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The Role Of Science Laboratory Equipments In The Academic Comprehension Of Students In Senior Secondary Schools
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Statement of theProblem
Teachers continue to stick to the
traditional method of chalking and speech; the practice that leaves them
in the current demand for an improved learning system in the science
curriculum. Among the perceived benefits of using laboratory equipment
in schools, it is interesting to teach and learn. Distance learning
assistance; help teachers be up to date; Improve the quality of work of
teachers and students.
Capacity development of laboratory equipment
staff in secondary schools is low. This affects the performance of high
school students in science. It is evident that most schools in the study
areas lacked computer teachers. The shortage of computer science
teachers may be related to the lack of laboratory equipment and the
motivation of teachers to take training programs in laboratory
equipment. The use of laboratory equipment in secondary schools poses
other problems, including the provision of less standard laboratory
equipment, the high cost of standard laboratory equipment, the lack of
adaptability to the use of laboratory equipment, laboratory equipment in
teaching and learning, lack of constant feeding and lack of perspective
The use of laboratory equipment for science teaching in secondary
schools is responsible for performance academic objectives of the
program. The above comments therefore emphasize the need to examine the
impact of laboratory equipment on the academic performance of upper
secondary students.
ResearchQuestions
The study was mainly focused on the following research questions
To
what extent does comprehension level of the group of secondary school
students learning science through laboratory equipment vary as compared
to their comprehension level when they learn general science through
conventional method?
Does a change in attitudes towards science take
place among secondary school students when these students who are used
to learning general science through conventional method are made to
learn general science through laboratory equipment technique?
What are the attitudes of teachers towards laboratory equipmenttechnique?
What is the nature of teacher and student interactions in laboratory equipmentsituations?
How
do sub-groups of students formed on the basis of age, gender and grade
differ from each other in terms of achievement and attitudes while
learning general science through laboratory equipmenttechnique?
How
do students perceive the overall effectiveness of laboratory equipment
after learning general science through laboratory equipmenttechnique?
Objectives of theStudy
The present study was undertaken with the following objectives:
To
study the effectiveness of laboratory equipment at secondary school
level for teaching science as compared to conventional classroom
teaching.
To compare the attitudes and comprehension levels of
students learning science through conventional teaching and laboratory
use respectively.
To study the differences in comprehension and
attitudes of the students on the basis of age, gender and grade when
learning science through conventional teaching and use of equipped
laboratory.
To assess students’ perception of their interactions with their teachers teaching with laboratory equipment.
To study the attitudes of the teachers towards the use of laboratory equipment while teaching science at secondary schoollevel.
To
assess the effectiveness of modern laboratory equipment’s for teaching
science at senior secondary level in terms of comprehension ofstudents.
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