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CHAPTER ONE

INTRODUCTION

Background to the Study

Science has been defined as a way of investigating about events in nature.

Science is also an objective, logical and reputable attempt to understand the

principle and forces operating in the natural universe. Aniodoh (2018), viewed

science as a body of knowledge arrived at through systematic and procedural

processes based on tentative observation and experiment. Science may be viewed

as a way of thinking in the pursuit of understanding nature, a way of investigating

and a body of established knowledge, science as a product as well as a process.

Ambuonu, Opuli and Eze (2015), noted that without science the world today

wouldn’t have been what it is. Technological advancement has completely changed

the world into a global village with the advancement and the development in

communication, agricultures and building etc.

Science according to Attiji (2018) is a dynamic human activity concerned

with understanding of the working of our world. Ali (2020) stated that the word

science stands for a variety of information, abilities and operations about the

natural environment. As also stated that science is more concerned with various

investigative processes and activities with regards to developing, acquiring and

controlling knowledge, skills, acceptability and attitudes about the natural factors
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of the environment. Science is an intellectual activity through which many seek to

understand nature. According to Kolani (2015), science is a systematic enterprise

that builds and organizes knowledge in the form of testable explanations and

predictions about the universe. Science is typically divided into the natural science

which studies the natural world, the social science which study people and society

and the formal science such as mathematics. From classical antiquity through the

19th century, science as a type of knowledge was closely linked to philosophy.

Exploration of the universe and improvement in conditions of living in our

homes are all based on science and technology in terms of modern equipment and

materials. With the world changing, what will save our planet earth is scientific

inquiring for solution to solve prevailing problems and others we may face in the

future. Some biological research has been carried out by scientists leading to many

discoveries in medicine, technology, agriculture and genetics.

Opuh (2016) supported the above view when he said that through science

and the help of technological know-how, man is able to construct shelter of various

kinds as dwelling, markets, schools, hospitals etc. Science has gained tremendous

access into the school curriculum along with its application on man and society.

Biology as one of the science subjects is defined as the study of life or living

things. It is concerned with the structure, behavior and origin of plants, animals

and their relationship with their environment. Eze (2018) stated that biology as one
 3

of the science subjects in skill field of studies develops human thinking for

accurate observation. He stated that biology education programme should be built

on the skills, knowledge and experience developed by the students through

participation in practical. Biology practical assist students in utilizing their

knowledge and skills acquired in real field outside their classroom.

Biology according to Sarojini (2015) is the branch of science that includes the

study of living things. On its own, Akim (2018), defined biology as a natural

science concerned with study of life and living organisms including the structures,

functions, growth, evolution, distribution, identification and taxonomy. It is also a

natural science concerned with the study of living things in our environment.

Biology is the epiculture of all studies in faculties of science education, health,

pure or applied science. It is a core subject compulsory to all science students in

secondary schools in Nigeria.

Biology plays key role in industrialization and other sectors of the economy.

It is a practical subject which equip students with concepts and skills that are

useful in solving the day-to-day problems of life. The study of biology aims at

providing the learner with necessary knowledge with which to control or change

the environment for the benefit of an individual, family or community. The study

of biology in senior secondary schools can equip students with the useful
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knowledge that will enable them face the challenges of life before and after

graduation.

Unfortunately, Poor performance of students in biology examinations and

aptitude tests (WAEC 2018) and the importunity of others who are admitted to

pursue degree and diploma in life science disciplines in Nigeria tertiary institutions

on the high side. Oluwole (2020), declared that only a little about 50% of

secondary school leavers pass SSCE biology at credit level. Hence, the major

objective of teaching biology in schools is to ensure that students acquire skills of

science that will help them attain to any level of education in natural Science.

Practical biology is the scientific study of life and structure of plants and

animals and their relative environment in real or experimental setup rather than

dwelling on the theories and ideas (Opuh, Eze and Ezeamagu 2018). West African

Examination Council (WAEC 2018) buttressed the need for biology practical in

teaching and learning of biology in secondary schools. The syllable was designed

to assess candidates in understanding of the structure and functions of living

organisms as well as appreciate nature. Acquisition of adequate laboratory and

field skills in order to carryout and evaluate experiments and project in biology.

Practical activities are the life wire of biology, its removal from biology teaching is

detrimental to understanding of the actual biological concepts. Despite these

findings, challenges persist in the implementation of biology practicals in

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secondary schools within Nkanu West LGA. Issues such as inadequate laboratory

facilities, insufficient training for biology teachers, and limited access to practical

materials hinder the effective delivery of practical sessions. These obstacles

potentially compromise students' ability to grasp complex biological concepts and

perform well academically.

Given the significance of practical experiences in biology education and the

observed challenges in Nkanu West LGA, it becomes imperative to investigate the

specific impact of biology practicals on students' academic performance in this

locality. Such a study aims to provide empirical evidence that can inform

educational stakeholders, including policymakers, school administrators, and

teachers, on strategies to enhance biology instruction through practical

engagements, ultimately improving students' academic outcomes in the subject.

Statement of the Problem

Science and technology constitute the basis of advancement in nearly all

fields of human endeavors. Obiekwe (2018) reported that all is not well with

science instruction in Nigeria secondary schools and noted that science teachers

laid extreme emphases on content and the use of chalk and talk method, neglecting

the practical activity method which enhances teaching and learning. This

negligence and shying away attitude from activity oriented method of teaching has

lead to abstraction which made the students less active and more prone to rote
 6

learning thereby leading to poor performance. It is Based on this background that

the federal government of Nigeria is emphasizing “the teaching and learning of

science process principles which will lead to fundamental and applied research in

science at all levels of education” (FRN 2018).

A lot has been done to improve science teaching in secondary schools in

Nigeria. In spite of all these attempts, students continue to perform poorly in

science of which biology is one. This situation has created the need for more

effective method. It then becomes necessary to explore the efficacy of alternative

method of redressing this situation. Studies have been done on process skills, but

there is little empirical evidence so far on impact of biology practical activities on

students’ academic performance. Therefore the problem of this study posed as a

question is will the use of practical activities in teaching and learning of biology

enhance students academic performance in biology?

Purpose of the Study

The general purpose of this study is to find out the impact of biology

practical on the academic performance of biology students in Nkanu West L.G.A,

Enugu state. Specifically, the study intends to:

1. Determine the impact of biology practical on the students’ academic

performance in biology.
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2. Find out the impact of teachers related factors to students’ performance in

biology practical.

3. Identify the impact of school management factors on the practice of biology

practical towards the academic performance of students in biology.

Significance of the Study

The findings of this study would be of immense benefit to the students,

teachers, parents, curriculum planners, federal government and the nation or

general public at large.

The findings of this study would help the students acquire basic scientific

skills and improve their performance and achievement as well. It would equally

help the students to be equipped to secure admission in Science related fields in

employment and this would in no small measure, make them contribute more

meaningfully to the development of the society. The study would enable students

to see the need for developing his or her own creative thinking and their own

manipulative skill or ability. The study would help students by arousing their

interest in practical work.

