended are not available in all schools. Facilities such as fume chambers are absent in all
sampled schools. No preparation room was available in those schools as the laboratory rooms
also play the part of preparation room.

The researcher observed that the science room at Kinaawa had put sinks, benches, stools and
cupboards as shown in figure 5. In terms of stools, Kinaawa secondary school had 30 out of 40
required stools, which is 750o. Other schools did not have any stool. The benches in all sampled
schools are not standard. However, those benches are small tables compared to the required ones.

In other sampled schools, cupboards were used to store apparatus such as voltmeter, ammeter
and chemicals. Figure 4.2 shows cupboards ammeter, voltmeter and chemicals stored in this
school.

L.

Figure 2: Cupboard for Storing Ammeter, Voltmeter and Chemicals at Exodus College
School

Figure 2 show that the upper part of the cupboard keeps ammeters, voltmeter, galvanometer and
stopwatches and containers of chemicals. This is dangerous because any leakage of a container
can damage other apparatus. The lower part of the cupboard has different chemicals. This
arrangement is not systematic. Those laboratory rooms have few wooden benches which are used
for laying down apparatus and materials such as chemicals. Figure 3 shows apparatus on wooden

30
bench in one of the schools. The apparatus are beakers, pipette, conical flasks and measuring
cylinders.

Figure 4: Bench for Storing Apparatuses at Gayaza Secondary School

Figure 4 shows apparatus made of glass. The way burettes and pipettes are arranged makes them
look like firewood. It is risk to handle apparatus made up of glass. The researcher observed that
there is a poor system of handling apparatus because there are no enough cupboards to store
apparatus. The system of handling apparatus is rather good in S6 as shown in Figure 4.4.
 — -.. ~•~S4~

also
—

Figure 5: Cupboard at Kikaya College Storing Volume Measuring Apparatus

Figure 5 shows volume apparatus stored in the cupboard such as round bottom flask of different
sizes, conical flask, measuring cylinders and beaker. The arrangement is in good order as it is not
easy to break apparatus. On the contrary, the tendency of keeping apparatus at Gayaza Secondary
School can be observed on Figure 6.

)
I,.. ~ ~

c—Il
‘I

Figure 6: Ammeter and Voltmeter Stored in a Cupboard at Gayaza Secondary School

The apparatus shown in Figure 6 are ammeter and voltmeter. They look like a heap of stone.
Other voltmeter still connected with wires while in the cupboard. It seems that after practical
sessions, the apparatus are dumped rather than being disconnected and keeping them safely. All
sampled schools used buckets as source of water. Kinaawa, Gayaza, kikaya and Exodus
secondary school had no sinks in the science rooms. In all four sampled secondary the
laboratories were used as multipurpose rooms where experiments for all science subjects,
namely: Chemistry, Biology and Physics were conducted in the same room at different times.

4.2.2 Laboratory Rules and Safety Measures

As in all activities, safety in handling of chemicals and apparatus in the laboratory is the
responsibility of every laboratory user. There is a set of rules which should be observed when
carrying out experiments in the laboratory. No experiments should be performed in the
laboratory without following proper procedures. In additional to laboratory rules, all of those
involved in performing experiments in the laboratory must be aware of some safety measures.
The researcher observed that in all these sampled schools no any warning signs, Fire
extinguisher and First Aid Kit in these science rooms.

4.2.3 Laboratories Apparatus, Chemicals, Models and Specimen

4.2.3.1 Laboratory Apparatus

Availability of apparatus in the Four sampled schools was obtained through observation and
checklist. The findings in general indicated that some basic laboratory apparatus were found in
sampled secondary schools such as beakers, equipment for measuring volumes, test tubes,
conical flask, tripod stand, wire gauze, meter rule, burettes, pipettes, stop watch and retort stands.
Table 7 indicates availability of apparatus in sampled schools.

Table 7 shows availability of basic apparatus in the four sampled schools which are useful in
science practical lessons. It was observed that in terms of apparatus were available in all sampled
schools. This shows that these schools are trying to equip themselves with required apparatus
though there are problems elsewhere.

