TITLE PAGE

PROVISION AND MANAGEMENT OF BIOLOGY

LABORATORY RESOURCES IN COLLEGES OF
EDUCATION IN SOUTH EASTERN NIGERIA

BY

UKAEGBU, CHILEE GLORY

PG/M.ED/09/51563

A Project Report Submitted to the Department of

Science Education, University of Nigeria, Nsukka; in
Partial Fulfillment of the Requirement of the Award of
Masters’ Degree in (Science) Education (M.ED)

JULY, 2012

i
Approval Page

ii
 CERTIFICATION PAGE

Ukaegbu, Chilee Glory, a postgraduate student of the Department of

Science Education, University of Nigeria, Nsukka with Registration Number

PG/M.ED/09/51563 has satisfactorily completed requirements for the award

of Masters’ Degree in Science Education

The work embodied in this thesis is original and has not been

submitted in part or in full for another degree of this or any other university.

____________________ ____________________

Ukaegbu, Chilee Glory Dr. Nwagbo, C. R.

Student Supervisor

iii
 DEDICATION

This work is dedicated to all lovers of what is good and righteous.

iv
 ACKNOWLEDGEMENTS

I remain very grateful to JEHOVAH GOD for his infinite mercies throughout the

period of this work. My profound gratitude and appreciation goes to my supervisor, Dr.

C. R. Nwagbo, who is also the Head of Department, Science Education, University of

Nigeria, Nsukka for her immense supervisory guidance and counseling; materials

provision, time management, encouragement and prompt attention given to me while this

research work was in progress. She never delayed my file despite her tight schedule. She

is cherished for being a mother.

I am gratefully indebted to Dr. J. J. O. Ezeugwu; Dr. B. C. Madu; Prof. A.

Ali; .Dr. K .O. Usman and Dr. V. Ejere; whose contributions in one way or the other

helped to the actualization of this research project.

My deep appreciation goes to my parents: Mr. Ukaegbu Chinegbo and Mrs.

Ukaegbu Gift Fester, who have been the bedrock of my achievement. I also owe

immeasurable gratitude to my five younger ones, Onyekachi, Nkeonyediriya,

Chukwuemeka, Chigozirim and Amauche whose all round support contributed to the

success of this study.

I am grateful to 2009 postgraduate students in measurement and evaluation who

in one way or the other contributed to the success of this work. They include: Hungwa
Shidi; Tony; Mike; Mrs. Rukop; Ugwuanyi Christian; Zakka John; Udom, Emeka;
Chibuogwu; Anyanwu Ozioma, Eze Blessing; Okafor Nneka together with lots more
whose names could not be mentioned. May God bless you all.
I am most grateful to the families of Mr. and Mrs. Samuel and Mr. and Mrs. Nnachi
together with my friends; Nkemjika Uche; Chinyere; Kindness; Endurance; Faithful
Chuks; Nnanta Happy; and all members of Elegant Braids in Port-Harcourt. All your
efforts are highly appreciated. May Jehovah reward you all abundantly as your heart
desires.

v
 TABLE OF CONTENTS

Content -----------------------------------------------------------------------------------------Pages

Title Page ----------------------------------------------------------------------------------------------i

Approval Page ---------------------------------------------------------------------------------------ii

Certification -----------------------------------------------------------------------------------------iii

Dedication--------------------------------------------------------------------------------------------iv

Acknowledgment ------------------------------------------------------------------------------------v

Table of Contents -----------------------------------------------------------------------------------vi

List of Tables -----------------------------------------------------------------------------------------x

Abstracts ---------------------------------------------------------------------------------------------xi

CHAPTER ONE: INTRODUCTION----------------------------------------------------------1

Background of the Study ---------------------------------------------------------------------------1

Statement of the Problem ---------------------------------------------------------------------------9

Purpose of the Study -------------------------------------------------------------------------------10

Significance of the Study -------------------------------------------------------------------------11

Scope of the Study ---------------------------------------------------------------------------------13

Research Questions --------------------------------------------------------------------------------13

CHAPTER TWO: LITERATURE REVIEW ----------------------------------------------14

Conceptual Framework ----------------------------------------------------------------------------15

 Nature of biology: -------------------------------------------------------------------------15

 Biology Laboratory Resources (BLR) -------------------------------------------------17

 Provision of Resources -------------------------------------------------------------------25

 Factors militating against effective provision and utilization of BLR--------------27

vi
  Management of Biology Laboratory Resources (MBLR) ---------------------------30

 Factors that militate against effective management of BLR ------------------------33

Theoretical Framework ----------------------------------------------------------------------------36

 Taylor’s Theory of Scientific Management--------------------------------------------37

Empirical Studies ----------------------------------------------------------------------------------40

 Effects of utilization of Biology Laboratory Resources (BLR)

on students’ performance in biology ---------------------------------------------------40

 Effects of poor Management of Biology Laboratory Resources

(MBLR) on students and teachers ------------------------------------------------------44

 Factors that militate against the provision and utilization

of resources for Teaching and learning biology --------------------------------------48

Summary of Literature Review ------------------------------------------------------------------51

CHAPTER THREE: RESEARCH METHOD----------------------------------------------54

Design of the Study --------------------------------------------------------------------------------54

Area of the Study -----------------------------------------------------------------------------------54

Population of the Study ---------------------------------------------------------------------------55

Sample and Sampling Technique ----------------------------------------------------------------55

Instrument for Data Collection -------------------------------------------------------------------56

Validation of Instrument --------------------------------------------------------------------------58

Trial testing of the Instrument --------------------------------------------------------------------59

Reliability of the Instrument ----------------------------------------------------------------------59

Method of Data Collection ------------------------------------------------------------------------60

Method of Data Analysis --------------------------------------------------------------------------61

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CHAPTER FOUR: PRESENTATION OF RESULT -------------------------------------62

Research Question One ----------------------------------------------------------------------------

62

Research Question Two ---------------------------------------------------------------------------65

Research Question Three --------------------------------------------------------------------------

67

Research Question Four ---------------------------------------------------------------------------70

Research Question Five ---------------------------------------------------------------------------72

Summary of Findings of the Study --------------------------------------------------------------75

CHAPTER FIVE: DISCUSSION, CONCLUSION AND SUMMARY ---------------77

Discussion Based on the Five Research Questions --------------------------------------------77

Conclusions Reached from the Findings of the Study --------------------------------------- 88

Educational Implications of the Findings of the Study --------------------------------------- 89

