INVESTIGATION INTO THE IMPACT OF LABORATORY EQUIPMENT ON TEACHING AND LEARNING OF BIOLOGY IN SENIOR SECONDARY SCHOOLS IN OBANLIKU LOCAL GOVERNMENT AREA, CROSS RIVER STATE

1.1 Background of the Study Science and technology have become critical instruments for both economic growth and societal advancement (Aggarwal, 2019). Through scientific discoveries, nature has been harnessed and transformed into useful resources that enhance human living standards. The evolving trends in science education have played a key role in making human existence more comfortable (FGN, 2020). Fundamental studies in science education and cognitive development focus on how individuals acquire scientific knowledge and apply it in real-world contexts. Central to this process is scientific inquiry—a fundamental method through which knowledge is generated in scientific disciplines. One of the most effective ways for students to engage in inquiry is through laboratory activities, where they can interact with scientific processes in practical, hands-on environments. This sentiment was echoed in a 2005 report by the National Association of Biology Teachers (NABT). Modern science education emphasizes not only teaching the scientific method but also allowing learners to engage their senses in exploring scientific concepts. This means involving both the hands and minds of students in active learning, thereby enhancing their capacity to construct knowledge (Aggarwal, 2019). Biology is a subject of immense relevance due to its role in understanding life processes and solving real-life problems. Its application spans across areas such as health, food, energy, housing, clothing, and environmental sustainability. The practical component of biology, facilitated by laboratory equipment, contributes significantly to innovations in health, materials science, and sustainable energy solutions. As a core science subject, biology focuses on the structure, composition, and transformation of matter, especially within living systems. Its importance to national development and individual well-being cannot be overstated (Buseri, 2020). Given biology’s value to human progress and national development, prioritizing effective teaching and learning practices—especially through laboratory use—should be a major focus. Unfortunately, the opposite appears to be true in many cases. Although national policy aims to enroll 60% of university students in science and technology-related courses, in reality, fewer students are interested in these fields. Even with concerted efforts to improve biology education through laboratory facilities, student performance in biology remains unsatisfactory. A significant factor contributing to this trend is the lack of sufficient laboratory resources (Onyegebgu, 2019; Oludipe, 2016; Simpson, 2018). The National Policy on Education (NPE, 2004) includes provisions for educational services that are meant to ease policy implementation and enhance the relevance of learning experiences. The policy highlights the establishment of teacher resource centers, science and mathematics centers, and workshops to achieve these objectives. Current science curricula emphasize active student involvement and the adoption of learner-centered pedagogies. Empirical studies in and outside Nigeria show that the use of instructional resources enhances student achievement across cognitive and psychomotor domains (Oyediji, 2020). The significance of biology laboratory apparatus in science education is critical. Laboratories play a crucial role in the delivery of science subjects, but their impact depends largely on how well they are utilized. Simply having a laboratory is not enough to guarantee improved student performance—effective use by both teachers and learners is essential (Gbamanja, 2022). Student achievement in science is often linked to how well they are able to use laboratory tools and carry out experiments. Laboratories become meaningful when they are incorporated into classroom learning. However, challenges remain. Science laboratories in many schools are either underutilized, poorly equipped, or not used at all due to funding constraints. Inadequate and substandard equipment and chemicals further limit effective science instruction. Nonetheless, if properly used, biological laboratory apparatus can significantly improve student academic performance. Oludipe and Lasisi (2016) emphasized that science education is incomplete without meaningful practical experiences. Unfortunately, the term "laboratory" is often used loosely, encompassing a wide range of activities that may not always reflect true scientific engagement. Traditionally, laboratory work meant students interacting with real-world materials to develop a better understanding of natural phenomena. However, laboratory formats have ranged from tightly controlled teacher-led demonstrations to open-ended investigations, and from multi-week projects to short activities of 20 minutes or less. Instruments used in labs also vary greatly—from highly sophisticated to very basic or even none. Despite these variations, research consistently shows a link between laboratory adequacy and biology achievement (Florendo, 2017; Buseri, 2021). Dienya (2019) reported that students tend to remember and understand more when they can see and interact with what is being taught. Likewise, Achimagu (2018) found that participation in biology workshops improved students’ laboratory skills and achievement. Laboratory equipment is a fundamental educational resource and a strong predictor of academic performance in science. According to Olufuke (2019), adequate provision of school facilities promotes effective teaching and learning, while disparities in resource allocation are often driven by various bureaucratic and political models. Some schools tend to receive better support than others (Chukwuemeka, 2018). Biology instruction demands extensive engagement in practical and experimental work. Therefore, it is imperative to investigate the role of laboratory equipment in the teaching