33
Table 7 Availability of Apparatus in Sampled School

S/N Item Schools and amount of

apparatus.
51 S2 S3 S4
1 Test tubes 200 235 228 230
2 Beakers(lOOcc/250cc) 50 82 82 85
3 Beakers (500cc) 12 25 30 25
4 Conical flask (100cc/250cc) 50 80 78 80
5 Conical flask 500cc 10 15 15 15
6 Test tube holders 50 68 70 70
7 Test tube racks 30 40 40 41
8 Measuring cylinder (1 OOcc/200cc) 20 36 40 42
9 Measuring cylinder (250cc/SOOcc) 15 25 25 27
10 Reagent bottles (250cc capacity) 70 86 87 85
11 Pipette (2Occ/25cc) 45 51 50 52
12 Beam balance 1 1 1 1
13 Droppers 50 75 80 85
14 Glass rod / steers 50 58 60 59
15 Hand lens 20 38 40 43
16 Retort stand 40 68 70 70
17 Wire gauze 05 10 06 07
18 Pendulum bob 20 30 30 30
19 Meter rule 30 50 55 50
20 Standard weights (lOg,20g 600g) 25 35 50 45
21 Spring balance 18 32 34 40
22 Voltmeter 15 20 20 20
23 Ammeter 30 38 40 35
24 Galvanometer 03 05 05 05
25 Rheostats / variable resistors 05 10 10 10
26 Resistance boxes 20 40 40 40
27 Switch/keys 70 85 90 90
28 Glass blocks 30 50 48 47
29 Thermometer 18 24 20 20
30 Vernier caliper 01 04 03 03
31 Micrometer screw gauge 18 20 20 20

34
 32 Glass prisms 10 15 12 14
33 Stopwatch 25 30 35 35
34 Meter bridge 15 20 20 20

The findings reveal that some apparatus were totally absent in all sampled schools, including the
equipment for doing special experiment such as beehives, condenser, kips apparatus, absorption
vessel, and separating funnel. Further observation revealed that equipment such as student
microscope, potential meters, cathode ray oscilloscope, colorimeters with jackets and pH meter
were not found in the sampled schools. In spite of their total absence, they are important in
science subjects, such that teachers use alternative means in teaching. As indicated in the
syllabus, in case the commercial teaching and learning resources are not available, the teacher
should work with the students to collect or improvise alternative resources available in their
environment. For example, during the preparation of hydrogen and oxygen, the teacher
conducted experiment using improvised wooden made beehives because the glass made
equipment is not available.

4.2.4 Availability of Chemicals in the four Sampled Schools

Findings through observation showed that most of the chemicals needed in the Chemistry,
Physics and Biology subjects were present in the four sampled schools. Table 8 shows the
availability of chemicals in the sampled schools. It is also shows that the sampled schools seem
to be well equipped with chemicals. Thus, the question is not on availability but on effective use
as the second objective will explore. Findings show that basic chemicals for performing
experiments are available. Moreover, some chemicals serve more than one purpose, such that
missing of one is not an excuse as others can be used alternatively. For example, sodium chloride
is used in qualitative analysis, properties of alkalis, sublimation and electrolysis. Basic acids are
present that is, sulphuric acid and hydrochloric acid. Figure 4.6 shows different chemicals stored
on the bench at Gayaza Secondary school.

35
Table 8: Laboratory Chemicals in four Sampled Schools

S/N Item School and chemicals

51 S2 S3 S4
1 Ammonia solution 2 4 4 4
2 Benedict solution 1 1 1
3 Barium Chloride 1 1 1 1
4 Copper Sulphate 1 1 1 1
5 Copper Nitrate 1 1 0 0
6 Copper Chloride I 1 1 1
7 Chloroform 3 5 5 5
8 Calcium Hydroxide 1 2 2 2
9 Calcium Carbonate 1 1 1 1
10 Ammonia Chloride 2 2 2 2
11 Ferrous Sulphate (Iron II Sulphate) 0 0 2 2
12 Ferric Chloride (Iron III Chloride) 2 2 1 1
13 Hydrochloric acid (concentrated) I 1 1 1
14 Iodine Crystals I 1 1 1
15 Lead Nitrate 1 1 1 1
16 Lead Carbonate 1 0 1 1
17 Litmus paper (blue & red) 20 20 20 20
18 Magnesium Sulphate 0 1 1 0
19 Magnesium Carbonate 1 1 1 1
20 Methylene orange powder I I I I
21 Manganese Dioxide 1 1 1 1
22 Nitric acid (concentrated) 2 2 2 2
23 Oxalic acid 1 1 1 1
24 Phenolphthalein powder 1 1 1 1
25 Sulphuric acid (concentrated) 2 2 2 2
26 Sodium Hydroxide I I I I
27 Sodium Carbonate (anhydrous) 1 1 I I
28 Sodium Carbonate (hydrated) 1 1 1 I
29 Sodium chloride 1 1 1
30 Potassium Ferricyanide 1 1 1 I
*Chemicals are in bottles of S00grams7

36
 /
/

Figure 6: Chemicals Stored in the lab of Gayaza high school.

Figure 6 shows chemicals on the bench. Observation shows that there are some improvisation of
containers which stored some chemicals. Those containers are Uhai plastic bottles. The
containers store Sudan (III) solution, Benedict solution, Copper Sulphate solution and Iodine
solution. Since scientific chemicals follow rules and regulations to store them it is better to
follow those regulations in order to appreciate the spirit of science.

