Influence of Biology Practicals on Academic Achievement of Secondary School Students In the SS2 Level
Chapter One
Objectives of the Study
The main objective of this study is to examine the influence of biology practicals on the academic achievement of SS2 students. Specifically, the study aims to:
- Investigate the relationship between the frequency of biology practicals and students’ academic achievement in secondary schools.
- Determine the impact of biology practical work on students’ understanding and retention of biological concepts.
- Assess the challenges faced by schools in implementing biology practical sessions and their effects on students’ performance.
CHAPTER TWO
LITERATURE REVIEW
Conceptual Review
Science Education and Human Capital Development
Science education plays a fundamental role in human capital development by equipping individuals with critical knowledge and skills essential for national progress. It fosters innovation, problem-solving abilities, and scientific literacy, which are key drivers of economic growth and technological advancement (Abimbola, 2023). Through science education, students gain an understanding of the natural world and acquire competencies necessary for fields such as medicine, engineering, and environmental science (Akinwumi & Falemu, 2020).
Biology, as a core component of science education, significantly contributes to human capital development by enhancing students’ comprehension of life processes, ecosystems, and health-related knowledge. The subject serves as a foundation for careers in health sciences, biotechnology, and agriculture, which are crucial to sustainable development (Agbo, 2023). Research has demonstrated that students who engage in hands-on biology practicals perform better academically and develop stronger analytical skills compared to those who rely solely on theoretical instruction (Abidoye, 2021). Practical activities such as microscopy, specimen observation, and laboratory experiments help bridge the gap between abstract biological concepts and their real-world applications (Etiubon & Udoh, 2023).
Despite its significance, science education in many developing countries, including Nigeria, faces several challenges. These include inadequate laboratory facilities, lack of trained personnel, insufficient government funding, and poor curriculum implementation (Dike, 2021). These constraints negatively impact students’ comprehension and academic performance, discouraging them from pursuing careers in science-related fields and weakening the nation’s human capital base (Buba & Marcel, 2019).
Addressing these challenges requires targeted investments in laboratory infrastructure, teacher training, and curriculum reforms to enhance practical learning experiences. Strengthening the role of biology practicals in secondary education can help produce a scientifically literate workforce capable of driving national development (Abidoye, 2021).
CHAPTER THREE
METHODOLOGY
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Research Design
This study adopted a cros-sectional research design, which is a systematic investigation that quantifies data and generally applies statistical analysis. According to Saunders, Lewis, and Thornhill (2019), a quantitative approach is ideal for exploring patterns and relationships between variables, especially when dealing with large populations or when the research seeks to measure the impact of certain factors on specific outcomes. A survey research method was selected for this study because it allows for the collection of data from a large sample of respondents, making it appropriate for examining the relationships and factors that influence a specific phenomenon, in this case, the impact of practical activities on students’ academic performance.
Quantitative research designs are advantageous as they provide a precise, numeric, and unbiased interpretation of relationships, which is especially important when aiming to generalize findings to a larger population. The use of statistical tools allows for an objective analysis and helps draw reliable conclusions that can be validated through statistical inference (Creswell & Creswell, 2018). This approach aligns with the objectives of the study, which require measuring and analyzing the academic performance of students based on their involvement in practical biology activities.
Study Settings
The study was conducted in secondary schools within the Ilorin South Local Government Area (LGA) of Kwara State, Nigeria. Kwara State is an educational hub in the North-Central region of Nigeria, characterized by a mixture of urban and rural populations, which provides a broad range of educational contexts. The choice of this geographical area was influenced by the prevalence of a large number of public secondary schools within the locality, allowing for a diverse sample population. The varied educational backgrounds, socio-economic statuses, and access to laboratory facilities in this region make it an appropriate setting for examining the impact of practical activities on students’ performance.
The urban areas of the LGA are particularly relevant as they typically have better access to educational resources, including laboratory facilities, compared to rural areas. The mix of public and private schools within the area also provides the opportunity to assess the extent of difference in educational outcomes between different school types and teaching methodologies. Therefore, this setting was deemed suitable for this study, given its diverse educational environment and the availability of sufficient schools that participate in the practical-based teaching of biology.