The findings of this study would provide a basis for decision making among

teachers, on the effective teaching methods to be adopted in Nigerian educational

system to make science teaching more meaningful and interesting to the students.

Also it would enable biology teachers to adjust their teaching patterns and
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emphasis practical activities and recognize student ownership of ideas which

would be negotiated in the classroom. It will be an eye opener to the teachers, on

their actual role in teaching and learning which is facilitating, directing and

guiding, students taking an active role or participation.

The study would also motivate the parents to provide basic requirements for

practical lessons for their children.

This research findings would help the curriculum planners to plan the

biology curriculum is such a way that the contents would be filled with activities

which teachers and students would do together. It is expected that by involving

students in practical activities (laboratory activities), they would not only learn

science concepts, but would also acquire science process skills and develop

scientific attitudes to problem solving and also to meet with the nations desire

which is that of producing students that can live effectively in our modern age.

This is exactly the aim of 6-3-3-4 system of education.

The findings of this study would help promote the spirit of entrepreneurship

among national development among the general public as it is expected that

product of this study would be productive in their quest for improved technology

and industrialization.
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Finally, the finding would also serve as an eye- opener to the federal

Governments to release adequate funds to equip schools with adequate laboratories

for practical activities.

Scope of the Study

The study was delimited to the impact of biology practical on the academic

performance of biology secondary school students in senior in Nkanu West L.G.A,

Enugu State of Enugu state.

Research Questions

The following research questions were raised for this study:

1. What are the impact of biology practical pose on the students’ academic

performance in biology?

2. What are the impact of teacher’s related factors pose on students’

performance in biology practical?

3. What are the impact of school management factors pose on the practice of

biology practical towards the academic performance of students in biology?

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CHAPTER TWO

Review of Related Literature

This chapter reviews some literature relevant to the study. The review is

discussed under the following sub headings:

Conceptual Framework

Biology as a Branch of Science

Biology Teaching and Learning

Biology Practical Activities

Laboratory Facilities and Students Performance in Biology

Practical Biology and Effective Teaching

Biology Practical and Academic Performance

Problems Associated with Conduct of Biology Practical

Theoretical Framework

General System Theory (GST)

Piaget's Theory

Review of Related Empirical Studies

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Summary of Reviewed Literature

Conceptual Framework

Biology as a Branch of Science

Science has been defined science as a way of investigating about events in

nature. Science is also an objective, logical and repeatable attempt to understand

the principle and forces operating in the natural universe. Science is from Latin

word ‘scientia’, to know, Science is not dogmatic but should be viewed as an

ongoing process of testing and evaluation. According to T.O. Adeyemi (2018),

science subjects in secondary schools comprises of three major branches which are

physics, chemistry and biology that are core subjects in secondary school

curriculum. One of the intended benefits of student taking a biology course is that

they will become more familiar with the process of science. Nworgu (2015) has it

that science has a dual nature, that is, it can be defined in terms of methods and

processes as well as its product that make up the body of science. The study and

understanding of science involves - Observation, hypothesis, experimenting, data

analysis, inference, conclusions. All these make up the scientific method.

Considering the dual nature of science, Nworgu (2015) defined science as an

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organized body of knowledge got through investigation and experimentation. To

this effect, science is seen in terms of ‘processes’ and as well ‘products’.

According to Okeke (2017), the nature of science is that it seeks for

explanations utilizing investigative methods that are objective and can even be

replicated. The entire process demands rigor patience, perseverance, and honesty

which cannot but yield credible result. Superstition is prevalent in our society. This

is in conflict with science education where persons are encouraged to seek

explanations that are based on logical, objective and testable scientific principles

and theory. The fact is that explanations based on superstition and supernatural

powers are rooted in cultural beliefs and make no intellectual demands on

individuals to rationalize, making this option to enjoy greater patronage than the

option of scientific explanations. This puts science in a disadvantaged position

toward contributing to utilitarian values.

According to Ukoli (2018), the aspect of science which science education

provides the individual with, should among other things do the following.

 Develop among increasing numbers a questioning intellectual temper towards

traditional belief so that issues which were formerly accepted without

questions are now subjected to systematic and critical thought.

 Free the minds of people from superstition.

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These views of the intellectual advantages of science are the same as those

of the national teachers association at the United States of America. One of the

most important goals of science education is to develop scientifically literate

person with the necessary intellectual resources, values, and attitude and inquiry

skills to promote the development of a man as a rational human being.

Such is the tremendous advantage of science when taught properly. Talking

about the nature of sciences, Osogbonye (2021) asserted that learning more and

more of the scientific knowledge does not make one a scientist, rather, children

should be taught the skill and attitudes of science which are used to search for the

scientific knowledge. However, science has its nature as tentative, dynamic and

objective activity which has greater implications to the teaching and learning of

science. It means a change from teaching students about science to educating them

through science. This shift in teaching method has been identified and accepted by

the Nigerian government (Nwosu, 2019).

According to the Federal Republic of Nigeria (FRN, 2018) policy document

“Science education should emphasize the teaching and learning of science process

and principle. This type of teaching de-emphasizes rote memorization and

regurgitation of facts, stresses development of skills and thereby making student to

do science rather than learning science.

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Abugu (2015) conceptualized science education as any systematic training

and instruction that enables the learners upon completion to achieve among others

the ability to manipulate scientific equipments, interpret and prepare maps, graphs,

charts and table appropriate to problem. Along with the ability to demonstrate

problem solving skills like observing, testing, inferring, defining problems, making

hypothesis, carrying out investigation, outlining scientific procedures to test

hypothesis, controlling and manipulating variables, formulating models, making

valid conclusions, predicting, etc. All these according to Adey and Harlen (2021)

lead to the advocating of process approach to teaching science as opposed to the

use of content approach, illustrating the significance of science process skills.

Biology Teaching and Learning

Biology occupies a unique position in the school curriculum. Biology is

central to many science related courses such as medicine, pharmacy, agriculture,

nursing, biochemistry and so on. It is obvious that no student intending to study

these discipline can do without biology.

Longman Dictionary of contemporary English (2018) defined biology as the

scientific study of living things. Biology is also a natural science concerned with

the study of life and living organisms, including their structure, function, growth,

origin, evolution, distribution and living organisms, including their structure,

function, growth, origin, evolution, distribution and taxonomy.

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As has been noted before, Odigie (2021) explained that biology is the

prerequisite subjects for many fields of learning that contribute immensely to the

technological growth of the nation. This includes medicine, forestry, biotechnology

etc. Teaching is defined by Onwuka (2021) as the direction of the activities of

learners towards worthwhile educational goals. Ngwoke (2020) defined learning in

a broad sense as a process which causes a change in behavior of an individual.