4.2.6 Specimen for Biology Subject Teaching

Specimen is part of teaching aids which teachers use in the classroom for imparting knowledge
and skills in understandable way to students. Specimen for the Biology subjects is found outside
and inside the science room. Findings show that some biological specimen are stored in reserved
bottles as shown in Figure 4.10.
 ii

MU5HROOM~ SNAK.!3

Figure 6: Biological Specimen Preserved at Exodus Secondary School

Figure 6 shows mushrooms, snakes and cockroaches. Mushrooms are specimens belonging to
kingdom Monera. They are used in practical lessons when teaching the topic of classification of
living things or organisms and are found in dead organic matters. Snakes belong to kingdom
Animalia and phylum chordata. In practical lessons they are used to represent the class of reptiles
that are vertebrates. Cockroaches are belonging to the kingdom Animalia and phylum
Arthropoda and in practical lesson represent invertebrates and are found in the class insects.

4.3 Frequency of exposure to laboratory facility on students in adequately and

inadequately equipped laboratories.
The second research objective intended to assess the uses of laboratories. The purpose was to
establish whether or not laboratories were effectively used in schools so as to contribute to
academic performance in science subjects. Experiments are part and parcel of the current
competence based curriculum. According to Omosewo (2006) a deeper understanding of the
science and technology process can be achieved through laboratory activities, which encourage
active participation and serves to develop critical thinking. Laboratories provide concrete
experiences to substantiate the theoretical aspect that has been taught. Laboratory teaching
promotes the development of cognitive abilities such as problem-solving, analysis, generalizing,
evaluating, decision making and creativity (Tilya,2003. Mafumiko, 2006). They also promote
psychomotor and affective domains as they involve practical activities and collaboration among
students, teachers and technicians. If students are not doing experiments, the desired
competences cannot be developed.

38
4.3.1 Timetable on use of Laboratories
Data on use of laboratories were obtained through observation. The timetable showed that each
stream used the laboratory once in a week. Findings showed that teachers took apparatus to
classrooms for demonstration and to conduct practical session, because the science rooms had no
space for practical. This was observed in all sampled schools. The science rooms in these schools
were used for storage and preparation. However, the timetable for candidate classes (Form IV)
includes remedial classes, where students spend more time doing practical work after class hours
in all sampled schools.

4.4 Student attitude change towards practically based subjects in adequately and
inadequately equipped laboratories.

The third objective in the study intended to relate the availability of science subject teachers in
secondary schools with performance. If learning were a one-way process, we would learn
perfectly, satisfactorily from books and videos, and teachers would be just unnecessary irritation
(Petty, 2009). It means that learning is a two-way process a teacher as facilitator to promote,
guide and help learning activities while students learns by doing series of logical activities which
leads to participatory method. Teachers are important for any school to have effective science
practical learning. The conceptual framework of the present study suggests that if the students
learn science in secondary school in appropriate ways the performance of the student would
improve. Table 4.5shows the availability of teachers in the sampled schools.

4.4.1 Availability of Human Resources, Laboratory and Use of Laboratory on Students

Performance
In educational institutions, success is measured by academic performance. Measuring of student
academic performance in science subjects is a product of many factors, including the extent of
availability of laboratory and facilities and sufficiency use of those facilities. The use of facilities
it depend on the human resource available in school, it means teachers and laboratory
technicians.

39
4.5 Efficient utilization of existing laboratory facilities by science teachers to enhance
teaching of the science subjects.
The fourth objective sought teachers’ perceptions on the availability and use of laboratories and
how this influenced students’ performance. The first part was on the teacher’s perceptions on the
availability of laboratories and while the second part was be on the use of laboratories. Table 4.8
shows teachers’ perceptions on the availability of laboratories and the opinions of teachers on the
availability of laboratories, show that laboratories are essential in teaching science subjects, as
laboratory equipment help the teachers to link theory and real situation through practical done in
the laboratories. 100% of the respondents agreed that availability of laboratory has greater
influence on student’s performance in science subjects.92% of respondents agree that the
availability of materials and chemicals influences the performance on science subjects; That is, if
equipment and chemicals are available, students’ chance to perform better increases.

4.6 Summary
The present study revealed that, First selected secondary schools have no proper laboratories
instead of having science rooms which plays part of laboratory. These science rooms had no
fume chambers, so that practical on poisons gas are not allowed in those rooms. Floors are
slippery, no safety and warning charts on walls this is dangerous for the uses in case for an
accident, it is difficult to the victim to take precaution. However they were equipped with
equipment, apparatus, chemicals and specimens though expensive equipment was absent in all
sampled schools. They use improvised materials, chemicals and equipment in order to make sure
that all topics are taught as directed in the syllabus.