Recommendations --------------------------------------------------------------------------------- 94

Limitations of the Study -------------------------------------------------------------------------- 96

Suggestions for Further Research/Study ------------------------------------------------------- 97

Summary of the Study ---------------------------------------------------------------------------- 98

REFERENCES --------------------------------------------------------------------------------- 102

APPENDICES ---------------------------------------------------------------------------------- 108

A: Provision of Laboratory Assistants/Technologists in Anambra State ----------------- 108

B: Provision of Biology Laboratory Materials in Secondary Schools -------------------- 109

C: Biology Students’ Performance in WASSCE from 2006-2009 -------------------- ----111

viii
D: Performance of Biology Students in WASSCE from 1999 to 2001 ------------------- 112

E: Teacher to Student Ratios in Anambra State --------------------------------------------- 113

F: Names of COE in SEN and their states of location ---------------------------------------114

G: Summary of Population of the Study ------------------------------------------------------ 115

H: Sample for the Study ------------------------------------------------------------------------ 116

I: Questionnaire --------------------------------------------------------------------------------- 117

J: Reliability Statistics --------------------------------------------------------------------------- 124

K: Decision Rule --------------------------------------------------------------------------------- 127

L: Summary of Questionnaires Retrieved from the Respondents ------------------------- 128

M: NCCE ------------------------------------------------------------------------------------------129

N: Summary of Analysis using SPSS Version16 --------------------------------------------- 133

ix
 LIST OF TABLES

Table 1: Percentages and Ranks of Biology Laboratory Resources Availability

Assessment Inventory (BLRAAI) --------------------------------------------------62

Table 2: Mean, Standard Deviation and Rank of Adequacy of Biology

Laboratory Resources Provision Inventory (ABLRPI) -------------------------65

Table 3: Mean, Standard Deviation and ranks Biology Laboratory

Resources Utilization scale (BLRUS) -------------------------------------------- 68

Table 4: Mean, Standard Deviation and Ranks of Biology Resources

Utilization Constraints Assessment Inventory (BRUCAI) --------------------------70

Table 5: Mean, Standard Deviation and Ranks of Biology Laboratory

Resources Management Assessment Scale (BLRMAS) ---------------------------- 73

x
 Abstract

The study investigated the provision and management of Biology Laboratory Resources
(BLR) in Colleges of Education (COE) in South Eastern Nigeria (SEN). Five research
questions guided the study. It sought to find out biology laboratory resources available in
COE, the extent of adequacy in the provision of BLR in COE and the extent of utilization
of BLR by teachers and students. It also tried to find out factors militating against
effective provision, utilization and management of BLR as well as strategies for
enhancing the provision and management of BLR in COE. Descriptive survey research
design was employed for the study and a sample of 359 final years NCE biology students,
41 lecturers and 6 laboratory assistants/technologists totaling 406 respondents were used
for the study. The instrument used for data collection was a researcher developed
questionnaire tagged Questionnaire on Provision and Management of Biology Resources
(QPMBR). The questionnaire has 200 items. Descriptive statistics including percentages,
mean and standard deviation were used to answer research questions while ranking was
used to ascertain the relative position of the items in their order of priority/effect. It was
revealed from the study that, 88% of BLR are available in biology laboratories such as
interactive white boards, prepared slides, chemicals, textbooks, beakers, flasks of
different types, microscopes, first aid box, hand lens, maps, models, computers,
dissecting kits, fire extinguishers, thermometers, insect nets, bell jars, incubator, water
baths, freezers and lecturers as well as students. The study also revealed that biology
laboratory resources are not adequately provided for in COE. Additionally, due to
inadequacy in the quantity and quality of BLR provided to COE, students and lecturers
find it difficult to utilize BLR effectively. Different factors ranging from inadequate fund;
over enrollment of students into COE; inadequacy in quantity and quality of human and
material resources; lack of storage facilities; lack of supervision; lack of proper
documentation and logistics together with ignorance on the proper usage of resources due
to lack of training were found to militate against provision, utilization and management
of BLR in COE. Based on the above problems, it was recommended that biology
departments should be adequately funded; staff, students and laboratory
technologists/assistants should be adequately trained on proper management and
improvisation of BLR; appropriate storage of material resources; provision of accurate
records/logistics; replacement/repair of damaged/faulty laboratory materials; appropriate
planning, implementation, supervision, monitoring and evaluation of all biology
laboratory utilizers among others were suggested as strategies for improving provision
and management of BLR in COE.

xi
xii
PROVISION AND MANAGEMENT OF BIOLOGY
LABORATORY RESOURCES IN COLLEGES OF
EDUCATION IN SOUTH EASTERN NIGERIA

BY

UKAEGBU, CHILEE GLORY

PG/M.ED/09/51563

DEPARTMENT OF SCIENCE EDUCATION

FACULTY OF EDUCATION
UNIVERSITY OF NIGERIA, NSUKKA

JULY, 2012

xiii
PROVISION AND MANAGEMENT OF BIOLOGY
LABORATORY RESOURCES IN COLLEGES OF
EDUCATION IN SOUTH EASTERN NIGERIA

BY

UKAEGBU, CHILEE GLORY

PG/M.ED/09/51563

A PROJECT REPORT PRESENTED TO THE

DEPARTMENT OF SCIENCE EDUCATION
UNIVERSITY OF NIGERIA, NSUKKA

SUPERVISOR: DR. NWAGBO, C. R.

JULY, 2012

i
 CHAPTER ONE

INTRODUCTION

Background of the Study:

Science education is a veritable tool for scientific and technological advancement

of any nation. It is in realization of this fact that the Federal Government of Nigeria stated

in the National Policy on Education (Federal Republic of Nigeria (FRN), 2004) that

science education should among other things equip students to live effectively in our

modern age of science and technology. To achieve this, resources for science teaching

and learning in Colleges of Education (COE) must be adequately provided for and

judiciously managed. Effective teaching and meaningful learning of science subjects,

biology inclusive at colleges of education level depend to a large extent on the

availability and management of both human and material resources.

Resources according to Hornby (2008) are supplies of something that a country,

organization or an individual has and can use especially to increase wealth. Nweke

(1999) agreed that resources are all human, financial and material available in the

institution or organization which is used as inputs in production. Biology laboratory

resources can therefore be said to be supplies of teachers, learners, laboratory

assistants/technologists, instructional materials and other necessary devices provided to

the school to increase wealth of knowledge which gives help, support or comfort when

the need is appropriately implemented.

