AN EVALUATION OF THE IMPACT OF LABORATORY FACILITIES ON STUDENTS’ ACADEMIC PERFORMANCE

CHAPTER ONE INTRODUCTION 1.1 Background of the Study According to Alimi (2004), the fundamental objective of establishing a school is to foster effective teaching and learning. To achieve this aim, schools must be adequately equipped with appropriate facilities that enable both teachers and students to attain the expected instructional goals. This is the rationale behind the development of educational infrastructure and facilities. Science and technology are indispensable instruments for the progress and productive capacity of any nation. Science, in particular, is vital for any country that aspires to maintain independence, sovereignty, and self-sufficiency while fostering sustained development and competitiveness among advanced nations. This is because science and technology provide the foundational tools necessary for industrialization and economic development, especially in key sectors such as communication, transportation, energy, information technology, pollution control, and waste management. The teaching and learning of science are of paramount importance in Nigeria. The Nigerian National Policy on Education (Federal Ministry of Education, 2004) has emphasized the promotion of science education with the intent of preparing students to function effectively in a modern, technologically driven society. This preparation involves cultivating essential scientific skills and attitudes among students. To successfully instill such skills and attitudes, science subjects such as biology, chemistry, physics, mathematics, health science, and agricultural science must be taught with both theoretical clarity and practical application (NPE, 2004). Carbonaro (2005) notes that a wide range of educational research has focused on institutional factors—such as school type (public or private), school size, student demographics, and teacher qualifications—and their impact on student academic performance. Franklin (2008) asserts that adequate laboratory facilities in schools can significantly influence students’ engagement with science, their commitment to learning, and their academic success. In contrast, in schools lacking sufficient laboratory resources, both students and teachers are less likely to perceive a clear focus on academic goals. Such environments tend to be less conducive to meaningful learning. The concept of a school laboratory has been defined in multiple ways. Maduabum (1992) describes a laboratory as a designated space where science teachers conduct scientific experiments for the benefit of learners. These experiments and related activities are essential for developing scientific competencies. Similarly, Ezeliora (2001) defines the science laboratory as a workshop where scientific inquiries are performed under conducive conditions. She also emphasizes that the laboratory serves as a secure and safe repository for scientific tools and materials. Igwe (2003) expands the scope of laboratory experiences by noting that they can occur both indoors—in well-equipped rooms within schools—and outdoors, in locations such as riversides, workshops, open fields, or markets, where scientific investigation can take place. Regardless of whether the setting is formal or informal, the essential aim of laboratory instruction is to engage students in experimental, observational, and demonstrative activities. These experiences foster the development of both practical and theoretical understanding through active problem-solving and discovery-based learning. 1.2 Statement of the Problem The absence or inadequacy of functional laboratory facilities often leads to poor understanding of subject matter, the production of underprepared science students, and the emergence of negative student perceptions suggesting that science subjects are inherently difficult. When science is taught solely through theoretical instruction without practical, laboratory-based reinforcement, student learning is significantly compromised. This underlines the concern that the role of laboratory infrastructure in enhancing academic performance in science is often underestimated. Doerfert (2011) argues that establishing the relationship between instructional practices and student performance is a critical area of focus necessary for improving achievement in science education. However, despite this awareness, there remains a limited body of research specifically investigating how laboratory facilities impact students' academic outcomes. Therefore, the aim of this study is to critically examine the extent to which the availability and utilization of laboratory facilities influence the academic performance of students in science-related subjects. 1.3 OBJECTIVES OF THE STUDY The primary objective of this study is to Evaluate the Impact of Laboratory Facilities on Students’ Academic Performance. Other specific objectives of this study are: i.          To determine the level of impact of laboratory on students’ academic performance. ii.        To determine the frequency of usage of laboratories in secondary schools. iii.      To examine the challenges faced when using laboratories in secondary schools. 1.4 RESEARCH QUESTIONS The following research questions will guide this study. i.          What level of impact is laboratory on students’ academic performance? ii.        How often are laboratories used in secondary schools? iii.      What are the challenges faced when using laboratories in secondary schools? 1.5 RESEARCH HYPOTHESES H0: Laboratory facilities does not have an impact on students’ academic performance Ha: Laboratory facilities does have an impact on students’ academic performance 1.6 SIGNIFICANCE OF THE STUDY The study's findings will be useful to the government, teachers, parents, and academia. It would also force the government, through the Ministry of Education, to recognize the need of providing science equipment to schools and assigning qualified science instructors, technicians, and technologists to secondary schools. It will motivate parents to provide basic practical lesson(s) for their children in secondary schools, as well as persuade science teachers that practical lessons are mostly necessary for effective teaching and learning of other science subjects such as biology, chemistry, physics, agriculture, and, of course, mathematics. Finally, the study would add empirically to the body of current literature and serve as a reference source for students or other researchers who might desire to conduct similar research. 1.7 SCOPE OF THE STUDY This study will be focused on evaluating the role of laboratory facilities on students’ academic performance. It will also be specifically focused on determining the level of impact of laboratory on students’ academic performance, determining the frequency of usage of laboratories in secondary schools and examining the challenges faced when using laboratories in secondary schools. This study will be using teachers and students of King’s College as enrolled participants for the study. 1.8 LIMITATIONS TO THE STUDY This study will be limited to evaluating the role of laboratory facilities on students’ academic performance. It will also be specifically limited to determining the level of impact of laboratory on students’ academic performance, determining the frequency of usage of laboratories in secondary schools and examining the challenges faced when using laboratories in secondary schools. This study will be limited to teachers and students of King’s College as enrolled participants for the study hence, further research is needed if this study is to be used anywhere else. 1.9 DEFINITION OF TERMS Laboratory: a room or building equipped for scientific experiments, research, or teaching, or for the manufacture of drugs or chemicals. Students: a person who is studying at a university or other place of higher education. Academic performance: Academic achievement or academic performance is the extent to which a student, teacher or institution has attained their short or long-term educational goals.