Secondly, timetable for laboratory use was not properly followed. Teachers they prefer to
conduct practical in classrooms especially for Biology subjects, since the subject is compulsory.
Most of laboratory activities were done in groups, and groups are big in size. Practical need some
preparations, due to lack of time for experiment preparation necessitated the teacher to plan to
attend practical laboratories after classroom hours. Thirdly, there was a shortage of teachers in
all sampled schools. This made the teachers to be not able to identify and deal with slow learners
when attending practical sessions. Lastly, perception of teachers on the availability and use of
laboratories in relation to performance indicates that practical teaching influence students’
performance.

40
 CHAPTER FIVE

DISCUSSION, CONCLUSIONS AND RECOMMENDATIONS

5.1 Introduction

This chapter presents discussion, conclusions and recommendations of the research findings.
This study dealt with an assessment on the effect of laboratory exposure on students’ academic
achievement in practically based subjects in secondary schools in Wakiso district, The research
is guided by four objectives: First to examine the influence of exposure to laboratory facilities on
students’ performance in adequately equipped laboratories and to those in inadequately equipped
laboratories, Second to investigate students’ attitude change towards practically based subjects in
adequately equipped laboratories and in to those inadequately equipped laboratories. Third to
Examine the frequency of exposure to laboratory facilities on students on students in adequately
equipped laboratories and those in inadequately equipped laboratories and their performance
fourth to Investigate the efficiency of utilization of existing laboratory facilities by science
teachers to enhance teaching of science subjects.

5.2 Influence of exposure to laboratory facilities on students’ performance in adequately

and inadequately equipped laboratories.

Science subjects require availability of laboratories with facilities to develop manipulative skills
and knowledge acquisition. Many studies show the insufficiency of laboratory equipment in
secondary schools. This is supported by Kibga, (2004), Chonjo& Welford, (2001), in their
studies which indicate that Wakiso schools had no well-furnished laboratory to support science
subjects teaching. In the words of Ajileye, (2006) insufficient resources for teaching and learning
science constitute a major cause for student under achievement. These insufficient resources
include laboratories, science equipment and specimen to be used as teaching aids.

Effective science teaching needs well equipped laboratories. However, results from observation
and checklist showed that, these sampled secondary schools had no proper laboratories; instead
they had science rooms with some equipment, apparatus and chemicals. The science room is
storage of apparatus, chemicals, models and specimen. These science i’ooms lack space for

41
conducting experiments. In the absence of industrial apparatus and chemicals, science teachers
improvised those apparatus and chemicals.

Though the government of Uganda put much effort on the supply of apparatuses in secondary
schools, the storage facilities in science rooms are found to be very poor and apparatuses are
stored in un-appropriate way as it shown in the Figure 4.3 grass apparatuses: beakers, pipette,
burettes, conical flasks and measuring cylinders are stored in table. This poor storage may lead to
loss and damage of apparatuses also can cause injuries. The government should build
laboratories or ensure science rooms are also supplied with proper storage facilities including
cabinets and drawers in order to ensure the long lasting of laboratory apparatuses in schools.

5.3 Frequency of exposure to laboratory facilities on students in adequately and

inadequately equipped laboratories.

Use of laboratories is among the prerequisites teaching science subjects as suggested in the 0-
level syllabi of science subjects that is Biology, Chemistry, and Physics. Students are encouraged
to work in small groups for maximum participatory and cooperative learning (URT, 2010 a).
Mosha (2004) defines participatory approach as a technique believed to foster active learning so
that individual learners can cope with the current challenges and changes. It requires teachers
and students to have equal participation during the learning process. Teachers are advised to use
participatory teaching and learning strategies as much as possible to help learners to demonstrate
self-esteem, confidence and assertiveness (URT, 2010 b).

A deeper understanding of the science and technology process can be achieved through
laboratory activities, which encourage active participation and serve to develop critical thinking;
they provide concrete experiences to substantiate the theoretical aspect that has been taught
(Omosewo, 2006) & Mustapha (2002) claims that the importance of practical in science subjects,
it provides learners opportunities to use scientific equipment to develop basic manipulative skills
and practice investigative or enquiry activities, and develop problem solving attitudes needed for
future work in science.

Motswiri (2004), indicates that the aim of teaching science should reflect the following goals:
provide concrete experiences and ways to help students confront their misconceptions, provide

42
opportunities for data manipulations through their use of misconceptions, provide opportunities
for developing skills in logical thinking and organization, especially with respect to science,
technology and societal issues, and provide opportunity of building values especially those
related to nature of science. Practical work teaches techniques and skills for handling equipment
and material safely, as well as promoting the scientific reasoning, so that the student can
understand, through direct experience, the importance of evidence on supporting scientific
explanations and theories (SCORE, 2007).