and learning of biology in senior secondary schools in Obanliku Local Government Area, Cross River State. ________________________________________ 1.2 Statement of the Problem Laboratories are considered central to a robust science curriculum, enabling learners to develop scientific literacy through direct experience (Mathew, 2018). Practical subjects like biology, chemistry, physics, and agriculture require hands-on learning, and when poorly taught, students’ learning outcomes suffer. This often results in underachievement, low comprehension, and a negative perception of science subjects as difficult or unapproachable (Ango, 2020). The effective teaching and learning of biology is a key objective in Nigerian education. Achieving this requires collaboration among the government, private school owners, and educators. For this reason, it is essential to provide and utilize biological laboratory equipment and instructional materials in senior secondary schools to support effective biology instruction (Ango, 2020). Enhanced provision and appropriate use of biology laboratory resources would greatly improve the quality of teaching, student learning, and academic achievement in biology. Despite a widespread recognition of the importance of laboratory work in biology education, these resources are often either in short supply or poorly utilized by teachers (Oludipe, 2016). The lack of laboratory facilities and their inadequate use have led to consistently poor student performance in biology exams in many schools. In light of these challenges, this study seeks to examine the effect of laboratory apparatus on the teaching and learning of biology in senior secondary schools in Obanliku Local Government Area, Cross River State. 1.3 Objective of the study The general objective of this study is to investigate the Impact of Laboratory Equipment on the Teaching and Learning of Biology in Senior Secondary Schools in Obanliku Local Government Area, Cross River State. Specifically, the study will be guided under the following objectives: i. To investigate the availability of laboratory apparatus in senior secondary school in Obanliku LGA. ii. To find out whether the utilization of laboratory apparatus by teachers enhances teaching of biology. iii. To examine whether the use of laboratory apparatus by teachers makes learning of biology interesting. iv. To evaluate whether the use of laboratory apparatus improves student academic performance in biology. 1.4 Research Questions The following questions have been prepared for this study: i. Is there an availability of laboratory apparatus in senior secondary school in Obanliku LGA? ii. Does the utilization of laboratory apparatus by teachers enhances teaching of biology? iii. Will the use of laboratory apparatus by teachers makes learning of biology interesting? iv. Will the use of laboratory apparatus improves student academic performance in biology? 1.5 Research hypotheses The following null hypotheses have been formulated for this study; H01: There is no availability of laboratory apparatus in senior secondary schools in Obanliku LGA. H02: The utilization of laboratory apparatus by teachers will not enhances teaching of biology. H03: The use of laboratory apparatus by teachers will not make learning of biology interesting. H04: The use of laboratory apparatus will not improve student academic performance in biology. 1.6 Significance of the study This study will examine the effect of laboratory apparatus in the teaching and learning of biology. Hence the study will be significant to the following: Government: this study will be significant to the government as they are the ones responsible in the policy making concerning education, it will also improve the extent to which the government provide biological science laboratory apparatus for teaching of Biology. The teacher’s efforts at improvisation and utilization of these biological science laboratory apparatus will endear the subject of Biology to students of Biology to students. The study is also significant as it will help to find out some of the factors that hinder the utilization of biological science laboratory apparatus. The rate at which students record and their performance improved. The society at large will also enjoy the services of well trained and capable users of this all biological science laboratory apparatus. Academia: this study is significant to the academic community as it will contribute to the existing literature on effect of laboratory apparatus in the teaching and learning of biology. 1.7 Scope of the study This study will investigate the availability of laboratory apparatus in senior secondary school in Obanliku LGA. The study will also find out whether the utilization of laboratory apparatus by teachers enhances teaching of Biology. The study will further examine whether the use of laboratory apparatus by teachers makes learning of Biology interesting. Lastly, the study will evaluate whether the use of laboratory apparatus improves student academic performance in Biology. Hence the study will be delimited to senior secondary Schools in Obanliku Local Government Area, Cross River State . 1.8 Limitation of the study Just like any other research, ranging from unavailability of needed accurate materials on the topic under study, inability to get data were among the challenges of the researcher. Financial constraint, was faced by the researcher, in getting relevant materials and in printing and collation of questionnaires. Time factor: time factor pose another constraint since having to shuttle between writing of the research and also engaging in other academic work making it uneasy for the researcher. 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. Teaching: the occupation, profession, or work of a teacher. Learning: the acquisition of knowledge or skills through study, experience, or being taught. Biology: the study of living organisms, divided into many specialized fields that cover their morphology, physiology, anatomy, behaviour, origin, and distribution.