CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Scientific principles are an important tool required by all nations to assist them in
developing technological innovation in the present competitive world. For any nation to
develop socially, economically and technologically it requires a strong scientific
background. There are several challenges facing the world today which include emergence
of new drug resistance, effects of genetic experimentation and engineering, ecological
impact of modern technology, dangers of nuclear war and explosions and global warming
among others (Alsop & Hicks, 2001).
Physics generates fundamental knowledge needed for the technological advancement
which will in turn spearhead the economic engineering of the world (Zhaoyao, 2012). The
concept learnt in physics contributes immensely to the technological infrastructure needed to
make scientific advances and discoveries (Kola, 2013).
Practical work is a unique source of teaching and learning in any science subject
because science students are able to observe and manipulate materials to demonstrate
certain aspects of the subject matter which has been learnt in class through lectures,
discussions and textbooks (Adeogun & Osifila, 2008). Science education literature
articulates that laboratory work is an important medium for enhancing student’s attitudes,
stimulating interest and enjoyment, and motivating students to learn. Physics is one of the
three main science subjects that is majorly learnt through practical work. Practical work
provides physics students with opportunities to engage in the processes of investigation and
inquiry. UNCST (2007), as quoted by Rotich (2013), noted that practical experiments have
been observed to be central to the teaching of science in that they help develop scientific
investigation and motivates, creates curiosity, objectivity and willingness to evaluate
evidence. This is the reason why availability and utilization of laboratories cannot be over
emphasized. Practical work also gives students appreciation of the spirit and methods of
problem solving, analytic and generalization ability (Adeyemi & Adu, 2010). For instance,
DeBoer (2000) carried out a research on the effectiveness of individualized approach to
general education science laboratory. Students reported that personal laboratory work was
the most effective instructional method for promoting their interest. The core business of any
school system is to deliver quality education and to ensure that pupils reach their potentials
(Adeyemi & Adu, 2010). It is the responsibility of the school managers to ensure adequate
provision, effective and efficient use of educational resources to meet the objectives of their
institution (Okumbe, 2001). These educational resources, according to Adeogun and Osifila
(2008), can be categorized into four groups that is human, material, physical and financial
resources. Research has demonstrated that the quality of education depends primarily on the
way these school resources are managed rather than on their abundance (World Bank, 2007).
According to Chiriswa (2003), science (Latin, scientia-meaning “knowledge) is defined
as a systematic enterprise that builds and organizes knowledge in the form of testable
explanation and prediction about the universe. It could also mean a body of knowledge
itself, or the types that can be rationally explained and reliably applied. The application of
science and its discoveries to solving human problems is known as technology. Science and
technology has resulted in ultra-modern buildings, broad tarred roads, solid bridges,
beautiful and well equipped stadia, industrial and commercial houses, emergence of nuclear
energy, electronic and biological revolution and high degree of urbanization, and so on. The
learning of physics in schools should be stressed because of its importance to national
development (Maicibi, 2003).
Schools may be public or private, urban or rural. Irrespective of the type and location
of school, Physics should be handled in such a way that students feel encouraged to like and
enroll in physics. The way and manner in which the student operates in a physics laboratory
class takes the form of observing, classifying measuring, hypothesizing, experimenting,
interpreting data and making inference- integrated sciences, (NERDC). The student carries
out his/her work in a special room called the laboratory. Such room is always stocked with
materials the student or scientist works with. Piaget noted that when concrete materials
are used by students they are able to solve problems which they are naturally limited to
solve. There must be enough of these materials in schools for the students to perform well in
physics (Otula, 2007).
The use of the laboratory as a method of teaching physics helps the students to develop
manipulative skills. It leads to better retention of information and also development of
favourable attitudes towards physics as a subject. The students during the use of a physics
laboratory are active participants who acquire more knowledge by performing experiments.
The method makes the students to become familiar with such mental processes as observing.