Holfstein&Lunetta (2004) revealed that subject matter in Chemistry are highly complex, teachers
get hard to teach and student face difficult to comprehend. Similarly, Holfstein (2004) asserted
that many of the concepts in Chemistry are abstract, and are inexplicable without of the use of
equipment or facilities. For example, it is very difficult for students who have never seen how
electrons migrate during electrolysis of sodium chlorine solution ~NaCl) to come to understand
despite the fact that the teacher clearly have explained theoretically how the process occurs,
Learning of such concepts, for example, migration of electrons, color change in determination of
pH of substances can take short time to comprehend and understand if experiment were
conducted using laboratory equipment. Supported by Sanga (2011) teaching science without
giving students the opportunity to do practical or visualize what they are learning through models
and pictures can reduce their ability to comprehend and understand the subject. Even a single
concept if taught without using proper teaching aids becomes very complex to learners.

Since Biology is a compulsory subject in Uganda secondary education classes are large than
Chemistry and Physics which are optional subjects with few students. Large number in
classrooms interfered the effectiveness of practical lessons. Showed that due to large class,
groups were too large for students to participate fully.Supported by Kibga (2004) that, teaching
and learning methods can be affected by number of streams for a given form and the number of
students in one stream. The situation were observed in table 4.5 the size of classes are large in all
sampled schools.

43
5.4 Students attitude change towards practically based subjects in adequately and
inadequately equipped laboratories.

Teachers are very important for any school to have effective science practice. According to
researchers’ view, teachers cannot be replaced by computers or internet. The science teacher will
always have to be there to guide science practice. Science teaching is a goal- directed activity
and the provider of the objectives in school context is a teacher (Jenkins, 2006). Therefore, the
teacher has to make sure that what he/she does in the laboratory during practical activity is to
ensure that it links the student in two domains of knowledge. The domain of objects and
observable properties and events on the other hand, and the domains of ideas on the other.

According to Maro, Kidumu, Skulu&Chaguo (2005), teaching methods are means by which the
teacher attempts to bring about the desired learning. They are concerned with the way teachers
organize and use of techniques of teaching, subject matter and teaching materials in meeting
learning objectives. Therefore, effective teaching and learning science is by using experiments,
teaching model and specimen to stimulate ideas, demand and active response from the learners
and provide enjoyment. The lesson becomes more alive and understanding and grasping of the
major concepts becomes easier.

One of the objectives of science subjects insists on the provision of opportunities to student to
acquire new skills through the interaction with external world in the laboratory (URT, 2010c).
Students can achieve all these if they are engaged in exploration, explanation and evaluation
through science practical. These secondary schools first, size of classes are large and second,
faces shortage of science teachers which resulted practical to be done under unfavorable
environment and overcrowded laboratory space. Such situation undoubtedly suggests that during
experiments students cannot participate fully and leave them with less opportunity to handle and
manipulate apparatus.

The government admits that the country had shortage of science teachers, no clear strategies are
set how to overcome the situation only is the question of debate. This situation does not give
hope to the near future that secondary schools will have science teachers and improve
performance in science subjects. The situation has not changed much but may have worsened in
some subjects, given the recent secondary expansion associated with the introduction of Ward

44
Secondary Schools have been reported by Oman (2013). From this study TPR be one of the
factor which is affecting the performance of students in science subject as it observed in table 4.5
the wide TPR in all science subjects.

Laboratory technicians are also important human resource in secondary schools. They have skills
on how to do science practical, handling apparatuses, doing simple maintenance, advising
science teachers and heads of schools the appropriate chemicals and apparatus which are useful
for the schools, Laboratory technicians could give a lot of assistance for science teachers
especially in the improvisation of different apparatus, collection of specimens and preparation of
practical lessons and even as sitting students in some practical classes. These could reduce the
teachers work load.

5.5 Efficient utilization of existing laboratory facilities by science teachers to enhance

teaching of science subjects.

Laboratory experiences require a high degree of student- teacher interaction. Overcrowding in

the laboratory class has a serious effect on the involvement and performance of students.
Practical classes provide students with opportunities to think about, discuss and solve real
problems. The fewer the students there are in laboratory experiments, the greater the opportunity
for a student to ask questions and the teacher to clarify procedures and encourage student to
conduct experiment on their own.

5.6 Conclusion Based on the Finding

5.6.1 Availability of Laboratories in secondary schools in Wakiso District

No laboratory available in these sampled schools. Science rooms were used to store apparatuses,
chemicals, teaching models and specimens hence class rooms were much used for the exposure
of learners to equipments and apparatuses in the practical exercises.