Population of the Study
The target population for this study was secondary school students in the Ilorin South Local Government Area of Kwara State, Nigeria. The study specifically focused on senior secondary school students (SSS), which typically consists of students in grades 11 and 12. According to the local education authority, the total number of senior secondary students in the region is approximately 2,000. This large population was selected because senior secondary school students are at the critical stage of their education, preparing for the West African Senior School Certificate Examination (WASSCE), and their academic performance in science subjects such as biology significantly impacts their future academic and career paths.
The target population was chosen because they have already been exposed to biology practicals and are expected to have a certain level of academic maturity and experience with hands-on scientific activities. It is essential to focus on students at this level, as they are more likely to experience the direct impact of practical teaching methods on their academic performance, particularly in subjects that require practical assessments like biology.
CHAPTER FOUR
DATA PRESENTATION ANALYSIS AND DISCUSSION
Data Presentation
Demographic Distribution of Respondents
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
Summary of Findings
This study sought to examine the impact of biology practicals on students’ academic performance, understanding, and retention of biological concepts, as well as the challenges schools face in implementing these practical sessions. The investigation was guided by three specific objectives: 1) to explore the relationship between the frequency of biology practicals and students’ academic achievement, 2) to assess the impact of biology practicals on students’ understanding and retention of biological concepts, and 3) to identify the challenges schools encounter in implementing biology practicals and their effects on students’ performance. The findings derived from the study offer valuable insights into the role of practicals in biology education and highlight the obstacles that hinder their effectiveness.
The first objective aimed to investigate the relationship between the frequency of biology practicals and students’ academic achievement. The findings indicate a clear positive relationship between the frequency of practical sessions and students’ academic performance. Students who participated in regular biology practicals demonstrated better academic results compared to those who had fewer opportunities for practical engagement. This suggests that frequent exposure to hands-on practicals helps reinforce theoretical knowledge, thus improving students’ understanding and performance in both theoretical and practical exams. The data support the idea that biology practicals provide students with practical experiences that make learning more comprehensive and tangible, which subsequently enhances their academic outcomes.
The second objective was to determine the impact of biology practical work on students’ understanding and retention of biological concepts. The results of the study show that students who actively engaged in biology practicals had a better understanding of biological concepts and retained the knowledge more effectively. Practical sessions allowed students to connect abstract concepts from textbooks to real-world applications, making it easier for them to grasp complex biological principles. The hands-on nature of practical work helped students to internalize concepts by observing, experimenting, and directly interacting with the subject matter. This approach not only improved their comprehension but also made it easier for them to recall and apply what they had learned during assessments. Thus, biology practicals significantly contribute to deeper learning and enhanced memory retention.
The third objective of the study was to assess the challenges faced by schools in implementing biology practical sessions and their effects on students’ performance. Several obstacles were identified that hindered the effective implementation of practicals in secondary schools. The most significant challenge was the lack of adequate laboratory equipment and materials, which severely limited the frequency and quality of practical sessions. Schools that lacked sufficient resources were unable to conduct comprehensive practical experiments, thus limiting students’ opportunities to gain hands-on experience. Additionally, Insufficient funding for laboratory materials was another major issue, as it directly impacted the ability to provide students with the necessary tools and equipment for practical learning.
Another challenge was the limited time allocated for biology practical sessions within the school timetable. In many schools, practical sessions were not given sufficient time, which resulted in fewer opportunities for students to fully engage with the subject. This constraint on time also meant that students could not complete practical experiments in detail or explore complex biological concepts adequately. Large class sizes were also identified as a challenge, as it became difficult for teachers to manage practical sessions effectively. With many students in a single class, it was challenging to ensure that each student had an active role in the practical activities, thus reducing the overall effectiveness of the sessions. Furthermore, the lack of trained laboratory assistants or technicians in some schools hindered the quality of practical sessions. Without qualified personnel to supervise and guide students during practical work, the safety and educational value of the practicals were compromised.
The study also found that these challenges had significant effects on students’ performance. The lack of resources and time for practicals meant that students were not able to develop the necessary practical skills, which affected their performance in both theoretical and practical exams. Inadequate practical experiences hindered their ability to connect theory with practice, reducing the overall quality of their learning. This gap in practical knowledge and experience also led to lower confidence in conducting experiments, which further impacted students’ academic achievement in biology.