Biology laboratory resources had been categorized into two namely: human and

material resources. Human biology laboratory resources in colleges of education

ii 1
comprise all human beings or resourceful individuals who in one way or the other aid

effective utilization of material resources in biology laboratories. These human resources

include teachers, learners, resource persons, laboratory assistants and technologists

together with other non-professional personnel (Okoli and Osuafor, 2010). They make up

the workforce of biology departments in colleges of education that aid the effective

management of biology laboratory material resources.

Biology laboratory material resources also bear educational terminologies like:

instructional materials, teaching materials, educational media, teaching aids, instructional

facilities and instructional media. Chimezie, Ike and Iwu (2002) pointed out that these are

devices which present a complete body of information and largely self supporting rather

than supplementing in the teaching learning process. Educational material resources are

those things which are manipulated, seen, heard, read or talked about plus instruments

which facilitate such activity (Okafor, 2000). Such material resources Okafor continued

are both tools for teaching and avenues for learning. They include textbooks,

chalkboards, model/mork-ups, television, radio and other projected as well as non

projected devices. Material resources whether they are real or representations, their main

purpose is to improve the quality of teaching and learning. Specifically, the objectives of

utilizing biology laboratory resources in colleges of education as summarized by

Chimezie, Ike and Iwu (2002) include:

 To stimulate and sustain learners’ interest.

 To encourage active participation of the learners.
 To economize time.
 To control large group of learners at the same time.
 For easy assimilation of facts.
 For easy understanding of lessons.
 For easy recall of stored information.
 To expose students to opportunities in the field of biology and its related courses.

iii
  To prepare students for varied future occupations.

Based on the above objectives listed, Biology education as a basic science subject

(together with physics and chemistry) in colleges of education curriculum is designed to

produce graduate teachers who may or may not take up biology as their professional job.

It is a branch of knowledge that deals with living organisms and their vital processes

(Wikipedia, 2007). Biology as a science subject employs the use of all sense organs

which include olfactory (smell), gustatory (taste), auditory (hearing), kinesthetic (skin),

and optical (seeing) of which only the application of theory in teaching and learning

could not yield 100-percent accuracy without the use of laboratory resources (Okeke,

1995). Thus, effective teaching and learning of biology in colleges of education with the

use of laboratory resources is very necessary if biology education programmes must

gainfully achieve stated objectives. Education is a system deliberately designed to equip

individuals (undergraduate students in colleges of education) with the desired knowledge,

skills and attitudes which will help them live worthy and happy lives in the society

(Nwafor, 2007). Imogie (2010) argued that teaching has not taken place if permanent

changes in behaviours have not been observed. Biology education imparts scientific

knowledge to the learners if studied with appropriate material resources by qualified

human resources. This calls for educational innovations in the content, methodology,

principles, instructional materials as well as management techniques-designing, ordering,

documenting, storing and safety of Biology Laboratory Resources (BLR). Where does

effective teaching and learning of biology takes place and why?

The study of biology education in colleges of education takes place in

laboratories. This is due to the usage of material resources stocked in the laboratories to

iv
dispense lectures not only during practical classes but also during normal classroom

teaching. Biology education adopts laboratory method of teaching. The laboratory

method is an individual or group activity involving two-way approach namely: the

exercise approach and the experimental approach. Okoli & Osuafor (2010) pointed out

that this method offers students the opportunity to develop scientific skills and attitude

such as objectivity, communication, questioning, formulating hypothesis, analyzing data,

critical thinking, carefulness, open-mindedness, make inference and analyze data.

Scientific skills can only be effectively developed if biology laboratory management is

effectively coordinated. Biology Laboratory management is regarded as those complex

activities that involve planning, organizing, directing and co-ordinating human and

material resources of the biology laboratory in a manner conducive to scientific

investigation (Okoli & Osuafor 2010). Maduabum opined that a common challenge in

biology teaching and learning is insufficient laboratory materials. This challenge

according to Maduabum has contributed to the inadequacy in the provision and poor

management of available resources.

The teaching and learning of biology is faced with many challenges. Amongst

such challenges are population explosions into higher institutions (COE). Imogie (2010)

stated that increase in the number of students’ enrollment into science courses in colleges

of education have affected teaching methods designed for such courses. Due to increase

in the number of undergraduate teachers into COE, limited number of qualified

teachers/lecturers has been forced to reduce time allotted to biology practicals to

compliment other lectures and departmental responsibilities. Biology laboratories built

since 1970s with maximum of 20 students in view now accommodates more than 200

v
students; no wonder lecturers have adopted substitutional methods of teaching biology to

suit the management deficiencies-lack of planning, organization, direction, supervision,

monitoring and evaluation observed in biology laboratories (Eze 1999). According to

Okechukwu (1997), most biology laboratories lack laboratory assistants/technologists or

even when available, they are unqualified and unskilled to use BLR effectively. On the

part of the students, conventional methods of teaching biology adopted by biology

teachers makes lesson abstract hence, difficult to understand. When students find it

difficult to co-operate with schools management concerning blurred rules and

regulations, increment in school fees, non-provision of adequate resources as well as

incoherent explanation to mismanagement of available resources, students resort to

purposeful demonstrations/riots which have also created more management scandals to

biology laboratories. In most colleges of education, storage facilities, infrastructural

facilities, care and safety of resources are not guaranteed. Additionally, documentary and

logistics imbalances in biology laboratories are reported by Osondu (2006) as a factor to

management problems in COE. Most laboratory resources are lost, damaged without

repair while unavailable ones are not replaced or improvised. Available laboratory

resources are not effectively monitored, supervised and evaluated. These challenges have

posed great threat to the provision and management functions since all biology laboratory

users find it very difficult to adjust favuorably to the poor conditions of biology

laboratory human and material resources. The above factors have invariably affected

students’ performance negatively.