5.6.2 Use of Laboratories in Secondary schools in Wakiso District.

Use of laboratories in these secondary schools does not match with the objectives in the sciences
syllabuses. In this study was noted that there are low number of student who were opting for
science in Form III. If students learn science in proper ways the number of students who are

45
taking science subjects would increase. This in turn would accelerate the development of the
country through science and technology.

5.6.3 Availability of Human Resources

In general all the secondary schools which were involved in this study had shortage of science
teachers and laboratory technicians are absent. Teachers were inadequate and therefore could not
teach science well as suggested in the syllabuses. They taught large classes and had heavy
teaching load. Under this condition the participation of students during teaching and learning
process becomes poorer as the class had a lot of students. Government should find strategy to
overcome the shortage of teachers and to train laboratory technicians.

5.6.4 Teachers’ Opinions

The government knows the challenges of teaching science in secondary schools and is not acting.
Teachers will fail to teach science effectively and hence endanger science prospect in the
country.

5.7 LIMITATION OF THE RESEARCH STUDY.

The first limitation was time constraint since students were preparing for their mid-term exams
and teachers busy teaching the students with their limited time to cope with the syllabus
coverage and more time was spent in data collection and analysis.

There was a limitation of some of the respondents who failed to return the questionnaires
otherwise distorting data analysis.

Also the issue of financial constraint since the researcher was self-supported to carry out the
research study in different selected schools.

There were uncooperative people who did not provide sufficient information for the study.

5.8 Recommendations

On the basis of the study findings as indicated in the conclusion, the following recommendations
are provided:

46
5.8.1 Practical Recommendations

The study recommends that in order to improve practically based subjects,

i. Students’ enrollment should correspond with increase in teaching resources including

laboratories, equipment, chemicals, teaching models and specimen to facilitate teaching
both theoretically and practically.

ii. Government should provide more laboratory equipment to schools to strengthen more the
learning of students. There is a need for the government to provide more funds for
construction of proper laboratories to secondary schools.

iii. Due to the shortage of teachers the government and other stakeholders should find
alternative ways of training more science teachers for secondary schools.

iv. Teachers should be exposed to various types of local teaching materials through seminars
and workshops in the district levels and science exhibitions conducted national wide to
emphasize on the importance of improvisation and use of the local equipment and material
for conducting experiments.

5.8.2 Policy Recommendation

i. This study recommends that policy makers undertake enough research be[’ore the policy to
be implemented to reduce the inconvenience to the implementers of the policy. For
example these secondary schools were established without following the procedure of open
or registering new school, As a result, these schools are opened in the absence of
laboratories.

ii. Policy makers and authorities should consider whether schools and teachers are adequately
equipped to cope with challenges of teaching and learning science in secondary schools.

5.8.3 Recommendations for Further Studies

Study on class size and laboratory space as a factor towards performance of science in ordinary
level secondary schools.

47
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52
APPENDIX I

RESEARCH QUESTIONNAIRE FOR THE STUDENTS

Dear respondent, I am a student at Kampala International University carrying out a research on

the topic “IMPACT OF LABORATORY EXPOSURE ON STUDENTS’ ACADEMIC
ACHIEVEMENT IN PRACTICALLY BASED SUBJECTS IN SECONDARY SCHOOLS
INWAKISO DISTRICT.” You have been randomly selected to participate in the study and are
kindly requested to provide an appropriate answer by either ticking the best option or give an
explanation where applicable. The answers provided will be treated with utmost confidentiality
and used only for academic purposes.

1. Demographic data.

a) Age years c) sex

b) Class

2. Influence of exposure to laboratory facilities on students’ performance.

a) How many laboratories are available at your school?

Number of laboratories Tick

One
Two
Three
b) (i) Does your school have well equipped laboratories for different science subjects offered in
your school?

Yes( ) No( )
(ii) If the answer to the above is No, specify the situation.

53
c) Is the available apparatuses/equipment normally used while carrying out the practical lesson(s)
sufficient?

Yes( ) No()

d) In the practical lesson, is each learner availed with enough apparatuses/equipment to work
with?

Yes( ) No()

If yes from (C), do you know the names of some of the apparatuses/equipment usually used in
the practical lesson, how to use and handle them?

State Tick
Most
Some
Few
Not at all
e) Has the exposure to laboratory equipment enabled you to ?

State Tick
Learn how to make correct observations
Learn how to make deductions
Learn how to research projects
Learn how to manipulate and use lab
equipments

54
3. Student attitude change towards practical science subjects.

a) How do you feel when working out with the laboratory equipment during the practical lesson
in science subject(s)?