This change in behavior results from experience or interaction between the

individual and his environment. He also noted that learning is an activity,

something the learner does and not something the teacher does for the learner.

Meaningful learning occurs if students can relate their learning with daily

experiences. In spite of the importance and popularity of biology among Nigerian

students, performance at senior secondary school level had been poor (Ahmed,

2018). The most general causes of the poor performance in science are poor quality

science teachers, over–crowded classrooms, and lack of suitable and adequate

science equipment, among others (Kareem, 2018). The teaching method is a

significant factor in biology teaching and learning. Ajaja (2015), in respect of this

said that unfortunately, teaching is largely teacher- dominated and the laboratory

neglected. This he noted in his investigation on “evaluation of science teaching in

secondary school in Delta State”. All these factors and lots more contribute to
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ineffectiveness of biology teaching and learning. Emphasizing on the qualities of a

good biology lesson Nworgu (2015) outlined the following.

 Biology lessons should have clearly stated set of instructional objectives.

 Involve the use of relevant activity oriented

 Facilitate the transfer of knowledge to the wider society.

To solidify this, objective of teaching and learning of biology can be seen in

the biology curriculum. It was derived from the national policy on education

(1977, 1981, 2018, 2018) these includes

 Adequate laboratory and field skills in biology.

 Meaningful and relevant knowledge in biology.

 Ability to apply scientific knowledge to everyday life in matters of personal

and community health and agriculture.

 Reasonable and functional scientific attitudes.

It goes to say that for effective learning of biology to occur, it has to be student –

oriented and accompanied by practical activities.

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 and ideas.

UNESCO (2015) stated that in making observations, designing and carrying out
 17

their own experiments, students are most likely to learn about the nature of science.

Similarly, Onah (2018) believed that if the progress of experimental science has

demonstrated anything, it is that there is nothing better than genuine knowledge

and fruitful understanding. This is the lesson of laboratory and the lesson all

educators have to learn. A Chinese proverb was cited by Emmanuel and Eze

(2017) as follows: -we hear we forget; what we see, we remember but that which

we take part in we understand-. Explaining further they noted that in biology

lesson, students have to take part in doing and on the course of doing (practical)

students learns.

Lunette (2018) explained that laboratory has been given a central distinct

role in science education, and science educators have suggested that there are rich

benefits in learning using the laboratory activities.

United Nations Educational, Scientific and Cultural Organization (2015),

reported that conducting set experiment, building models for understanding other

practical tasks provides opportunities for developing many of the essential learning

which includes understanding and appreciating the need to change on the basis of

new audience, discovering new knowledge from the work present which can be

applied in building new scenarios, transferring knowledge and understanding new

situation, contributing to the creation of a culture of learning in a community,

working effectively as a member of a team to achieve individual and shared goals,

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etc.. The Nigeria council on science education annual report on secondary schools

science instruction, as cited in Emmanuel and Eze (2017) noted that many schools

teach the science subject including biology without any laboratory work.

Udeh (2016) concluded in her research that one of the problems militating

against the effective teaching of biology with practical activities in secondary

schools in Enugu East L.G.A. of Enugu state is that laboratory equipment are

lacking and there is insufficient time for biology practical. Eze and Ezemagu

(2018) similarly agreed with the fact that science particularly biology cannot be

adequately learnt from a book but by carrying out experiments using tools in the

laboratory. Emmanuel and Eze (2017), emphasized that because of its very

empirical nature, biology must be studies with the aid of the laboratory classes.

Okoye (2016) 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. In a

sharp contrast, Lunette (2018) deviated by saying that at this time however, some

educators have started questioning the effectiveness and role of laboratory work

and the case for laboratory teaching is not self evident as it is once seemed.
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Nevertheless, Nnamonu (2018) and other proponents of biology practical

activities have suggested that effective use of biology laboratory properly

maintained is most beneficial in effective teaching of biology.

From the foregoing, it is clear that practical biology is highly indispensable

in biology education. In fact, the benefit of practical classes in biology can never

be overemphasized because laboratory (practical) activities is the life-wire of

biology and without which biology loses its scientific nature.

Laboratory Facilities and Students Performance in Biology

Hofstein and Lunetta (2016) 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. She went on to say that the laboratory is the focal point

of science activities. She went further to state that for biology teaching to be

meaningful, it has to be accompanied by laboratory activities. Akpan (2021)

summarized the place of laboratory activities as “in the laboratory, people 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.

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In the laboratory, people 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 goal of every teaching is the

learner. The importance of laboratory is not authentic 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, 2016).

Tobin (2021), 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.

As has been noted earlier in this work, several schools don’t make full use of

the laboratory in teaching biology. They only organize practical for students when

the one short-end of course examination Senior Secondary School Examination

Certificate (SSCE) commences; hence teachers and parents begins to expect the

students to do some magic and pass in flying colours the Senior Secondary School

Examinations. In support of this Ahmed (2018), has noted that some of the

observed poor achievement of biology students in SSCE is due to ill-equipped

biology laboratory.
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This is not meant 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 (2021), 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 (2021) 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 (2021) 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 (2021) 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.

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Osogbonye (2021) sees higher quality laboratory programs as 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 (2021), reported that the

functions/merits of the laboratory are grouped into five main categories which

represented important goals in biology education and also demonstrate how

teaching of biology in the laboratory is appropriate with advancement in science

and technology.

Merits of Teaching with the Laboratory

i. The learner in this method learns about the nature of science and technology

in order to foster the knowledge of human enterprises of science and thus

enhance the aesthetic and intellectual understanding of the child.

ii. Acquisition of problem skills: The basic goal of science Teaching is to help

students learn skills that can be applied to other life situation in future.

iii. The student learns to appreciate and emulate the role of the Scientists through

acquisition of manipulative skills.

iv. Develop interests, attitudes and values: When the students are accorded the

chance for personal experience by handling the real things, their interest in
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science increases as they yearn to investigate and explore more about their

environment.

v. 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.

Demerit of Teaching with the Laboratory

The two major setbacks encountered in the use of laboratory are as follows;

i. It is time consuming in terms of planning and preparations.

ii. It is expensive due to the materials and equipment that will be used.

Practical Biology and Effective Teaching

According to UNESCO (2015), it is acknowledged that many teachers

intuitively included the essential learning within their teaching and have long done

so. They recognized the need of knowledge skills at a particular subject.

Opportunities present by the particular or in the classroom are recognized and

used. T he research observed from the literature at hand that effective teaching of

biology can be sub-divided such as qualification of teachers teaching method

effective use of laboratory and mastery of the subjects. The science teachers

conference reported on Udeh [2016] stated that ‘if Nigeria teachers can cope

adequately with tasks of them they have to be well trained for their job. The

national conference maintained that if our education is to achieve the national

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objective well qualified trained, efficient, satisfied and educated teachers are

absolutely necessary. Opuh, Eze and Ezemagu (2018) conceived that it is not easy

to think of effective teaching of biology without qualified teachers for the work

force. Eze (2021) regretted that the lack of qualified teachers in the secondary

schools especially in the area of practical. It is often said that teachers is the hub of

any educational system for schools cannot be better than their teachers. This entail

that highly qualified teachers will impact better knowledge or higher standard

education on the students, Orjika (2016) Ajaelu in Opuh (2018) noted that

educationists had expressed that science teacher should possess a good

professional training and biology teachers are not exceptional.