Mamah (2000) reported from a survey in Canada, that there is a diminishing use of

biology laboratories and teachers now use the conventional classroom teaching for both

vi
theory and practical biology activities. The conventional teaching method is a

combination of lecture and practical biology activities. These adaptive strategies are

adopted by teachers to tally the available resources with the large number of students in

biology classes. In most laboratories where they are adequately provided, its proper

management is not guaranteed. In some cases, the bodies to provide these resources

diffuse such responsibilities to the government alone despite the National Policy on

Education (NPE) statement that:

Education as an expensive, social service requires adequate financial

provision from all tiers of government for successful implementation of
the educational programmes. Thus the provision and management of
laboratory resources is a joint responsibility of the federal, state, local
governments and the private sector (FRN, 2004: 13)

Another striking factor that contributes to lack of human and material resources in

biology laboratories is poor management strategies adopted by laboratory users. Michael

(2008) view management as the effective utilization and coordination of resources such

as capital, plant, material and labour to achieve defined objectives with maximum

efficiency. It is the process of reaching organizational goals by working with and through

people and other organizational resources. Armstrong (2006) view management of

resources as the process of setting and achieving goals through the execution of five

management functions: planning, organizing, staffing, directing and controlling; that

utilize human, financial and material resources. These functions are found lacking in

colleges of education (Mamah, 2000). This has invariably affected students’ performance

not only in higher institutions but also their products in secondary schools. The function

of biology laboratory managers (teachers, laboratory assistants/technologists and

students) is to provide adequate resources for laboratory users. How can this be done?

vii
 Provision of resources implies adequacy in (quantity and quality) supply of

teachers, laboratory assistants/technologists, learners, as well as materials for them to

work with in biology laboratories. If these valuable resources are lacking; inadequate or

the available ones provided to schools are not being utilized during instruction, national

educational objectives which is to inculcate the right type of values and attitudes for the

survival of the individual and the Nigerian society will not be actualized (FRN, 2004).

Researchers such as [Nweke, 1999; Ali, 1996, 2006; Neboh, 2009; Adewale and

Anjorin, 2010]; have stressed that appropriate provision and management of resource

materials when teaching have positive effects on students’ performance. Salami (1992)

stated that adequate provision and management of biology laboratory resources had

always been positively correlated to good performance in examinations in Nigerian

educational system.

In Nigeria, education is classified into three levels namely; primary-junior

secondary, senior secondary and tertiary education. These respectively made up the 9-3-4

(nine years in primary school; three years in secondary school and four years in the

university) system of education in Nigeria. Colleges of education (COE) are among the

institutions legally authorized to train teachers and award Nigeria Certificate in Education

(NCE) to qualified students. Graduates of colleges of education are qualified teachers. In

support if this, National Policy on Education (FRN, 2004:33) reveals that, the minimum

qualification for entry into the teaching profession shall be the Nigeria Certificate in

Education (NCE). By implication, NCE holders are to teach in primary, junior or senior

secondary schools depending on the course of study. Those that studied primary

education subjects are to teach in the primary schools while those studying secondary

viii
education courses like biology, physics, chemistry and geography are to teach in

secondary schools. To achieve the above objective effectively, the federal ministry of

education, established the National Commission for Colleges of Education (NCCE) to

supervise colleges of education in Nigeria (NCCE, 2002). The commission was mandated

with the responsibility to lay down standards for all programmes of teacher education, to

monitor and control quality of resources (human and material) among colleges of

education, accredit certificates and academic awards. If undergraduate teachers in

colleges of education are not trained using biology laboratory resources, poor

performance of biology students in all educational sectors will continue to surface. This is

because teachers will continue to transfer training deficiencies to classroom, thus

indirectly influencing students’ performance negatively. If human and material resources

are not adequately provided for and scarce resources properly managed, students will be

taught using conventional method as Salami (1992) had rightly stated.

Given the above scenario, one wonders whether the situation in colleges of

education in South Eastern Nigeria (SEN) is different. Hence, the purpose of this study:

to evaluate the provision and management of Biology Laboratory Resources (BLR) in

Colleges of Education (COE) in south eastern Nigeria. Specifically, the study aimed at

finding out:

 Human and material biology laboratory resources in COE.

 the extent to which biology laboratory resources are provided in COE.

 the extent of utilization of such recognized resources in COE.

 factors militating against adequate provision and management of human and

material resources and

ix
  effective strategies to curb inadequacy in the provision and poor management of
resources highlighted.

Statement of the Problem

Teaching and learning of biology need to be simplified, comprehensive and

concrete. Extensive use of biology laboratory resources makes biology interesting,

stimulating and understandable to the learners. The success of biology students in

academic pursuit largely depends on the adequacy in the provision and effective

management of available human and material resources.

The teaching of biology as a science subject is faced with some problems. Such

problems include: the increasing number of students’ enrollment into science courses in

higher institutions which forced the limited qualified teachers available to reduce allotted

time to practicals to the minimal or even omit practical activities (Imogie, 2010).

Teachers find it difficult during laboratory activities to supervise and teach large classes

and combine the practicals effectively with normal class lessons. Students on their part

have the problem of comprehending what is taught without the complementary laboratory

activities in biology (Mamah, 2000). Most laboratory resources are lost, damaged or

carelessly stored. In some colleges of education, storage facilities are not even available.

In some cases, students are not allowed to make use of biology laboratories due to fear of

losing valuable materials through stealing in the laboratory (Okoli & Osuafor, 2010).

According to Imogie (2010), the number of professional lecturers in colleges of education

are limited whereas competent and experienced lecturers cannot give hundred percent of

their time, energy and resources to biology practicals due to limited quantity of materials

as well as too excess work load. Most biology laboratories are dilapidated. Some biology

laboratories built since 1970s with maximum of twenty students in view now occupies

x
 more than two hundred students which can only be managed for instructional delivery

without practicals.

Researchers’ evidence testifies that most biology laboratories are not equipped

with science facilities, seats and demonstration tables (Okoli & Osuafor 2010). Even

when these resources are available, their management becomes questionable. These

anomalies no doubt affect students’ performance in biology examinations. Most research

works reveal the reformation of teaching methods without delving into what effects the

management of material resources would have on students’ performance. In addition,

scholars have been researching on the physical facilities/equipment in secondary schools

without assessing the teachers’ training background from colleges of education. The

challenge to improve the teaching and learning of biology in colleges of education

through adequate provision and effective management of biology laboratory resources in

colleges of education prompted this study.

Consequently, based on the problems so far listed, this research work investigates

the adequacy in the provision and management of biology laboratory resources in

Colleges of Education in South Eastern Nigeria.

Purpose of Study
The purpose of this study is to examine the adequacy in the provision and

management of Biology Laboratory Resources (BLR) in Colleges of Education (COE) in

South Eastern Nigeria (SEN). Specifically, the study intends to:

1) Identify resources available for effective teaching and learning of biology in biology
laboratories of Colleges of Education in South Eastern Nigeria.
2) Ascertain the adequacy in the provision of these biology laboratory resources in Colleges
of Education in South Eastern Nigeria.
3) Determine the extent to which lecturers and students utilize biology laboratory resources
in Colleges of Education in South Eastern Nigeria.

xi
4) Ascertain factors that militate against the effective use of available resources in biology
laboratories of Colleges of Education in South Eastern Nigeria.
5) Determine how biology laboratory resources could be effectively managed in Colleges of
Education South Eastern Nigeria.