Conclusion
The results of the hypotheses tested in this study reinforce the critical role of biology practicals in enhancing students’ academic performance and understanding of biological concepts. The first hypothesis, which examined the relationship between the frequency of biology practicals and students’ academic achievement, was supported by the data, showing a significant positive correlation between practical participation and academic success. This highlights the importance of regular exposure to practical sessions in reinforcing theoretical knowledge and improving overall performance.
The second hypothesis, which investigated the impact of biology practicals on students’ understanding and retention of biological concepts, also yielded significant results. The findings demonstrate that students who actively engaged in practical activities exhibited a better understanding of biological principles and retained the information more effectively, emphasizing the value of hands-on learning in science education.
Lastly, the third hypothesis, which addressed the challenges faced in implementing biology practicals and their effects on students’ performance, revealed significant issues such as inadequate resources and time constraints. These barriers negatively affected students’ ability to fully benefit from practical sessions, ultimately impacting their academic achievement. Overall, the study underscores the need for improved resources, better time management, and enhanced teacher training to optimize the effectiveness of biology practicals in secondary schools.
Recommendations
Based on the results from the hypotheses tested, the following recommendations are proposed:
- Increase the Frequency of Biology Practicals: The study indicates a significant relationship between the frequency of biology practicals and students’ academic achievement. Therefore, it is recommended that schools increase the frequency of biology practical sessions, ideally making them a regular part of the curriculum. This will provide students with more opportunities to engage with the material hands-on, thereby reinforcing their understanding and improving academic performance.
- Improve Laboratory Resources and Facilities: The findings reveal that inadequate laboratory equipment and funding pose significant challenges to implementing effective biology practicals. Schools should prioritize investment in laboratory resources, ensuring they are equipped with the necessary tools and materials to conduct practical sessions effectively. Collaborating with local organizations or seeking government support could help address the financial constraints faced by many schools.
- Enhance Teacher Training: The study highlights the importance of trained laboratory assistants and teachers in conducting practical sessions. It is essential for schools to invest in continuous professional development for biology teachers, ensuring they have the necessary skills to manage practical sessions effectively. Regular workshops, seminars, and training programs should be organized to keep teachers updated on modern teaching methods and the latest advancements in biology education.
- Address Time Constraints for Practical Sessions: Insufficient time allocation for biology practicals was identified as a key barrier in the study. Schools should review their timetables to ensure that adequate time is allocated for practical sessions. Additionally, schools should consider integrating practical work into the broader curriculum, allowing students to apply their knowledge in real-world contexts and better retain the information.
- Reduce Class Sizes for Practical Sessions: Large class sizes were found to negatively affect students’ participation in biology practicals. To enhance the effectiveness of practical sessions, schools should consider reducing class sizes or organizing students into smaller, manageable groups. This will ensure that each student has ample opportunity to engage in hands-on activities and receive personalized attention from teachers, leading to improved academic outcomes.
Limitations of the Study
One of the key limitations of this study is the reliance on self-reported data, which may be subject to biases such as social desirability or inaccuracies in recall. Participants may have responded based on what they believe is expected of them rather than their true experiences. Additionally, the study focused solely on secondary school students, and the findings may not be generalizable to students in other educational levels or regions. Another limitation is the cross-sectional nature of the study, which only captures data at a single point in time, limiting the ability to conclude long-term trends or causal relationships. The sample size, though adequate, was restricted to certain schools, which may not represent the broader population of secondary schools. Finally, the study did not account for some external variables, such as socioeconomic status or teacher experience, which may influence the implementation of biology practicals and students’ academic performance. These factors could provide further insight into the dynamics of biology practicals in schools.
References
- Abidoye, F. O. (2021). Effect of laboratory practicals on senior secondary school students’ performance in biology in Ilorin South LGA, Kwara State. Eurasian Journal of Science and Environmental Education, 1(1), 43-49.
- Abimbola, I. O. (2023). Philosophy of science for degree students. Bamitex Printing and Publishing Enterprise.
- Bell, E., Bryman, A., & Harley, B. (2019). Business research methods (5th ed.). Oxford University Press.
- Bernard, H. R., & Ryan, G. W. (2019). Analyzing qualitative data: Systematic approaches (2nd ed.). Sage Publications.