Many researchers are of the opinion that the teaching method employed

during science classes contribute a lot to effective teaching of biology. Nnamonuh

(2018) stated that laboratory method is the method used in effective teaching and

learning of science subjects especially biology. It encompasses activities carried

out by an individual or a group for the purpose of learning. Okoye (2016) had

earlier opined that laboratory method of teaching should be investigated as an

approach so that this activity can provide student the opportunity of acquiring

process skills. Meregini (2015) reported that recent classroom observation studies

have shown that teacher’s instructional materials/methods were at variance with

the method implied in science curriculum. Accordingly, Nnamonu (2018) stated

 25

that laboratory and field work are central to the teaching of science. Without

laboratory method, teaching of science will be ineffective. Laboratory work should

be seen as a mean of relating science concept, enquiry process, observation and

interpretation of data.

Fafunwa in Ugwu (2015) observed that most teachers resort to the use of

lecture method not minding the lecture modification, the concept of education

while maintaining that the best learning is that which result from purposeful

practical activity. Ugwu (2015) suggested that teachers should use as many

techniques as possible to gain the attention and interest of the students. The teacher

should apply any method of motivation, so as to heighten the spirit of the students.

Laboratory method is inevitable in the teaching of biology. Nnamonu (2018)

advocated that teachers should be using laboratory method mostly in teaching to

avoid making biology largely a memory work. He further observed that schools

where the laboratory is effectively used significantly performed better in science

than others. In his own contribution, Okri was quoted by Uche (2016), as follows:

the techniques employed in impacting information to the students may have effect

in creating favorable or unfavorable impression about biology in the mind of the

students.

Another factor that affects effective teaching of biology is mastery of the

subject matter. Ugwu (2015) stated that the teachers whose attitude shows a wealth
 26

of knowledge at their finger tips about what they are teaching will restore

confidence on their students. Okoye (2015) stated that teachers’ knowledge of the

subject matter is another factor that contributes to effective teaching and learning.

A teacher who knows his subject matter very well uses his own language to teach

his students by using concrete examples to illustrate his points. Killdara (2017)

advocated that for effective teaching to occur the teacher should be very

knowledgeable with regards to their subject matter and this should be excellent use

of specific terminologies throughout the lesson. Similarly, Opuh, Eze and

Ezemagu (2018), asserted that the quality of a goof teacher is good mastery of the

subject matter. The teacher has to know everything concerning the subject. Eze

(2015) noted that some unskilled teachers abuse the use of teaching methods.

Keldare (2017) went further to stress that continuity from previous lesson s and

new information should be linked to previous learning. In light of the above, Ude

(2016), recommended that the place in which biology is to be taught is the

indispensable laboratory. It is essential for every teacher of biology to become

acquitted with teaching method that will help his students achieve their learning

objectives. In summary, teachers affect change in the society. These changes can

be affected if teachers themselves are well educated, competent industrious and

disciplined. It is also when the desired and desirable changes in the students

learning have been realized that the teaching of biology can be effective. Effective
 27

teaching and learning is dependent on the effectiveness on the quality of the

teacher.

Biology Practical and Effective Learning

It has been earlier deduced that effective learning is dependent on effective

teaching. It has also been noted in this work that biology practical occupy the

central position of effective teaching of biology. Hence it is also logical to state

that biology practical contributes to effective learning of biology. According to

Kuren, Zonntja, Navelle and Jeanne (2015), many students expressed their interest

and enthusiasm in practical exercise. It is well known that students who enjoy

science practical do well in science. Ude (2016) accepted that there is a positive

link between biology practical and effective learning of biology. Supporting her

idea, she quoted the ministry of education as saying that since biology is a science

subject; effort should be made to maintain reasonable extensive science equipment

coupled with suitable method of teaching. The researchers believed that students

attitude and interest towards practical classes contributes immensely to the

effective learning of biology. Karental, Ime, Smi and Henry (2015) have a similar

view. They opined that improving students based course. Karase, Hartley, James

and Mclus (2015) recommended that it’s particularly important to address these

issues (students’ interest and attitude to practical work). They further opined that

laboratory practical experience rank highly as contributing factor towards effective

 28

learning in science in general and biology in particular. Nnamonu (2018) declared

that students attitude towards laboratory work helps for effective teaching and

learning of science and improve academic performance of students. Consequently,

Cosbourne, Simon and Collins (2018) agreed that if the laboratory and practical

experience is accessible, it should play a major role in influencing students’

attitude and academic achievement. In fact, it can define students’ performance in

science. Hofstein and Lunette (2018) disclosed that a significant fact that continues

to reduce learning in the laboratory is the recipe-book style that limits students’

opportunity to experience ownership, creativity and development of effective

learning.

Uzel cited in Eze (2018) and Orjika (2017) stated that, practical agriculture

(similarly Biology) has positive effect on students motivation. He also maintained

that practical enhance both skills acquisition and the quality of learning because

the students can equally add their understanding by discussing about the work

done. Somi and Henry (2018), demonstrated that providing a constructively

laboratory experience resulted in higher mean grade and enhanced interest,

enjoyment and learning awareness. Anichebe (2017) in his study emphasized that

teachers must understand their students as individual knowing how they learn best

and how they may best transmit their skills and knowledge in order that the

students may e educated.

 29

Finally, practical laboratory experiences are unique to biology in that it

allows students to gain hands-on experience in the subject matter. It clearly

provides students with the opportunity to become highly engaged in the process of

learning and promote academic performance of students.

Biology Practical and Academic Performance

By providing students with practical laboratory lessons, that are

academically stimulated, students are more likely to engage meaningfully with

tasks and subsequently achieve higher assessment grades (Karen et al 2015).

Nevertheless, it was earlier observed by WAEC Chief Examiner (2018) that

academic performance of candidates in biology fell below expectation. The chief

examiner lamented that “there were many candidates who could not answer

correctly a single question in biology practical, in most cases, they have wild

guesses and guess unrelated answers that were sometimes unbiological. And also

the candidates were faulty in experimental procedures”. Students that neglect

practical work often encounter problems with questions that require some

mathematical skills, deductive reasoning, proper observation and interpretation of

data.