Significance of the Study

Science awareness is now on the increase in educational system in Nigeria. As a

result, high enrolment of students in science subjects including biology has been noted by

researchers. The potential beneficiaries of this research work include: the state and

federal government, curriculum planners, incumbent researchers, inspectors and

supervisors of higher institutions, policy makers and implementers, lecturers/teachers,

teacher trainees, non-governmental organizations and laboratory assistants/technologists.

The findings of this research will help the state and federal government of Nigeria

to work out effective means of providing and managing resources in biology laboratories

in colleges of education. This could be achieved through the establishment of resource

centres where biology laboratory resources could be purchased, observed and

experimented with at subsidized rates.

The curriculum planners on assessing the findings of this research would upgrade

the content of instructional programmes to include fifty (50) percent practical and fifty

(50) percent theoretical work on all science and its related subjects.

Incumbent researchers on assessing this research work would find it worthy of

emulation since it will provide them with documents and reference materials.

The findings will be useful to inspectors and supervisors of higher institutions as the

recommendations will enhance educational growth. It will also furnish them with the

quantity and quality of laboratory resources that are available in colleges of education

xii
and the extent to which they are utilized for effective and efficient dispensation of

lectures. They will also appreciate the need to plan, direct, control, co-ordinate and

supervise institutions of higher learning to actualize national educational objectives.

From the findings of this research work, teachers (lecturers) in colleges of education

will see the need for effective and efficient management of available laboratory resources

provided to schools. In the same way, teacher trainees will appreciate the need to manage

and improvise biology laboratory resources in colleges of education.

The findings of this study will help all Non-Governmental Organizations (NGOs)

to assist the government, the school, the students, the community and the society at large

in the provision of biology laboratory resources in colleges of education.

Laboratory attendants and assistants/technologists on assessing this research

would see the need to keep useful inventories of biology laboratory resources. They

would see the need to report inadequacy of laboratory resources to appropriate authorities

for subsequent provision and management.

Scope of the Study

The study will be limited to South Eastern Zone of Nigeria comprising of 5 states

namely: Abia, Anambra, Ebonyi, Enugu and Imo states. Out of these five states, the

researcher selected two states namely Anambra and Enugu states. Federal and state

colleges of education will be considered. This study will determine the provision and

management of biology laboratory human and material resources in some colleges of

education in the south eastern states of Nigeria. The study is also limited to human and

material resources provision and management.

xiii
Research Questions.

The following research questions have been formulated to guide the study.

1) What learning resources are available for teaching and learning of biology in
biology laboratories of colleges of education in South Eastern Nigeria?

2) To what extent are these biology laboratory resources provided for in colleges of
education adequate in South Eastern Nigeria?

3) To what extent do lecturers and students in biology departments of colleges of

education utilize biology laboratory resources in teaching and learning in South
Eastern Nigeria?

4) What factors militate against effective utilization of biology laboratory resources

for teaching and learning of biology in colleges of education in south eastern
Nigeria?

5) Are biology laboratory resources effectively managed in colleges of education in

South Eastern Nigeria?

xiv
 CHAPTER TWO

LITERATURE REVIEW

In this chapter, related literature to the topic will be discussed under the following

sub-headings:

Conceptual Framework

 Nature of Biology.

 Biology Laboratory Resources (BLR).

 Classification of Biology Laboratory Resources (CBLR).

 Provision of Biology Laboratory Resources (PBLR).

 Factors militating against the effective utilization of biology laboratory resources.

 Management of Biology Laboratory Resources (MBLR).

 Factors that militate against effective Management of Biology Laboratory

Resources (MBLR).

 Strategies for enhancing Management of Biology Laboratory Resources (MBLR).

Theoretical Framework

 Taylor’s Theory of Scientific Management

Empirical Studies

 Effects of utilization of biology laboratory resources on students’ performance in

biology.

 Effects of poor management of biology laboratory resources on students’ and

teachers.

 Factors that militate against the effective utilization of resources for teaching and
learning biology.

Summary of Literature Review

14

xv
 17

Conceptual Framework

The Nature of Biology

Biology is a branch of science which studies life. Professionals in biology are

called biologists. Biology according to wikipedia (2011) is a branch of science which

studies living organisms and how they interact with each other and their environment. It

examines the structure, function, growth, origin, evolution and genetics of living and non-

living things. According to the same source, biology classifies and describes organisms,

their functions and how species come into existence. Biology education according to Eze

(1999) deliberately transfers skills, dispositions, knowledge, habits, attitudes, values and

norms to prospective teachers.

The goal of biology education is to develop scientifically literate citizens who can

think logically and act rationally, whose goal is to transmit the same values to the next

generation through teaching. Broadly speaking, biology education has two dimensional

aims, first to serve the individual, secondly to serve the society. Biology education

achieves its individual and societal roles through the inculcation of the right type of

values and attitudes for the survival of both the individual and the society. The

acquisition of appropriate skills, abilities and competencies by utilizing laboratory

resources, will enable the student to contribute to societal development.

The objectives of biology education are aimed at enabling the students who are

adequately trained to acquire the following skills:

 Observing carefully and thoroughly.

 Drawing and labeling accurately observed materials.
 Reporting completely and accurately what is observed.
 Organizing information acquired by the above processes.

xvi
  Generalizing on the basis of the acquired information.
 Predicting as a result of these generalizations
 Designing experiments (including control where necessary).
 Using models or other resource materials to explain phenomena where
appropriate.
 Continuing the process of enquiry where new data do not conform to prediction.

(Onimisi 2006).

Based on the above objectives, a trained biology student or teacher invariably is a

scientist since all the scientific processes (state the problem; gather information; form

hypothesis; perform experiments; analyze data; draw conclusions; form theories and

laws) are hierarchically performed in the biology laboratory. These cannot be achieved if

the resources in the laboratories are not adequately utilized.

Biology as an indispensable part of human activity is important to man and the

society. Maduabum (1992: 13-17) highlighted the following points as the usefulness of

biology to man.

 Helps the individual to understand himself, the parts of his body and its
functions.

 Enables the individual to question superstition due to sustained interest from a

comprehension of the causes of events.

 Brings into focus, the need to maintain good health such as clean water, clean air,
good sanitation, vaccination against infectious diseases, exercise, adequate rest,
and balanced diet.