Inferring, classifying, measuring and data interpretation. Learning becomes interesting as a
result of using concrete materials. This leads to better performance of physics among the
students. The use of the laboratory also enhances good space management and teacher’s
effectiveness. (Akinsolu, 2003).
If the physics laboratory is not in place or not stocked sufficiently with the apparatus,
the physics teacher will not have enough materials to teach and guide the students. Absence
of these materials may affect students interest, enrolment and performance in physics;
confirming what had been reported, that laboratories with inadequate materials have
adversely affected performance in science Kenya (Yousuf & Ammed, 2014).
School laboratory is a very important educational resource for learning scientific
knowledge and skills that require proper attention by the school management. Rich benefits
in learning physics accrue from using laboratory activities. A physics laboratory should
provide a learning environment in which students develop their understanding of scientific
concepts in physics, inquiry skills and the general perception of physics. However, this is
only realizable when proper management mechanisms are put in place to ensure that
meaningful learning activities are going on well in a physics laboratory class lessons which
make learning of physics stimulating, interesting, joyful and motivating to the learner.
It then means that learning of Physics is incomplete without the acquisition of practical
Physics knowledge. Physics, according to Ndupu & Okeke (2007), is a practical subject and
every scientific discovery has been made as a result of experimental investigation. If
students are to understand the theoretical aspect of Physics taught in the classroom so as to
translate them to real live situations, they must master the techniques of practical Physics.
According to Education Act (2013), a head teacher is responsible for overall
management, control and maintenance of standards in the school and is accountable for all
that happens in a school. A physics laboratory, as a subsystem of the school with all the four
categories of educational resources: human, material, physical and financial resources, needs
to be closely monitored to ensure that maximum benefits of learning physics are realized.
The principal is seen as the first supervisor in ensuring that meaningful teaching and
learning activities are taking place in a physics laboratory class lesson because he/she has to
play the leader in checking the teachers’ classroom work and assessing the overall learner’s
performance (Republic of Kenya, 2013).
Hodson (2009) noted mismatch between teacher’s rhetoric and practice in teaching of
sciences such that although their articulated philosophies appeared to support an
investigative, hands-on, mind-on approach with authentic learning experiences, the
classroom practice of those teachers did not generally appear to be consistent with their
stated philosophies. This leads to low performance in sciences which contributes eventually
to development of general negative attitudes towards sciences because of the general
perception that sciences are hard. Barchok (2008) noted that, generally, the results from the
Kenya certificate of secondary examination indicated that sciences continued to be poorly
performed compared to other subjects. He attributed the poor performance of science in to
unfavorable attitudes held by students towards science subjects. He remarked that the factors
that influence the formation of attitudes in science need to be understood in an endeavor to
foster development of favorable attitudes in students.
The effect of using laboratories in teaching and learning of physics and the other
sciences in general is that students tend to understand and recall what they see than what
they hear or were told. Therefore, the laboratory is essential to the teaching of physics and
the success of students in performance in physics is much dependent on the laboratory
provision made for it. A physics Laboratory, therefore, occupies a central position in the
teaching and learning of physics. However, many studies have established that physical and
material resources in most secondary schools are inadequate. This research will partly look
at these issues of laboratory class supervision and the adequacy of physics laboratory partial
in secondary schools. The study also intends to see the extent to which head teachers
manage the available human and physical laboratory resources in their schools and how
they take up their task of overseeing whether the laboratory activities are on course in
meeting the learning objectives.
1.2 Statement of the Problem
A physics laboratory should provide a learning environment in which students develop
their understanding of scientific concepts in physics, inquiry skills and perception of physics
as an equally important subject in our country’s economic development. Unfortunately, in
most secondary schools, students have negative attitude towards physics (Barchok, 2018),
their enrollment in physics subject has been persistently low because they find learning of
physics not stimulating, not interesting and joyful and motivating (Rotich, 2013).