In addition, Sandbarey, Armstrong and Wischusen (2015), explained that

enquiry based practical offers students a more realistic experience where the

answer is not always predetermined and which requires students to come up with
 30

their own ideas from their own observation. Allan, Rob and Jonathan (2018)

complained that students who avoid practical classes are always frightened by

figures of graph during examinations and this made them not to understand the

figures for correct interpretations. Eze and Ezemagu (2018) observed with Adeleye

that schools which are involved in practical classes perform better in SSCE than

those that neglect practical work. As disclosed by Sandberg (2015), educators were

initially slow to change their methodologies in biology but with good result

(improved academic performance) and support from national science and

educational organizations, there is now progress (Myer and Burgess 2018). From

the above, it can be stated categorically that biology practical have a positive effect

on the academic performance of students in biology examinations.

Problems Associated with Conduct of Biology Practical

Inadequate Laboratory Facilities :- the absence of adequate laboratory facilities in

secondary schools has been a problem in teaching and learning of biology

activities. Ani and Eze (2017), established that students understand better when

they have practical experience, when the students perform experiments themselves

during practical for obtaining the correct result, they cannot only remember the

procedure involved but also feel proud of themselves for obtaining correct result. It
 31

is therefore essential that laboratory is properly equipped for the study of biology

activities, and the students should very much be allowed to use in the laboratory

since it is an established fact that they perform better when they partake in the

activities. Lunette (2018) noted that the laboratory helps students in making

accurate observation, devising hypotheses, finding the reasons for the results,

planning control and withholding judgment.

Time Management :- this affects the students in such a way that many candidates

out of nervousness and fear develop examination fever and this affect them badly.

Some students spend a lot of time in reading and thinking out answers to a

particular question at the expense of others. Students in their attempt to impress

their examiner become verbose thereby giving unnecessary details to some

answers and end up rushing through other questions. Tan (2018) reported that

students should note that practical biology questions usually require or call for

precise and direct answers.

Comparing and Contrasting Specimen :- comparing and contrasting the features of

one specimen with another are vital problem of biology methods in science study.

Students usually perform poorly in these tasks due to lack of the skills or lack of

technical know-how. The simplest and the most reliable method of comparison is

by use of tabulation. Comparing or contrasting features of specimen with those of

 32

another specimen means identifying and stating the similarities and differences

between on specimen and the other.

Drawing and Labeling :- biologists attach a lot of importance to making of

diagrams with correct labeling of the specimen under study in practical classes.

Tan (2018), reported that biology diagrams are different from those of fine art in

which artists are expected to make colorful artistic diagrams. In drawing and

labeling of biology specimen, the following are considered: size, proportionality,

title and view or perspective.

Observation :- observation is a vital aspect of practical biology. The importance of

close observation of specimen in a practical biology examination can never be

overemphasized. Candidates are expected to observe the specimen given to them

very carefully and critically without which, proper specimen’s identification, full

representation in drawing and realistic comparative analysis cannot be done.

Different reasons have been given to the problems relating to laboratory

work (Tan 2018). According to Benze and Hodan (2015), problems in laboratory

work arise when students blindly follow the instructions of the teachers. Some

researchers on the other hand claim that the laboratory instead of being a place for

science practical and experiments has become a place where tasks set by the

teachers are carried out. No attention is given to the method or purpose during

laboratory work, only the set tasks are carried out (Hurtegal 2021). Jimenz
 33

Alexander (2016), Wikinson and Wand (2017) have connected the problem with

laboratory work to a poor evaluation of the purpose of the tasks undertaken in the

laboratory.

The multiple purpose of the laboratory work has been subject of discussion

worldwide for many years. Multiple list of these purpose have been prepared for

different levels of education. Many of these list focus on carrying out experiments

through scientific methods and technical skills while some strongly emphasize

effective objectives others have dwelled on other purpose (Johnstone and Al-

Shuali 2021; Reid and Shah 2017). When university biology laboratory are

considered the general purpose of laboratory work may be:

 Supporting or strengthening theoretical knowledge

 Experiencing the pleasure of discovering and developing of the psychomotor

skills

 Teaching how scientific knowledge may be used in daily life.

 Increasing creative thinking skills

 Gains in scientific working methods and high thinking skills

 Developing communication skills

 Developing manual dexterity by using tools and equipment

 Allowing students to apply skills instead of memorizing (Bayraktar 2016).

Theoretical Framework
 34

General System Theory (GST)

This research employed the General System Theory (GST) as the theoretical

framework for the study. Higgs and Smith (2018) defined system theory as general

science of organization and wholeness. It can also be regarded as a philosophy that

claims that life is a system of which we are parts. The key assumptions in system

theory are: everything including human beings is a system of some sort (Higgs and

Smith 2018) and all systems are purposeful and goal directed. In other to achieve

goals of the system, all part of a system must work in harmony with one another

and their environment. The General System Theory (GST) was first developed by a

biologist Von Bertalnffy in (2018) his assumptions pertained primarily to the living

organisms, machines, galaxies and organizations. He postulated that part of a

system do not work in isolation, they work within a system. His postulation

countered a popular scientific view that a system a system could be understood

first by breaking it down into its components so that each component could be

studied and analyzed as an independent entity. And that the components could be

added in a linear fashion to describe the totality of a system. Bertalnffy (2018)

defined a system as set of elements standing in interrelation. System can either be

closed or opened. The school is an example of open system in which two or more

persons work together in a coordinated manner to attain common goals (Norlin

2015).
 35

All schools are open system though the degree of interaction with their

environment may vary. The school is a system with the following components,

environment inputs transformation process, output and feedback. The open system

is that type of system that receives input from the environment and releases the

output to the environments. Any change in the environment can profoundly impact

on the open system. Parts of the system interact together for the school system to

succeed or help locate the source of the problem and as a result find the solution.

This theory has been adopted for this study because the school is an example of the

social open system with goals to achieve excellence in all the subjects. One of the

major goals of biology teaching and learning in secondary schools is to equip

students with the necessary skills and attitudes of scientists that will propel to

undertake professional courses such as Medicine, Dentistry, Pharmacy, Nursing

among others in universities (Abugu 2015). However, this cannot be achieved

unless the parts/aspects of biology (theory and practical) work together as expected

to achieve the desired goal. With regards to this study, all aspect of biology

teaching and learning could affect the degree of performance of the students in

examination. If one aspect of the system is lacking, the effect will be negative but

if all the aspects of the system work together, meaningful learning will be achieved

with increase in the academic performance of the students.

 36

The impact of biology practical on secondary school students’ academic

performance means seeing the school as a system where teachers, students,

curriculum, teaching methods, laboratory facilities, and assessments are all

interconnected subsystems. Biology practical lessons form a vital part of this

system by providing hands-on experiences that reinforce theoretical knowledge,

improve understanding, and enhance retention. When the practical component is

strong—through well-equipped labs, sufficient materials, skilled teachers, and

structured experiments—it positively influences the entire educational system and

leads to improved academic performance. However, if the practical aspect is weak

or neglected, it disrupts the system’s effectiveness and results in poor

comprehension and lower student achievement. Therefore, GST shows that

improving biology practicals is not a stand-alone effort but a crucial adjustment

within the educational system that boosts the overall academic outcomes of

students.

