CHAPTER ONE INTRODUCTION
1.1 Background of the Study
The school's scientific laboratory offers a variety of departments (Biology, Chemistry, and Physics) as well as a long history (from 18th century physics investigations to 21st century biotechnology procedures). Scientific activity has changed through time in terms of its practical elements. New technology infrastructures have been incorporated, interdisciplinary research has become more common, and scientific knowledge applications continue to expand and intersect with the workings of society. School science investigations have lagged behind in general. Attempts should be made to bring educational science up to date with current scientific practice (Bell, 2004b; Lemke, 1992). This includes demonstrating how empirical research fits into the larger fabric of knowledge work associated with specific disciplines—interacting with primary literature, communicating research through 28 presentations and publications, and applying laboratory-derived knowledge to societal issues as needed—among other things. At the start of the twenty-first century, we are entering a new era of scientific education reform both the content and practice of scientific learning and instruction are being studied, and new standards are being developed to define and rejuvenate science education (National Research Council, 2005; AAAS, 1990; Millar & Osborne, 1998; Bybee, 2000). The secondary school laboratory is considered to be in good condition. Sturman et al. (2008) found that students in England are more likely to spend more time doing experimental learning in science laboratories, and science teachers are more likely to have a hands-on approach to teaching. Abimbola (2001) one of the great concerns in the laboratory in the area of science is the availability of facilities and instructional material. Lujara (2008) reports that many schools depend on neighbor schools to conduct practical work for their students’ whichis not enough for students to gain practical skills because of time factors. Laboratory has been discovered to be scientific workshops where practical activities are carried out to develop a deeper understanding of science concepts and ideas (Seweje, 2000). They've also been discovered to be a main vehicle for boosting formal reasoning abilities and student understanding, resulting in improved student learning outcomes. (Ogunleye2002). Although the local authorities tried rebuilding laboratories in secondary schools but still the number of graduates of science student decrease and the majority of the student having a poor performance in science practical.
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1.2 Statement of the Problem
Both stakeholders, including parents, teachers, educators, science education experts, the community, and the general public, are concerned about the success of the science students Despite the efforts of science instructors, many students continue to do poorly in science. In South Sudan the performance of science students in practical science subjects (Biology, Chemistry and Physic) in National Examinations was very poor, the following data shown that in 2017 the science practical performance was 70% failed, 2018 was 68% failed and in 2019 was 72% failed (Ministry of Education annual report) the question has been raised about levels of laboratories (Status of laboratory), the effective uses of laboratories, teachers technicians, especially with the continued decline in the performance of the science students in science practical.
Many studies similar to science laboratories has been conducted in different countries for example in Nigeria Omiko (2015 in Pennsylvania State Hofstein (2004) but no literature found in South Sudan about the impact of uses of the laboratory on the students’ practical performance, other study they focused on general performance, hence the current study focused on the practical part, because the practical part is directly linked to the exam. If the issues of practical performance are not treated the students’ will continue learning science practical poorly.
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CHAPTER TWO LITRATRUE REVIEW
2.1 The Concept of laboratory
Ottander and Grelsson (2006) the aim of the laboratory is to deliver students with conceptual and quantitative knowledge that will assist them in studying scientific ideas. Laboratory study is an opportunity for students to observe research with substantive learning that will improve their logical thinking skills and promote their interest in and attitude toward science. The laboratory has been defined by (Omiko 2007) “A laboratory is a room, or building or a special period equipped and set apart for practical or experimental studies to take place” the use of laboratory and scientific equipment student can able to translate theoretical things into practical term thereby enhancing their understanding of the students’.
Yara (2010) investigate that, the use of laboratory and scientific equipment in teaching and learning science helps the students to understand more by doing than what they hear. Bybee (2000) emphasizes that the subject should use approach and practice to analyze phenomena in order to solve a specific problem, rather than practicing a specific process or methodology. Moreover, the traditional method is guilty of reducing the interest and retention of the science teacher which may lead to poor learning and performance. So, using laboratory helps to increase students’ performance and promote retention of psychomotor skill in science subject.