The 2017 West African Exanimation Council 20 subjects that the candidates sat for,
physics was position 17. In that year, the subject had a mean of 4.691 with an entry of 3669
out of the 9326 candidates who sat for the exam. This results are worrying because for health
assurance the county needs personnel who can handle health machines such as dialysis
equipment, x-rays machines and several other technological machines used for treatment in
hospitals. We need engineers, pharmacists, laboratory technicians, pilots, civil engineers and
so forth for economic growth in the county.
Research results by Ajaja (2005) have shown that physics teachers continue to teach
physics using the lecture method despite recommended guided discovery methods.
According to Ajaja (2019) the inability of physics teachers to apply guided discovery inquiry
approaches in their teaching is hinged on lack of laboratory equipment among others.
According to Fakoya (20q2) under-funding had adverse effects on the quality educational
resources in secondary schools. It is against this background that this study was necessary to
assess whether school heads in secondary schools allocate enough funds for purchase of
adequate laboratory equipment and ensure their effective use. The challenges faced in the
schools’ physics laboratories are also analysed alongside the suggested possible remedies to
these challenges.
1.3 Purpose of the Study
The purpose of the study was to examine the impact of laboratory practical on students’
performance in physics in public secondary schools in Ilesa West Local Government Area of
Osun State.
1.4 Objectives of the Study
The study sought to:
1. Establish the mechanisms that the school Management have put in place to ensure
adequacy, effective and efficient utilization of physics laboratory practical and the effects of
the mechanisms on students’ performance in physics.
2. Determine the efficiency and effectiveness of the schools’ laboratory safety measures
in creating a secure physics learning environment in secondary schools.
3. Evaluate the challenges facing the secondary schools in management of physics
laboratories and their relation to students’ performance.
4. Develop strategies of improving laboratories practical that boost students’ academic
performance of physics.
1.5 Research Questions
1. What mechanisms have the principals in secondary school put in place to ensure
a) Procurement of adequate physics laboratory resources?
b) Efficient and effective utilization of available physics laboratory resources in
meeting the specific learning objectives in a physics class?
2. What are the efficiencies and effectiveness of the schools’ laboratory safety measures
in case of occurrence of a major accident in the laboratory in Bomet County?
3. What are the challenges facing the secondary schools in management of physics
laboratories in secondary school ?
4. What strategies can be put in place for improving management of physics
laboratories so as to boost students’ performance in physics?
1.6 Hypotheses of the study
This study was guided by the following null hypotheses:
HO1: There is no significant difference in student performance in Physics from students taught Physics
through practical work and those not taught through practical work
HO2: There is no significant difference in attitudinal change towards Physics from students taught
Physics through practical work and those not taught through practical work.
HO3: There is no significant difference in acquisition of science process skills for from students taught
Physics through practical work and those not taught through practical work.
1.7 Significance of the Study
The study found out students’ involvement in meaningful practical work contributes to improved
achievements in Physics. This information may be helpful to Physics teachers who embrace the practical
approach in their teaching. Teachers training institutions may be in a position to change their training
approaches and emphasize practical work. Curriculum developers will have to change their approach in
designing the curriculum and incorporate more practical aspects in the curriculum. The result may be
useful Examination Council when setting Physics examination so that the examination can emphasize
evaluation of science process skills rather than the product. The inspectors of schools may find the
findings useful. They may need to change their approach to inspection so that they can inspect the
practical and skill acquisition processes.
1.8 Operational Definitions Terms
Some of the operational terms used in the research study are:-
Physics: the branch of science concerned with the nature and properties of matter and energy. The subject
matter of physics includes mechanics, heat, light and other radiation, sound, electricity, magnetism, and
the structure of atoms.
Practical Work: - It is work in which students interact with materials or with secondary sources of data
to observe and understand the material world.
Science Process Skills Acquisition: - This is acquisition of skills like observation skills, drawing skills
and reporting and interpretative skills achievements in Physics.
Laboratory Practical: A laboratory is a facility that provides controlled conditions in which scientific or
technological research, experiments, and measurement may be performed. Laboratory services are
provided in a variety of settings: physicians' offices, clinics, hospitals, and regional and national referral
centers.