Piaget's Theory

Piaget's theory of cognitive development is a comprehensive theory about the

nature and development of human intelligence. It was first created by the Swiss

developmental psychologist Jean Piaget (1896–1980). The theory deals with the

nature of knowledge itself and how humans gradually come to acquire, construct,

and use it. Piaget's theory is mainly known as a developmental stage theory. Piaget
 37

"was intrigued by the fact that children of different ages made different kinds of

mistakes while solving problems". He also believed that children are not like "little

adults" who may know less; children just think and say words in a different way.

By Piaget thinking that children have great cognitive abilities, he came up with

four different cognitive development stages, which he put out into testing. Within

those four stages he managed to group them with different ages. Each stage he

realized how children managed to develop their cognitive skills. For example, he

believed that children experience the world through actions, representing things

with words, thinking logically, and using reasoning.

To Piaget, cognitive development was a progressive reorganization of mental

processes resulting from biological maturation and environmental experience. He

believed that children construct an understanding of the world around them,

experience discrepancies between what they already know and what they discover

in their environment, then adjust their ideas accordingly. Moreover, Piaget claimed

that cognitive development is at the center of the human organism, and language is

contingent on knowledge and understanding acquired through cognitive

development. Piaget's earlier work received the greatest attention.

Child-centered classrooms and "open education" are direct applications of Piaget's

views.[5] Despite its huge success, Piaget's theory has some limitations that Piaget
 38

recognized himself: for example, the theory supports sharp stages rather than

continuous development (horizontal and vertical décalage).

Piaget’s theory to the impact of biology practical on secondary school students’

academic performance means recognizing that most secondary school students are

in the formal operational stage, where they begin to think logically about abstract

concepts but still benefit greatly from hands-on, concrete experiences to solidify

understanding. Biology practicals provide these concrete, active learning

experiences, allowing students to manipulate materials, observe outcomes, and

experiment, which helps them internalize and make sense of abstract biological

concepts. According to Piaget, this active involvement promotes meaningful

learning by linking what students already know to new experiences, thereby

enhancing comprehension and retention. If biology teaching relies only on

theoretical classroom instruction without practical activities, it may not align with

how students naturally learn and develop cognitively, leading to superficial

understanding and poor academic performance. Thus, applying Piaget’s theory

shows that integrating practical work into biology instruction directly supports the

way students think and learn at this developmental stage, improving their grasp of

scientific concepts and positively impacting their academic achievement.

 39

Related Empirical Studies

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 practical work. The procedures of

conducting practical work in biology were of great concern and more especially

the skills emphasized during practical work in biology lessons. The study also

examined the teachers and students attitude towards practical work in biology. All

these are done with view of identifying the problems and giving recommendations

that could guide practice and effective teaching and learning of practical work in

biology in particular and biology in general. 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 better apparatus, chemicals and materials and
 40

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 the area of students. The study recommended

that that NECO should assess students in as many skills in NECO biology

examination including simple aspects of experimental design. Hence the study is

similar to this present study in terms of design, methodology and subject but

differs in area of study, population, and method of analysis.

Also research work done by Nwagbo, Chukelu and Uzomaka (2015)

investigated the effect of biology practical activities on secondary school students

process skill acquisition in Abuja municipal Area council. The design of the study

was quasi experimental, specifically the pretest, posttest non-equivalent control

group design. Samples of one hundred and eleven senior secondary one (SS1)

biology students randomly drawn from two co-educational schools were used for

the study. An instrument known as science process skill acquisition test (SPSAT)

was used for data collection. The data collected were analyzed using mean,

standard deviation and Analyses of Covariance (ANCOVA) at 0.05 level of

significance. The result revealed that practical activity method was more effective

in fostering students’ acquisition of science process skills than the lecture method

of instruction. There was no interaction between method and gender on student

process skill acquisition. The study is similar to this present study in terms of
 41

design, methodology and subject but differs in area of study, population, and

method of analysis.

Opara (2014) carried out research in Owerri Municipal Council, Imo State,

to determine the effect of practical activities on students’ achievement in selected

difficult biology concepts, using a population of 300 SS II students, with a sample

size of 120 selected through stratified sampling. The study employed a non-

equivalent control group quasi-experimental design, with data collected using a

Biology Concept Achievement Test (BCAT) which had a reliability coefficient of

0.86. Data were analyzed using mean, standard deviation, t-test, and ANCOVA.

The findings indicated that students taught using intensive biology practical

activities performed significantly better and were able to overcome misconceptions

in difficult topics compared to their counterparts taught theoretically. Hence the

study is similar to this present study in terms of design, methodology and subject

but differs in area of study, population, and method of analysis.

Summary of Review of Literature

In this study science was defined as a way of investigating about events in

nature. And also as an objective, logical and repeatable attempt to understand the

principle and forces operating in the natural universe. Science was from Latin word

‘scientia’, to know. Good science is not dogmatic but should be viewed as an

ongoing process of testing and evaluation. On the other hand, biology was seen as
 42

the scientific study of living things. Biology is also a natural science concerned

with the study of life and living organisms, including their structure, function,

growth, origin, evolution, distribution and living organisms, including their

structure, function, growth, origin, evolution, distribution and taxonomy. As has

been noted before, Odigie (2021) explained that biology is the prerequisite subjects

for many fields of learning that contribute immensely to the technological growth

of the nation. This includes medicine, forestry, biotechnology etc. other various

aspects that were also extensively discussed under the conceptual framework

included

Theoretical framework was base on the General System Theory developed

by Von Bertalnffy in 2018. The theory maintained that everything including

human beings is a system of some sort and all systems are purposeful and goal

directed. In other to achieve goals of the system, all part of a system must work in

harmony with one another and their environment.

Finally in this chapter, related empirical studies were painstakingly reviewed

and acknowledged.
 43

CHAPTER THREE

RESEARCH METHODOLOGY

In this chapter, the researcher presents the procedure in carrying out the

study. This is presented under the allowing subheadings: Design of the study, Area

of the study, population of the study, Sample and sampling techniques, instrument

for data collection, Reliability of the instrument, method of data collection and

Method of data analysis.

Design of the Study

A descriptive survey research design was used for this study. According to

Nworgu (2013) survey is a study which aims at collecting data on, and describing

in a systematic manner, the characteristics, features or facts about a given

population. Such study is only interested in describing certain variables in relation

to the population. Ojo (2019) opined that survey is the best technique for obtaining

the necessary data from a group in which the sample drawn from the population

and their opinion will be used to generalize the opinion of the entire population.

Area of the Study

The study was carried out in Nkanu west Local Government Area of Enugu

state of Nigeria. The area is dominated by farms and petty traders. The area is

located in Enugu East senatorial district of Enugu state and the area is grouped
 44

under Agbani Education Zone of Enugu State. educational zone consists of three

Local Government Areas namely: Enugu South, Nanu West and Nkanu East.