 Promotes understanding of the relation of man to his environment.

 Prepares the individual for vocational selection such as medicine, dentistry,

agriculture, teaching and so forth.

 Prepares the individual for higher education.

 Inculcates scientific attitudes and skills in solving personal and social problems.

 Increases the individual’s interest and aesthetic appreciation of nature.

xvii
  Also stimulates interest in biologically based hobbies such as growing flowers,
collecting insects’ etc thereby encouraging leisure activity for individual
enjoyment.

 Improves the individual factual knowledge and stimulates scientific reflective

thinking so as to produce a better informed individual.
Biology education has also contributed immensely to the development of the society

in the following ways: control of human population, control of diseases, environmental

conservation, human genetics as well as control of alcohol, smoking and drug addiction.

Maduabum continues to stress that if not for the introduction of biology education the

above listed factors could have affected human race negatively.

Biology Laboratory Resources (BLR)

Resources as defined by Hornby (2006) are supplies of something that a country,

an organization or a person has and can use, especially to increase wealth. Hornby further

explained that they are something that can be used to help achieve an aim, especially a

book, equipment etc that provide information for teachers and students. A resource is any

physical or virtual entity of limited availability that needs to be consumed to obtain a

benefit from. In the context of this work, resources are discussed as it concerned biology

laboratory.

Biology laboratory resources can be viewed as supplies of individuals and

materials whose utility in one way or the other help in the actualization of educational

objectives. All resources have unique qualities of utility, availability and consumption

(wikipedia, 2011). Resources are vital for any teaching-learning process to proceed

effectively. The desirability of adopting material resources for teaching biology cannot be

over emphasized in making the lesson concrete and practicable. They are necessary tools

xviii
that facilitate learning. Chime (2010) is of the opinion that resource materials enable the

teacher to teach more effectively or better still enable the children to learn more readily.

Learning resources motivate students and serve as effective ways to explain and illustrate

subject content. In a similar vain, Oladipo (2008) asserted that resource materials

facilitates understanding of concrete materials, creative motivation and interests for the

subject. These biology laboratory resource materials according to Okechukwu (1997)

reinforce learners to retain information for a long period of time. Chukelu (2009) agrees

with Okafor (2000) that utilization of material resources for teaching-learning processes

has the following positive effects on the learners:

 Holds students’ interest.

 Retains information.
 Provides concrete and realistic experience.
 Stimulates imagination and self-activity.
 Helps to clarify abstract ideas.
 Reinforces verbal messages.
 They promote greater acquisition and longer retention of factual knowledge.
 They offer real life experience which stimulates self activity on the students.
In the same vain, Chimezie, Ike & Iwu (2002) explained that these materials provide

opportunities for students to develop independent learning, holds students interest and

reduce meaningless word responses from the students.

Biology laboratory resources are broadly classified into two, namely: human and

material resources. Researchers have identified different types of resources. For instance,

Chikani (1999) identified human resources; natural resources; material resources;

community resources; capital resources and personnel resources. Chimezie, Ike and Iwu

(2002) categorized resources into message, people, materials, devices, techniques,

settings and the learner. For the purpose of this research work, only human and material

resources are discussed.

xix
 Human Biology Laboratory Resources otherwise called resource persons are

people who possess more authentic knowledge and needed information and skill, and are

also willing and able to communicate to students the information, and have the right or

authority to give the information out. Such people are experts with long experience in

their various jobs (Okeke 1995). They can be foreigners or indigene. A resource person

may not be highly literate and may or may not possess teaching skills stated Okeke. They

provide wonderful opportunities through creative activities for self expression. Their

invitation and selection depends on the content, objectives and methodology most

appropriate for each topic. Wikipedia (2011) view human resources as a term used to

describe the individuals who make up a work force of an organization. Human resource

development is a frame work for the expansion of human capital within an organization,

municipality, region or nation through training. Colleges of education serve as a global

resource development community for the training of certificated resource persons

(student teachers). Human resources are the skills, energies, talents, abilities and

knowledge that are used for the production of goods or the rendering of services

(Wikipedia, 2011).

Resource persons also called human resources according to Nweke (1999) are

expertise individuals with specialties in different professions. These specialized experts

have the needed skills which can be transferred to others. In the higher institutions, not

only the teachers serve as the resource persons. Maduabum (1992) is of the view that

consultants and supervisors are all resource persons whether police, nurses, engineers,

doctors, palm wine tapers, students, celebrities, musicians, pilots, lawyers, drivers,

farmers etc serve as resource persons in their specialized fields. It does not necessarily

xx
mean that the person must be academically certificated before consultation could be made

for such person to teach the needed skills effectively to the learners. Human resources

are selected based on professionalism and talent not because of age, gender or location.

Okechukwu (1997) conceptualized biology laboratory human resources as

embracing both academic staff as well as the laboratory staff. Nwagbo (2005) highlighted

some of qualities of a biology teacher as a competent resource person as: being

emotionally stable, have good disposition, show a democratic and cooperative attitude.

S/he should also demonstrate empathy, patience, humour and fairness. These personality

traits of the teacher add to his effectiveness in teaching and learning of biology. Nwafor

(2008: 287-292) listed the professional duties of biology laboratory resource persons in

higher institutions as follows:

 Help to determine the objectives of the school system.

 Provide laboratory facilities for use in the biology laboratories.

 Help to develop relevant curricular and learning materials (like posters, charts,
videos, tapes, real objects and specimens).

 Sponsor research on the condition and adequacy of available facilities in the

school.

 Assist in the development and evaluation of resources for school learning.

 Serve as speakers on career days.

 Help in the implementation of biology laboratory innovations.

 Organize meetings, workshops, conference and seminars for teachers and or

students

 Providing advice on budgeting, financing, purchasing, policies and procedures to

be employed in biology laboratories.

 Help in the development of programmes for the maintenance of biology

laboratory building and equipment.

xxi
  Monitoring and evaluation of staff, students and all available material resources.

According to Maduabum (1992), resource materials are resources/materials which the

teacher uses to facilitate learning. Different authors ascribe different phrasal names to the

term resource materials. Okeke (1995) used the term instructional materials; Okechukwu

(1997) used the term material resources while Ike and Okwo (1995) used the terms

instructional media, instructional materials and educational media. Resource materials are

devices which present a complete body of information and largely self-supporting rather

than supplementary in the teaching learning process (Ugwumadu, 1998). They are

available in our schools, homes, markets, information centres, libraries, publishing

houses and even along the roads (Ike and Okwo, 1995).

