CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

The review of related literature covers the following:

Conceptual framework:

 Biology
 Biology practical activities
 Use of laboratory in teaching and learning
 Merits and Demerits of biology practical activities
 Academic performance

Empirical review: Empirical studies on biology practical activities and

academic performance was reviewed.

2.1 Conceptual framework

2.1.1 Biology

Biology is the scientific study of life and living organisms (Urry et al, 2017).
Biology is the branch of science that deals with the study of living organisms
and their interactions with one another and their environments. Byjus (2024),
defines biology is the natural science that studies life and living organisms,
including their physical structure, chemical processes, molecular interactions
(such as DNA and protein synthesis), cellular organization, biological
evolution, etc. Joshi et al. (2024) defines biology as the study of living things
and their vital processes. The field deals with all the physicochemical aspects
of life. Biology encompasses diverse fields, including botany, conservation,
ecology, evolution, genetics, marine biology, medicine, microbiology,
molecular biology, physiology (Joshi et al., 2024). Biology covers a wide range
of topics, including the structure, function, growth, evolution, distribution, and
classification of all forms of life. Biology is fundamental to understanding how
 life functions at various levels, from molecular biology to ecosystems (Green et
al., 2024).

2.1.2 Biology practical activities

As defined by Opuh, Eze and Ezemagu (2018), biology practical activities is

the scientific study of the life and structure of plants and animals and their
relative environment in real or experimental setup rather than dwelling on
theory or ideas. Okoye (2014) opined that laboratory activities should be
investigative in approach so that they can provide the students the opportunity
of acquiring process skills. He strongly believe that laboratory work through
making careful study or enquiry, helps the students to acquire basic skills in
handling laboratory activities. Eze and Ezemagu (2018) stated that science
particularly biology cannot be adequately learnt from a book but by carrying
out experiments using tools in the laboratory. In making observations,
designing and carrying out their own experiments, students are most likely to
learn about the nature of science and because of its very empirical nature,
biology must be studied with the aid of the laboratory classes (Okoh, 2018).
Alison (2013) said that, Biology is centered on problem solving and laboratory
is the most convenient place for careful observations, accurate calculations and
logical inferences, therefore, practical activities should be regarded as the main
instructional procedures in which cause and effect of any concept is
determined.

Practical activities in Biology is essentially important for concretizing

theoretical classroom learning experiences and stimulating the students urge to
study Biology. It also provides opportunity for students to interact with
materials and ideas, and by so doing, stimulate the development of affective
and psychomotor dimensions of learning alongside with the cognitive
dimension in order to ensure an all-round and comprehensive development of
the student (Agbowuro, 2016). The use of experimental (practical) activities in
Biology could be seen as a method that could be adopted to make the task of
teaching biology more concrete or real to students as opposed to theoretical or
 abstract presentation of principles, facts and concepts (Ihejiamazu et al., 2020).
Practical activities in biology are important to students’ academic performance
because, it is a teaching method that has to do with practical demonstration of
scientific concepts, principles, theories and laws. From its experimental
engagement, the students ultimately gain capacity to acquire new facts, develop
concepts and principles and skills, which lead to the cultivation of scientific
attitudes and habits Onyegegbu (2016).

2.1.3 Use of laboratory in teaching and learning

Hofstein and Lunetta (2014) defined laboratory as an appropriate learning

environment for promoting meaningful learning, enhancing students
understanding of both scientific knowledge and the nature of science, where
students interact with material, and/or with models to observe and understand
the natural world. Nworgu (2015) also defined laboratory as a room or building
used for scientific research and experiment. In addition, laboratory is the focal
point of science activities. For biology teaching to be meaningful, it has to be
accompanied by laboratory activities (Nworgu, 2015). Akpan (2012)
summarized the place of laboratory activities as “in the laboratory, students and
teachers carry out measurement, verify situations, obtain basic information,
manipulate instruments, get to know the equipment and materials by name and
are exposed to the activities of scientist, and are trailed in experimental
procedures. In the laboratory, students get to appreciate the information
presented in the textbook or in lecture classes by getting to know the basic
principles and abstractions that are involved in the process. The focus of every
teaching is the learner.