Population of the Study

The population of this study comprises of the entire senior secondary students

offering biology in the twelve (12) public secondary schools in Enugu Nkanu West

L.G.A, Enugu State of Enugu. This is made up of three thousand four hundred and

fifty (3,450) students [Post Primary School Management Board (PPSMB)

2024/2025 school population].

Sample and Sampling Techniques

The sample size for the study consists of one hundred (100) students

randomly drawn from the five (5) schools out of twelve (12) public secondary

schools due to the much population in Enugu Nkanu west L.G.A, Enugu State.

Simple random sampling technique was used to select five schools out of the entire

twelve secondary schools, it was also used to sample out twenty (20) students each

from the five sample schools; bringing the sample to a total number of one hundred

(100) students respectively.

Instrument for Data Collection

The instrument employed for data collection was structured questionnaire.

The questionnaires consist of two sections. Section A was concerned with personal

information of the respondents while section B was concerned with the actual data
 45

needed for the study. The items were organized based on the research questions

that guided the study. The items on the questions have four response options to

which numerical values were assigned thus:

Strongly agreed (SA) = 4 points

Agreed (A) = 3 points

Disagreed (D) = 2 points

Strongly Disagreed (SD) = 1 point

The cut-off point was determined by finding the means of the nominal value

assigned to the scales. Thus

4+ 3+2+1 10
= =2.50
4 4

Mean Calculation

x=
∑ fx
N

Where x = mean

∑ = Sum of

F = Frequency

x = Score

N = Total number of the score.

 46

Validation of the Instrument

The instrument for this study was validated by three experts, two experts

from the Department of Science Education and one expert from measurement and

evaluation in the Department of Mathematics and Computer all in Faculty of

Education, ESUT Enugu. Their corrections were used to prepare before final draft

of the questionnaire. Based on their comments and suggestions, amendments were

made in the instrument before it was used to collect data.

Method of Data Collection

The questionnaires were administered personally by the researcher to the

students and were collected at the spot after their responses.

Method of Data Analysis

For the analysis of data collected, means and frequency counts were used.

Decision Rule the decision rule for the research questions was that item with a

mean of 2.50 and above was interpreted as agreed while any item with a mean

below2.50 was interpreted as disagreement to the item.

 47

CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
The data are presented and analyzed to provide answers to the research
questions that guided the study.
Research Question One
What impact do biology practical pose on the students’ academic
performance in biology in Enugu Nkanu West L.G.A, Enugu State ?
Table 1: Mean response from the respondents on the impact which biology
practical pose on students’ academic performance in biology.
S/N ITEMS STATEMENT SA A D SD N EF X Remark
X
1 Practical work stimulates 50 30 15 15 100 3353.35 Agreed
learners’ interest in biology.
2 Practical biology exposes 60 15 10 15 100 320 3.20 Agreed
students to acquiring skills.
3 Practical work makes teaching 30 40 10 20 100 280 2.80 Agreed
and learning easy and faster to
the students.
4 Practical work enhances 30 10 30 30 100 240 2.40 Disagree
students’ performance in d
biology.
5 Practical work promotes 10 20 40 30 100 210 2.10 Disagree
retention in students. d
Grand Mean 2.77 Agreed
In table 1 above, the researcher presents the responses by the respondents to

questionnaire item 1 to 5 in relation to first research question which sought to find

out the impact which biology practical pose on students’ academic performance in

biology.
 48

From the calculations made above, the first question has a mean score of

3.35 which is above the criteria mean of 2.50, the second and third questions have

a mean score of 3.20 and 2.80 respectively which are also above the criteria mean

of 2.50 and as such termed as agreed, then the fourth and fifth questions have the

mean score of 2.40 and 2.10 respectively which are below the criteria mean of 2.50

and as such termed as disagreed.

From the grand mean calculated which has a mean score of 2.77 which is

denoted as agreed, indicated that practical activities has a great impact on students

academic performance in biology.

 49

Research Question Two

What impact do teacher’s related factors pose on students’ performance in
biological practical in Nkanu West L.G.A, Enugu State ?
Table 2: Response from the respondents on the impact which teachers’ related
factors pose on students’ performance in biology practical.
S/N ITEMS STATEMENT SA A D SD N EFX X Remark

6 Poor teachers’ relationship 50 30 15 15 100 335 3.35 Agreed

affect students performance
in biology practical
7 Laziness of teachers affect 70 10 10 10 100 340 3.40 Agreed
students performance in
biology practical
8 Preparation of teachers 20 10 30 40 100 210 2.10 Disagreed
affect students positively
during practical
9 Truancy on the part of 30 10 40 20 100 250 2.50 Agreed
teachers affects student
performance in biology
practical
10 Lack of motivation from 15 60 10 15 100 275 2.75 Agreed
teacher affects student
interest in biology practical

Grand Mean 2.82 Agreed

In table 2 above the researcher presents the response by the respondent to

Question item 6 to 10 in relation to research Question two which sought to know

 50

the impact which teachers’ related factors pose on students’ performance in

biological practical.

Based on the calculations made above, the first question has a mean score of

3.35 which is above the criteria mean of 2.50, the second question has a mean

score of 3.40 which is also above the criteria mean of2.50, which are then termed

as agreed, the third question has a mean score of 2.10 which is below the criteria

mean of 2.50 which showed disagreed, then the fourth and fifth questions have the

mean score of 2.50 and 2.75 respectively which is above the criteria mean of 2.50

and also termed as agreed.

From the grand mean calculated which has a mean score of 2.82 which was

denoted as agreed indicated that among the effect to be considered, teacher related

factors has a great impact on students academic performance in biology.

 51

Research Question Three

What impact do school management factors pose on the practice of biology
practical towards the academic performance of students in biology in Nkanu West
L.G.A, Enugu State ?
Table 3: responses from the respondent on the impact which school management
factors pose on the practice of biology practical towards the academic performance
of students in biology.
S/N ITEMS STAATEMENT SA A D SD N EFX X Remark

11 Inadequate provision of 20 10 40 30 100 220 2.20 Disagreed

infrastructure affect the
effective practical activity
performance in school
12 Lack of proper supervision 50 25 15 10 100 315 3.15 Agreed
during practical affect students
performance in biology
13 Inadequate maintenances of 20 10 45 25 100 225 2.25 Disagreed
laboratory affects students
performance
14 Unavailability of instructional 40 10 30 20 100 270 2.70 Agreed
materials affects students’
performance.
15 Inadequate facilities affect 45 25 10 20 100 295 2.95 Agreed
students’ performance in
biology practical.

Grand Mean 2.65 Agreed

From table 3 above, the researcher presents the responses by the respondents

to items 11 to 15 in relation to research question three which sought to find the

 52

impact which school management factors pose on the practice of biology practical

towards the academic performance of student in biology.