Biology laboratory resource materials are classified variedly by various authors

depending on ones view of the issue. Okeke (1995) classified resource materials into

seven namely: projected and non-projected; software and hardware; visual materials;

audio materials; audio-visual materials; commercially produced and locally produced

materials. Ike and Okwo (1995) classified resource materials into nine namely: visual

materials; audio materials; audio-visual materials; materials/software;

equipment/hardware; non projected media; projected media; two-dimensional

instructional media; and three-dimensional instructional media. Nwoji (2002) classified

resource materials into four namely: audio-visual materials, visual/non-projected

materials; audio media and projected media. Maduabum (1992) classified resource

materials into three namely: audio aids; visual aids and audio-visual aids. Chimezie et al

(2002) supported Ike and Okwo (1995) classification of resource materials. For the

xxii
purpose of this research work, Biology laboratory resource materials are classified into

four as summarized below:

(a) Classification as appealed to the two main senses.

(b) Classification as print and non-print media.

(c) Classification into two-dimensional and three-dimensional materials.

(d) Classification into projected and non-projected media.

(a) Classification as appealed to the two main senses (hearing and sight). For

effective utilization of learning resources, all the body sense organs must be involved. No

wonder Ike and Okwo (1995) asserted that “for the final analysis, all learning is the result

of sensory experience whether kinesthetic (touch), gustatory (test), Olfactory (smell),

auditory (hearing) or optical (seeing). The classification as appealed to the senses of

hearing and sight are as follows:

Audio (auditory or aural) aids are resource materials which appeal only to the sense of

hearing. According to Ike and Okwo (1995) audio media refer to those compliments that

appeal to the sense of hearing. They produce sound which make sense to the hearer.

Okeke (1995) agreed that audio resource materials are gadgets or devices which can

expedite learning through the sense of hearing e.g. record player, radio, tape recorder,

magnetic tape, grammarphone, audio-tape, audio-cassette instruction; phone-disc and

sometimes telephone lectures. Akanbi (1988) noted that radiovision/radio has been

commonly adopted in developing countries such as Nigeria to replicate instruction/radio

programmes in science and adult education. Akanbi stressed that audio taped instruction

can be used for group and individualized instruction and more importantly, for “home

bound students” under special education schools. The teacher should break the content in

xxiii
small bits (task analysis) from simple to complex and specify the instructional objectives

bearing in mind the age, ability level, interest and background of the learner (learner

analysis); as well as the characteristics of the audio- resource material (material analysis)

such as visibility, replacability, compatibility (with other materials such as filmstrips,

slide, programmes instructions); which make the medium of instruction more potential

for educative purposes especially in developing countries (Akanbi, 1988).

Visual (optical) aids are resource materials which appeal only to the sense of sight.

According to Ike and Okwo (1995), these materials include: Pictures, models, diagrams,

projectors, specimens, tools, charts, posters, photographs, and Periodicals.

Audio-visuals are resource materials which appeal to the senses of sight and hearing at

the same time. Egbu (2010) warned that audio visual instructional materials must produce

both sound and hearing before classified as audio-visual material. They include

computers, television, video films, motion pictures with sound, documentary films,

recorded programme and demonstrations.

(b) Classification as printed media such as textbooks, journals, posters, mimeographs,

pamphlets, brochure and non-printed media such as chalkboards, flannel boards, models,

16mm film/projector, transparencies, overhead projector, mock-ups diorama. Non-printed

media can be in the form of hardboard or software.

(c) Classification into two-dimensional materials: they are flat materials which have

length and breath such as pictures, charts, posters, comics, cartoons, slides, graphs,

filmstrips, films (Ike and Okwo, 1995) and three dimensional materials: they are thick

materials which have length, breath and height such as models, puppets, dioramas,

simulations and games, mock-ups etc.

xxiv
(d) Classification into projected and non-projected media: according to Ike and Okwo

(1995), projected resource materials are those instructional materials which require

projection viewing. The projection is accompanished by either passing light through a

transparent material or throwing light on an opaque object and the desired image is

projected on the screen or wall. Light is passed or thrown on the material with the help of

a projector. In other words, the materials (software) are presented with the help of the

projector. Basically, projected materials are categorized into two namely, the transparent

and opaque projections.

Transparent projected resource materials are those materials that allow light to

pass through transparent materials containing images such as drawings or pictures and

projecting them into a screen or white wall. The image so projected is still or motionless.

Slides, filmstrips, overhead transparencies, microfiche, microfilm and microscope slide

are the examples of transparent still projected materials. The hardware/equipment which

are used in presenting the above materials are slide projectors, filmstrip projectors,

Overhead Transparency Projector (OTP), microfiche reader, microfilm reader and

microprojector.

Opaque projection involves the projection of opaque or non-transparent materials

using the opaque projector. The opaque projector projects opaque materials by means of

reflected light. The opaque projector is very versatile as it can manipulate any opaque

material that can be accommodated in it. The projector is unique for instruction in that

materials for projection are readily available in the classroom.

Non-projected visual media do not require projection viewing. They are opaque in

nature. Examples include: books, and other printed materials, objects, specimens, models,

xxv
mock-ups, graphic materials, bulletin boards, and exhibits, chalkboards, buildings, field

trips, simulations and games (Ike and Okwo, 1995). All researchers in biology (Eze 1999;

Ozofor 2001 and Neboh 2008; Oladipo 2008) advocate to the proper utilization of

material resources for teaching and learning since it produces the underlisted effects on

students:

 They develop a continuity of thought; this is especially true of motion pictures.

 They supply a concrete basis of conceptual thinking; hence they reduce

meaningless word responses of students.

 They contribute to the growth of meaningful learning and vocabulary

development.

 They prevent and correct misconceptions of abstract concepts, spatial relations

and special details.

In spite of the above advantages of research reports, (Okoli and Osuafor, 2010)

indicate that biology laboratory resources are lacking or inadequate in schools. It is sad to

note that even where biology laboratory resources are present, they are not effectively

utilized for instruction due to certain factors.