The laboratory is not useful if students are not engaged in the laboratory
activities. Unfortunately, most laboratory assessments are accomplished with
objective items, paper-and-pencil instruments rather than hands-on mode
(Hofstein and Lunetta, 2014). Tobin (2011), suggested that meaningful learning
is possible in the laboratory if the students are given opportunities to
manipulate equipment and materials in an environment suitable for them to
construct their knowledge of phenomena and related scientific concepts. In
most schools, teachers only organize practical for students when the one short-
end of course examination (SSCE) commences; hence teachers and parents
begins to expect the students to pass well Senior Secondary School
Examinations. Ahmed (2018), noted that some of the observed poor
achievement of biology students in SSCE is due to ill-equipped biology
laboratory. This ought not to be so, the laboratory need to be equipped, and
students regularly visit it for experiment in order to acquire necessary skills.
According to Lunetta (2017), science laboratories have very important role in
the educational system for science students.

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

hold that the major functions of the laboratory are to convey the method and
spirit of science inquiry, to provide students with opportunities to investigate to
inquiry and to find out things by themselves. Osogbonye (2012) is of the
opinion that the laboratory is the right place where students learn to do what
scientists did, i.e. where they use the skills and attitudes of science to go
through the scientific process to seek knowledge. It is in the laboratory that
they put into practice these scientific skills and attitudes developed in them to
make them self-reliant in the future. Hence Osogbonye (2012) stated that the
goal for laboratory instruction in modern science courses “focuses upon the
inquiry/discovery process or methodological phase of science and upon its
intellectual components” besides, laboratories are essential for the teaching of
science related courses, is so much dependent on the laboratory provisions
made for it. Osogbonye (2012) maintains that students rely on the laboratory as
a place where they can both watch the teachers demonstrates as well as carry
out practical works themselves. Biology as a science subject is to a large extent
experimental.

Osogbonye (2012) opines that the use of laboratory in teaching science subjects
like biology is capable of eliciting thinking skills, and students’ motivation
necessary to produce a well prepared group of scientist, engineers, biologists
 and citizens to meet the scientific and environmental challenges of today and
the future. Based on the foregoing, Dienye and Gbananje (2011), reported that
the functions/merits of the laboratory represents important goals in biology
education and also demonstrate how teaching of biology in the laboratory is
appropriate with advancement in science and technology.

2.1.4 Merits and Demerits of biology practical activities

Merits of teaching with biology practical activities

1. Practical activities facilitate hands-on learning which motivates students

and allow them to directly observe and experience biological concepts; this
reinforces theoretical knowledge.
2. The student learns to appreciate and emulate the role of the scientists
through acquisition of manipulative skills (Okoh, 2023)
3. It develops research skills in students as they learn to design, conduct, and
evaluate experiments.
4. Develop interests, attitudes and improved retention: When students are
given the chance for personal experience by handling the real things when
they engage in experiments and investigations, their interest in science
increases as they yearn to investigate and explore more about their
environment and ultimately lead to better understanding of biology
concepts (Okoh, 2018).
5. They also learn the major scientific concepts, models, principles and
theories and understand their tentative natures. The laboratory experience
affords students opportunities to gain exposure to facts in scientific
phenomena, (Okoh 2023).
6. It encourages collaboration: Group experiments and projects develop
teamwork, communication, and interpersonal skills among students.
7. Development of Scientific Skills: Practical activities cultivate essential
skills such as observation, measurement analysis, and critical thinking.
8. Practical activities bridge theoretical concepts to everyday life.
 Demerits of teaching with biology practical activities

The major setbacks in the use of practical activities are as follows;

1. It is time consuming in terms of preparation and execution (Okoh, 2018).

2. It is expensive due to the materials and equipment that is needed (Okoh,
2018).
3. It requires regular maintenance and calibration of equipment.