From the calculations made above,the first question has a mean score of 2.20

which is below the criteria mean of 2.50,the second question has a mean score of

3.15 which is above the criteria mean score of 2.50,the third question has a mean

score of 2.25 which is below the criteria mean of 2.50 and then termed as

disagreed, the fourth and fifth questions has the mean score of 2.70 and 2.95

respectively which is above the criteria mean score and then termed as agreed.

Based on the grand mean calculated, which has a mean score of 2.65 which

was denoted as indicated that school management factors on the practice of

biology practical has an impact on the academic performance of students in

biology.

Summary of Findings

The following are summary of the major findings:

1. Laboratory practical has a great impact on students’ academic performance

in biology.

2. Teacher- related factors has a great impact on students’ academic

performance in biology.

3. School management factors on the practice of biology practical has an

impact on the academic performance of students in biology.

 53

CHAPTER FIVE

DISCUSSION, CONCLUSION, IMPLICATION, RECOMMENDATIONS

AND SUMMARY

In this chapter, discussion of findings, conclusion and recommendations were

discussed.

Discussion of Findings

The findings in table 1 which sought to find out the impact which biology

practical pose on the students academic performance in biology showed that

practical work makes teaching and learning easy and faster for the students. This

study is in agreement with the findings of Nwaodo (2018), which stated that

inadequate laboratory facilities reduces students’ interest in practical activities and

leads to poor academic performance. The finding also showed that practical

biology exposes students to acquiring process skills. It has link with the findings of

Ezemagu (2018), that biology practical activities is the scientific study of the life

and structure of plants and animals and their relative environment in real

experimental set up. The findings revealed that practical work assists students in

utilizing their knowledge and skills acquired in real field outside classroom. This

also has link with the finding of Ude (2017), that laboratory and field work are

central to the teaching of biology.

 54

The finding of table 2 which sought to find out the impact which teachers’

related factor pose on students performance in biology practical showed that poor

teaching relationship affect students performance in biology practical. This also

agreed with the findings of Ugwu (2017). That the use of practical activities to the

teaching of biology concept should therefore be a rule rather than an option to

biology teachers.

The finding also showed that poor preparation of teacher affect students

during practical. This has link with the finding of Agaelu in opuh (2018) that

science teacher should possess a good professional training and biology teachers

are expiations.

The finding in table 3 which sought to know the impact which school

management factors pose on the practice of biology practical towards the academic

performance of students in biology showed that adequate provision of

infrastructure affect student’s performance in school. This was made known by the

responses of the respondents hence indicating that inadequate provision of

infrastructure affect the students’ performance in school. This also has link with

the finding of Nwagbo (2018) that laboratory activities help to increase overall

quality of education of the student and also help the participants actively in

learning.
 55

The finding also showed that lack of proper supervision during practical

affect students’ performance. This agreed with the finding of Okonye (2022) that

the laboratory activities should be investigated in approach so that they can provide

students with the opportunity of acquiring process skill.

Conclusion

Based on the findings in this study, the following conclusions were drawn:

The study revealed that biology practicals significantly enhance the academic

performance of biology students in secondary schools in Nkanu West Local

Government Area of Enugu State. Students who actively participated in practical

activities demonstrated a better understanding of biological concepts, improved

problem-solving skills, and performed better in assessments compared to those

who relied solely on theoretical learning. Practical sessions helped bridge the gap

between theory and real-life applications, making the subject more engaging and

easier to comprehend.

Furthermore, the study concluded that the availability of laboratory facilities, the

competency of biology teachers in conducting practicals, and the frequency of

practical sessions are crucial determinants of students’ academic success in

biology. Schools with well-equipped laboratories and teachers who integrate

practical lessons into regular teaching schedules recorded higher student

performance levels.
 56

Finally, biology practicals play a pivotal role in enhancing students’

comprehension, retention, and overall academic achievement in the subject.

Therefore, improving laboratory facilities, training teachers in effective practical

teaching methods, and ensuring consistent hands-on activities are essential

strategies to boost biology performance among secondary school students in

Nkanu West L.G.A, Enugu State.

Education Implication of the Findings

The findings of this study have enormous educational implication for

parents, teachers, guidance counselor and school authorities, the implication are

discussed as follows.

a. Parents are encouraged to improve in the aspect of parent and child

relationship at home so as to develop the child’s personality and performance

in school activities. Beside parent ought to make some of the learning

facilities available in the home for their children so as to improve the

performance of the children.

b. Teachers are trained properly to be able to give maximum attention to invaded

child and activities on student academic performance.

c. Guidance counselors at all levels having known the inheritable importable of

achievement now stand in better position to append to school management

authorities to provides favorable learning environment for better knowledge of

 57

the student and also know how to counsel students that are emotionally

depressed.

d. School authorities having the knowledge of the practical work now stand in

good position to appeal to school authorities to provide basic learning

equipment for the students.

Recommendations

Based on the findings of the study, the following recommendations were

made.

1. The ministry of education as a matter of fact should ensure that learning

facilities are available in the school so as to make learning interesting to

students.

2. Parent should be enlightened on how the practical activities influence the

academic performance of the students.

Limitation of the Study

The below factor pose limitation finding of this study.

1. Insufficient Time: the time available to do the research was not sufficient

enough for the research work. This is because the starting period of the
 58

research was also scheduled for their normal school works at undergraduate

students. This limited the scope of the work.

2. The number of student used as sample for this study was limited due to the cost

of materials hence; they might not be a true representation of the entire

population under study.

Suggestion for Further Studies

The following suggestions are proffered for studies.

1. An elaborate replication of times study in a wilder geographical area using

larger sample size is very necessary

2. A research should be carried out to unravel other factor that could have

influence on student academic performance

3. Finally there is also need to carry out a research on the impact of practical

work on other secondary school in other area.

Summary

This research study started from chapter one which was titled introduction,

where the background of the study was discussed. In the background of the study,

biology was discussed as the study of living things and concerns itself with the

study of the structural, behaviour, distribution, the origin of plants, and animals

and their relationship with their environment

 59

Chapter one was a brief discussion on science, biology and biology pratical.

The purpose of the study was clearly stated as well. Research questions were

formulated in chapter one to guide the studies.

In chapter two, the researcher reviewed related literatures. The researcher adopted

the General System Theory (GST) and Piaget's Theory theory while empirical

studies talk about theory related to the present study.

In chapter three titled research method, the research design was discussed

where the survey research design was adopted. Also discussed was the area of the

study which happens to be Nkanu West Local Government Area of Enugu State.

The instrument of data collection was the questionnaire, the researcher also

discussed validation of instrument and method of data analysis.

In chapter four titled presentation and analysis of results, the researcher

presented the data designed along with the research questions and analyzed the

data using mean. Also, the researcher summarized the findings.

In chapter five titled discussions, conclusions and recommendations, the

researcher discussed the findings, concluded and gave some educational

implications of the findings. The researcher also made some recommendations and

discussed the limitations of the study and also made some suggestions for further

studies.
 60

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