State Tick
Easy
Moderately
Hard
Very hard
b) From the above, what makes you have that attitude/feeling you have mentioned?

Reason(s) Tick
Am very interested in sciences
Am always exposed to laboratory equ ipment/practicals
I understand as teacher teaches the practicals
My future career is in science
All are easy to work with

Am not much interested in science

Am usually exposed to laboratory equipment/practicals
I understand some of the content when teacher teaches the practicals
All subjects are fair to work with

Not interested in sciences

Not usually exposed to laboratory equipment/practicals
Feel bored when reading science subjects
Some subjects are fair to work with

Rarely exposed to laboratory equipment/practi cals

Teachers give hare explanations to the subject
All subjects are hard

55
e) How is the ease to read record and manipulate the values of a given apparatus/equipment
during the practical lesson in the laboratory?

State Tick
Low
Moderate
High
Very high

f). How does the use of the laboratory assists you in learning science concepts?

4. Frequency of practical lessons to students

a) How often do you have science practical lessons?

Period Tick
At least daily
Once a week
Monthly
Not all

b) Where are the science practical lessons held?

56
APPENDIX II

QUESTIONNAIRES FOR TEACHERS AND LABORATORY TECHNICIAN

Please kindly spare some time and respond to the following questions. The information is solely
for academic purposes and you are assured that the information given shall be treated with
utmost confidentiality therefore do not disclose or write your name on this questionnaire. Tick or
give an explanation where applicable.

I Demographic data.

a) Age
Below 25 ( ) 31-35 ( ) Above 40 ( )
26-30 ( ) 36-40 ( )
b) Sex
Male( ) Female ( )
2. Highest qualification attained.

Certificate ( ) Degree ( )
Diploma ( ) Othersspecify

3. How ofien do you teach practical lesson in the laboratory in your subject(s)?

State Tick
Always
Often
Rarely
Never
b) Do you carry out a post laboratory practical guidance for your learners?
Yes ( ) Sometimes ( )
No ( ) Never( )
c) If yes, which method do you use to make learners understand the previous practical
lesson?

57
 Method Tick
Demonstration
Lecture
Experimentation(when all are working with
equipment)

4. Are the available laboratory resources/equipment adequate for the study of your subject(s)?

Yes( ) No( )

b) Give an explanation to your answer

5. How best do you manage the availability of the laboratory facilities for effectiveness of
teaching your subject(s)?

State Tick
Learners work in small groups at once
Learners work individually at once
Learners work in shifts in the same day at particular
time
Learners work in shifts in particular days

6. Do you teach practical and theory to the subject(s) separately?

Yes( ) No( )

58
b). Or it is integrated?

Yes( ) No( )

7. For how long is the practical lesson take while conducting it out?

Time Tick
30 minutes
One hour
One hour and thirty minutes
Two hours
Others specify
8. At what basis are the laboratory equipped with new apparatuses?

Duration Tick
Weekly
Monthly
Termly
Annually

9. Are students guided during the practical and theory lessons?

Yes( ) No( )
b).ifNo,how do you enhance students’ performance in your subject(s)?

10. In your opinion does availability and utilization of laboratory facilities enhance students’
academic performance?

Yes( ) No( )
Explain you answer
59
APPENDIX III

RESAERCHER’ S OBSERVATORY QUESTIONNAIRE

Questions that will be considered during observations in a practical lesson being conducted.

1. Ability of the learners to handle and use the laboratory equipment/Apparatuses.

I
With the help of the teacher/laboratory technician
Ii
With the help of a friend
Iii
On one’s own

2. Ability to manipulate calibrations on some common equipment/apparatuses used and use of

correct units.

Biology/Chemistry Physics

Thermometer Stop clock

Measuring cylinders Meter rulers

Pipettes Masses

Burettes Voltmeters

Beakers Ammeters

60
3. Attitude towards the practical session between boys and girls.

Attitude Boys Girls

Active participation

Ability to use apparatuses on one’s own.

Positive attitude(enjoyment of the

practical lessons)

Negative attitude(passive to the practical

lessons)

Completion of the exercise in a given

period of time

61
APPENDIX IV

LABORATORY FACILITY CHECK LISTS

Laboratory Very adequate Adequate Inadequate Very Inadequate

facilities

Laboratory space

Storage room
and prep room

Shelves

62
Equipments

Chemicals

Furniture

Office(s)

Any specify

63
APPENDIX VI

RESEARCH BUDGET

DESCRIPTION QUANTITY UNIT PRICE AMOUNT

Type setting 50,000 1=
Photocopying 110 pages 100~ 11,0001=
Printing 110 pages 150 @ 16,5000 1=
Binding 3 copies 7000 @ 21,000 1=
Stationary 1/2 dozen of ruled papers 10,000 /
Transport 5 times 10,000 @ 50,000 1=
Data collection 50,000 1=
Data analysis 100,000 1=
Welfare 75,000 1=
Other expenses 70,000 1=
GRAND TOTAL 453,500/=

64
APPENDIX VII

Box 20000, Kampala, Uaanda.