Bennett et al. (2003-2007) the implication of using laboratory and scientific equipment help the students on understanding science subject that led to the Good performance. the use of laboratory is important because the use of such approach in science teaching has been one of the more significant shifts in the science teaching over two last decades, particularly in eleven to eight mean, for example, science students need practical more than theories, to understand the topic well and perform better(Lunetta et al., 2007) laboratory and scientific equipment is the primary means of science instruction, helps the student to enhance problem-solving confidence and improve academic achievement.
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2.2The Nature of Laboratory & Important of Practical Work on Students Performance
According to Joshi (2008) laboratory method is important because it effective science teaching method and its result help the student to understand complex abstract and give the student opportunity in any science process which led to improving students’ performance as well. Onyesolu (2009) due to a lack of or inadequacy of laboratory equipment in classrooms, students are limited. From this perspective, contemporary, unconventional laboratories are required so that students can conduct numerous experiments at any time and in safe settings. Besides, the use of laboratory and scientific equipment in science is an important component of the science learning process to acquire necessary skills and can help reinforce and deepen conceptual understanding of the content which may lead to an improvement in students’ performance.
(Alebiosu, 2000; Onipede, 2003) they came to the conclusion that many schools lacked enough science instruments. (laboratory facilities) which makes the students fail to acquire science practical skills because their teacher was unable to conduct a practical experiment as they would like to this situation can make the student develop bad interest in practical works.
Hofstein and Lunetta (2004) stated that; the use of equipped laboratory and scientific equipment involves the students in observing or manipulating real objects and materials which develops students understanding of scientific concepts, and improves their competence and cognitive skills of the student. Aladejama and Aderbigbe (2007) the use of equipped laboratory and scientific equipment help the student to interact, illustrate materials given in theoretical class, and develop high interest for students.
Hofstein (2004) reported that student has a lot of benefit from the use of laboratory and scientific equipment which increase student interest and ability in science subject. According to Watson (2000), realistic work in secondary school is one of the most common ways to facilitate detailed observation and careful tracking, to make phenomena possible, to keep students interested, and to foster a rational and reasoning approach.
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3.1 Research Design .................................. 25
3.2 Population & Sampling ........................................... 26
3.3 Data Collection and Instrument ........................... 34
CHAPTER: FOUR FINDINGS...................34
4.1 The Mean Result for Mock Examination for Each School ................................ 34
4.2 Teacher Qualification ........................... 35
CHAPTER: FIVE CONCLUSIONS AND RECOMMENDATIONS ............................. 53
5.1 Summary of the Findings .................... 53
5.2 Conclusions ...................................... 53
CHAPTER: FOUR FINDINGS
4.1 The Mean Result for Mock Examination for Each School
Table: 4.1 below represent the mean score result of each School, and the maximum and minimum mean result for science subject for each school, the result is only for senior four, this because senior four is the only class that have uniform mock exam so that researcher can able to measure their practical performance. The performance of the students in 10 secondary schools is not very high only three schoolshad a highest performance of mean score, 19.12, 18.50, and 18.40, Yapa, Standard and Yei secondary school respectively.
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CHAPTER: FIVE CONCLUSIONS AND RECOMMENDATIONS
5.1 Summary of the Findings
The study found that there is a substantial difference in science practical output among students who are exposed to varying frequency of laboratory use. There is significance different between students mean score of science practical of the students’ exposed to well-equipped-laboratory and students’ who exposed to less-equipped. Therefore, the level of laboratory plays a significant role of determining students’ practical performance. There was significance different between the extent (time) in which the students used laboratory and students practical performance. The mean score result for 10 secondary schools is equal 16.53, the minimum result is equal 8.0 and the maximum result is equal 25.0 out of 30 total marks in science practicals. Four schools was having well-equipped-laboratory and sixth schools was less-equipped laboratories. The total of 100 % represent the respondents from the Ten (10) secondary school says that they have access to science laboratories, the result also shows that the total of 100 % of the technician teachers they didn’t have any training in-service from Government or any other organizations although 60 % were not graduated from the school of Education only 40 % were a graduate of schools of education from different universities in South Sudan. 73 % were Male teacher and 27 % were female teacher. In all these secondary schools teachers had experience between one and five years of experience.
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