Abstract
The study investigated the effects of modes of laboratory activities on students’ achievement in biology. Three research questions and three null hypotheses guided the study. The review of literature in the study was organized under conceptual framework, theoretical framework and review of empirical studies. In the conceptual framework, concept of laboratory in science teaching and learning, organization in laboratory work, concept of academic achievement and gender in science education were reviewed. Piaget’s cognitive constructivist learning theory and Vygotsky’s social learning theory were reviewed under theoretical framework. The empirical study examined studies on modes of laboratory activities and studies on gender and students achievement in science. A quasi-experimental design was adopted for the study, specifically, the non-equivalent pre-test and post-test control group type.
The study was carried out in Jalingo L. G. A. of Taraba State. The sample for the study comprised of two hundred and ten (210) students drawn from the population of study using purposive-sampling technique. Two treatment groups were used for this study; they are group and individual laboratory works, which were assigned to experimental group I & II. The treatments lasted for four weeks. The instrument for data collection in this study was a Biology Achievement Test (BAT). Data collected from the field work questions were analyzed using mean, standard deviation and Analysis of Covariance (ANCOVA) to test the hypotheses at 0.05 level of significance.
The results revealed that students taught biology using group laboratory activity performed better than their counterparts taught using individual laboratory activity. Male students had higher mean achievement score than their female counterparts. There was no significant interaction eect of mode of laboratory activity and gender on students’ mean achievement score. In line with the findings of the study, the educational implications were highlighted and recommendations made which include among others that biology teachers should use group laboratory activity in teaching biology practical. Finally, the limitations of the study and suggestions for further studies were made.
INTRODUCTION
The study investigated the effects of modes of laboratory activities on students’ achievement in biology. Three research questions and three null hypotheses guided the study. The review of literature in the study was organized under conceptual framework, theoretical framework and review of empirical studies. In the conceptual framework, concept of laboratory in science teaching and learning, organization in laboratory work, concept of academic achievement and gender in science education were reviewed. Piaget’s cognitive constructivist learning theory and Vygotsky’s social learning theory were reviewed under theoretical framework. The empirical study examined studies on modes of laboratory activities and studies on gender and students achievement in science. A quasi-experimental design was adopted for the study, specifically, the non-equivalent pre-test and post-test control group type. The study was carried out in Jalingo L. G. A. of Taraba State.
The sample for the study comprised of two hundred and ten (210) students drawn from the population of study using purposive-sampling technique. Two treatment groups were used for this study; they are group and individual laboratory works, which were assigned to experimental group I & II. The treatments lasted for four weeks. The instrument for data collection in this study was a Biology Achievement Test (BAT). Data collected from the field work questions were analyzed using mean, standard deviation and Analysis of Covariance (ANCOVA) to test the hypotheses at 0.05 level of significance. The results revealed that students taught biology using group laboratory activity performed better than their counterparts taught using individual laboratory activity. Male students had higher mean achievement score than their female counterparts. There was no significant interaction effect of mode of laboratory activity and gender on students’ mean achievement score. In line with the findings of the study, the educational implications were highlighted and recommendations made which include among others that biology teachers should use group laboratory activity in teaching biology practical. Finally, the limitations of the study and suggestions for further studies were made.
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