Tel’ +256-4i4~66B13. 2o$-414-28763.
T Fax: +/56 14 0197 . Cell: ‘25o~70~B~3~92
C ‘is 1: dmissian @klu a up
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a r -L
Os 1’

18’~ luly, 017

To

Dear Srr/Mad in,

S S E~’ I “ 0 C — T
~0
VVizh refercnc. to the bo subject, irs t c rtrfy th~ a hib g. ~‘4o.
B El 863/ 1 U r a honaC ~ ‘uden~ of Kemp I Intern Jonal Un ye ity pursurn~
a Bach icr of Seco dm Ed rcaion.

rI~ is currently conductrng reid c earch nt’tled e~ — or to~y

S a sc I! b
Seco oo

Tnis rca h s b~en iden~rfred ~s a v luabl ~ou cc of in ormation pertaining ~. his

ms arch p oject. The purpose 0 tins Ic er there ore a to request you o vat him witn
the p rtrnent inform on s re ards o br~ tudy.

Any data sha ad with hrm ‘uP be used fo academic purposes only and shall b kept
‘ash tmost on id ntialrtv

Any asss tan~”e rendered to him will be highly apo~ecrat~d,

Yours buly

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ku Pm ‘‘pat~-C ‘ODL
112 di@Loo
~‘56752i~,123

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65
~

- — I Knmpal’ [niurnzrtiona[Unriersrty - - - -

~ Institute of OoEn ~nd Distanc~ Learning

• ~ 250 41P 0 Box
373 20000
498! 1< m~a~ga
256 41 Kam~~ 54
373889 (Ug) ala 20246275
Uganda (Ko) .

• I ‘\ ~ e-mail: ofaqbamiyet~ahoo.cbm lel: 0753142725

MARKING GUIDE FOR STUD~NTS~ RESEARCH REPORTS

STUI)ENT’S N.~slE
REG. NO
MA{~ SUPERV1SO[USECO>~D E.XAMJNER
TITLE OF REI’ORT.

~lajor Areas Required l\larks . t\am~

Pr~liminarv Paces: l’roperR’ written The candidate should pre~e.i~t~hc work in an

title Paec~. Decla~ations, organized manner and th~ 1i~lè page should
~ m’arch the t_r\r. - - - - - - - - -

• Ackno~vledgeiiiefltS Table of
• Contents. List (it Tables. and Figures
and Abstract __________

ChapterOne The Candidate should indicate

. the
Background of the Study historical/conceptual backgrontnd and the 10
Problem Statement . context of4 the study. The Ba~kground should be
Objectives . specific, identify the gap to be filled.
Scope’an~i Significance of the Study The objectives should be t.pecific, and relate to
thestudy:Vpriables should- be clearly indicated.
. he significance and scope should be stated.
. Cd[d~t~ sh~dld ii~dicãt~Itô ~,hiëh’15 le the’ - -•-

~ study will he helpful and hw.

Chapter Two ~, Review of relevant literature should be in line 10

Re~iewofRelev~nt Literatue with the variables and identify exiting gaps.
a The conceptual frarneworldtheoretjCal 10
Theoretical Fr4theworklConceptual
•1.
framework should indicate the interaction of the
•~I1j1~E t~F’ Hyp~theses iäbl~s ~
be stated. ________________________________

:i~~ ~

Chapter Thre4 Methodology Candidates should. indicate and justify the 10

~.• ~•:
design used. The candidate shquld indicate.the

It
R~se~rch Desigq~
Population population, the sample size, the thethods and.the
Sample and Selecton Methods instruments used. The mncthod of data analysis.
1::, Pi-ocedures for Data Collection should be clearly stated. ______

Chapter Four The candidate shoutd mdi Date the results as per
Data~analysis the objectives; therC shouìld be a systeniatic flow
Presentation and interpretation of ‘of the findings. Each obje~tive should be
-i-i.é~ijlt~ .
• -

Chapter Five The candidate should indicate the major 30

I Discussion
findings mid highlight ffie alignment or
otherwise within the previous findings.
Summary
Implications for theory and research Implications for research and practice should he
lm~ilications lhr practice identified.
Cc~nchisions
Ret~rencc and app~ ices An appropriate format sh uld be used to write
the refl~rences and all the neccs≤ary information
~~
~