2.1.4 Academic performance

According to Shahjahan (2021), students’ academic performance is described

as the extent to which a student, teacher or institution have achieved their short
or long-term educational goals. It is the outcome of education – the extent to
which a student has learned (Adeyemi and Adeyemi, 2014). Academic
performance is the term that indicates a student’s achievement after completing
a course or subject from an institution. It measures students’ learning across
various academic subjects, which is assessed by formative and summative
assessments. It refers to the outcome of students’ efforts to attain some
educational goals (Lamas, 2015).

Academic performance of students refers to the level of achievement and

success that students attain in their educational pursuits. It is an important
metric used to evaluate students' progress and abilities in a particular academic
institution (Ahmed et al., 2019). Academic performance is often measured
through various indicators, such as grades, test scores, and overall academic
achievements. It measures the students' learning level.

2.1 Empirical review

Okoh, (2018) examined the impact of biology practical on the effective academic
performance of secondary school students in biology in Enugu North L.G.A,
Enugu State. The study adopted a survey research design. Simple random
sampling technique was used to select twenty (20) students each from the five
sampled schools. A close-ended structured questionnaire was used to collect data
which was analysed using frequency counts and mean to answer the research
questions. The study found that laboratory practical has a great impact on
students’ academic performance in biology, teacher-related factors and school
management factors on the practice of biology practical have impact on the
academic performance of students in biology. Amongst others, it was
recommended that the ministry of education should ensure that learning facilities
are available in the school so as to make learning interesting to students.

Ihejiamazu et al., (2020) investigated the effect of Biology practical activities on

the academic performance of secondary school students in cross river state.
Three hypothesis were formulated to guide the research. A quasi experimental
research design was adopted for the study. 120 SSIII students formed the sample
of the study. Biology Achievement Test (B.A.T) was the main instrument used in
gathering data for the study. The data collected were analyzed using analysis of
covariance (ANCOVA). Findings from the research showed that there is a
significant difference on the academic performance of students taught with
practical Biology activities compared to those taught without it. Also, there is a
significant influence of gender on the academic performance of students offering
Biology. The researchers on the basis of these findings recommended that
practical activities approach to the teaching and learning of Biology should be
obligatory to Biology teachers in all secondary schools. It was also recommended
that the government should provide well equipped laboratories in all secondary
schools across the State.

Akinwumi & Falemu, (2020) examined the effects of Biology practical work on
academic performance of secondary school students in Ikere Local Government
Area of Ekiti State, Nigeria. The sample for the study comprised of one hundred
and twenty five (125) students drawn from the population of study using simple
sampling techniques. The instrument for data collection in this study was a
questionnaire and data collected was analyzed using mean and standard
deviation. The results revealed that students understand better when they involve
themselves in practical experiment, thus matching theory with practical. Biology
practical activities, stimulate creating, curiosity and critical thinking, there is no
clear different between female and male on academic achievement in biology. It
is recommended that teachers should endeavor to organize practical work for
students as frequently as possible (at least once a week) so as to develop in the
students the practical skills required of them for final examination. Also students
should be advised to take every biology practical work very seriously. Finally,
laboratory technicians should be employed by school authorities to assist biology
teachers in the area of practical work so that workload, time management and
frequent practical are realistic to enhance students’ achievement.

Henry (2018) carried out a study on effect of biology practical on student

academic performance in biology in Enugu State secondary schools (a case study
of Nsukka Local Government Area). This study concerned itself with practical
work conducted in biology in secondary schools. It examined whether the way
practical experience were presented to the students and students’ engagement in
them enhanced the attainment of goals of the practical work. The study also
examined the teachers and students attitude towards practical work in biology.
The study adopted a descriptive survey research design. The population of the
study comprised of all the 47 public secondary schools in the local government
from which 9 sample schools were selected using a combination of stratified,
purposive and systematic sampling procedures. It involved 29 biology teachers
and 309 from biology students comprising 170 boys and 139 girls respectively.
The main finding of the study indicated that science laboratory in secondary
schools in Nsukka local government area were fairly equipped with apparatus,
chemicals and materials and students were indeed involved in a variety of
practical activities in biology. However, basic scientific skills such as
experimental design and formulation of hypotheses were found wanting in
students. The study recommended that that NECO should assess students in as
many skills in NECO biology examination including simple aspects of
experimental design.