Provision of Biology Laboratory Resources (PBLR)

Provision according to Hornby (2006) is the act of supplying somebody/organization

with something they need or want. It can also be said to be preparations, arrangements or

supply of enough somebody/something for a particular period of time. In other words,

provision of biology laboratory resources invariably means preparations or arrangements

made to supply adequate valuable human and material resources to biology laboratories

in colleges of education for a particular period of time when the need of such resources

are edicted. The provision of resources to biology laboratories rest not only on the

xxvi
government but also on the students, teachers, communities and the general public. The

provision of resources to colleges of education could be done through supply of available

resources; improvisation of unavailable resources or through financial support. Before

resources are provided to colleges of education, the following factors are considered:

 The educational value or instructional objectives of the resources to be provided.

 The durability of the resources to be provided.

 The functionality or effectiveness of the resources to be provided.

 The cost of the resources to be provided.

 The quantity to be provided which should commensurate with the population of

users.
 Safety of such resources to be provided with respect to storage facilities and
infrastructural facilities.

 Serviceability/ability of providers to service the resources.

 Size/ population of utilizers (lecturers and student teachers) of such resources to

be provided.

 Improvisability of such resources.

To ensure accuracy in the quantity and quality of resources provided to colleges of

education, Maduabum (1992) recommended adequate documentation and unbiased

logistics of such resources in biology laboratories. Hence, occasional supervision and

evaluation of the quantity and quality of resources available, ordered, improvised and

supplied. Whether the resources are locally or internationally provided, their

utilization depends on the skills (observing, predicting, hypotizing, manipulating,

organizing, direction, co-ordinating, improvising, supervising) of the utilizers. Many

factors have contributed to inadequacy in the provision and utilization of resources in

colleges of education. These factors are discussed in the following subheading.

xxvii
Factors militating against the effective provision and utilization of biology
laboratory resources
Good number of factors has been identified as militating against effective

provision and utilization of biology laboratory resources such as:

Lack of fund: Oladipo (2008) stated that inadequate and inappropriate uses of funds are

major constraints to the provision and utilization of resources. Funds are needed to

provide needed resources, maintain equipment and repair faulty equipment. Oladipo

added that the situation is worsened by individuals who divert money released by the

government to other ventures, thereby jeopardizing proper maintenance and sustainability

of teachers, students as well as materials for teaching. Due to lack of fund, teachers in

these colleges embark on strike when their salaries are not paid on time. These financial

constraints with its attendant consequences will likely affect attainment of educational

objectives.

Political constraints: Political instability is inimical to development (Oladipo, 2008). As a

result of constant change in government, many educational programmes and projects

were abandoned. Some school buildings which required renovations or under

construction have been abandoned till today. In a similar vain, Onuzulike (2004) and

Imogie (2010) revealed that political instability which effects Nigerian economy has

culminated to failures in our educational systems.

Logistic problems: One important reason for colleges of education not meeting the

anticipated qualitative educational target is that educational records are based on

unrealistic figures. Statistical deficiencies according to Oladipo (2008) hinder effective

planning and utilization of resources. Exaggerative estimations dampen the morale of

xxviii
providers of resources to these colleges thereby increasing the risk of resources

inadequacy for utilization.

Lack of training: Chimezie, Ike and Iwu (2002) opined that many teachers and students

are ignorant of the importance of using biology laboratory material resources in teaching

and appropriate teaching methods to use to effectively actualize educational objectives.

This ignorance is further demonstrated in the habit of vandalization in students by

wanting to destroy properties when ever they revolt against the school authorities. Most

teachers cannot manipulate the newest materials available in the institutions, then, how

can they teach others what they are not sure of?

Enrollment explosion: Schools with high population are prone to low resources since the

quantity of available resources is not commensurate with the quantity of resources’

utilizers. Large classes are more apt to be poor, partly because, more income is needed as

population size increases says Osondu (2004). Imogie (2010) opined that the high

population of students’ enrolment into science courses such as biology has led to

excessive pressure on existing resources. Although that the Federal Republic of Nigeria

in NPE (2004) clearly stated that “for effective participation of students in practical work,

the teacher to student ratio shall be kept at 1:20”. In colleges of education, the same over

population of students also applies. In this situation, no matter how an experienced

teacher might tend to incorporate all the students in one practical work, a large gap will

be created. Imogie (2010) complained that, as a result of large classes in colleges of

education, quality has been sown for quantity. Nwagbo (2005) asserted that, large

number of students offering biology in secondary schools does not guarantee

effectiveness in using laboratory and field skills to teach biology. S/he regretted that:

xxix
 Although the government has tried to meet the demand of biology
education by training more teachers at NCE, degree and higher degree
levels, the quality of training had not kept pace with curriculum
innovations judging from the poor results of WASSCE biology
examinations (Nwagbo, 2005).

Inadequate manpower: Education in Nigeria is always characterized by lack of adequate

personnel both in quantity and quality. Experts in most biology education are few when

compared to its value to man and the society at large. In a study by Okoli and Osuafor

(2010), the six educational zones sampled for the number of laboratory

assistants/attendants confirmed that 50% of the schools sampled do not have laboratory

technicians/attendants. (See appendix A for provision of laboratory

assistant/technologists in Anambra state). Oladipo (2010) found out that lack of technical

expertise was a contributing factor to inadequate utilization of resources in schools.

According to his observation, “there is inadequate or outright lack of experts to handle

and repair the modern gadgets used in schools”. Consequently, lack of maintenance

culture in colleges of education has increased the risk of exposing more materials to

hazards of under utilization.

Lack of materials for teaching and learning: The status of laboratory resource materials in

colleges of education are in sorrowful situations. A critical examination of the

distribution of laboratory equipment/materials provided to six educational zones in

Anambra state is an eye opener. (See appendix B for the provision of biology laboratory

materials in secondary schools). The findings of the study conducted by Okoli & Osuafor

(2010) revealed that the number of science laboratories is inadequate; many schools are

overpopulated and most laboratory resource materials are lacking both human and

material resources. In the same vain, Imogie (2010) also warned that the admission of

students has increased the population of students in these schools that the laboratories are

xxx
too small to contain them. These results show that there are inadequacies in the quantity

of resources provided to biology laboratories and the management of available resources

is not effective.

High cost of resource materials: The prices of biology laboratory resources depend on

several things. According to Osondu (2004), name-brand items are usually more

expensive than a comparable store-brand item. This does not mean that the name brand

product is better. Its price includes the cost of advertisement, importation, transportation

and storage. However, the payment of products and services depend solely of the income

of the purchaser and his savings and consumption propensity (Nwaru 2000). Oladipo

(2010) is of the opinion that the inflationary trends coupled with rapid cost of laboratory

materials and other essential facilities have militated against the provision and adequate

utilization of resources.

Other strenuous factors considered to militate against the utilization of biology

laboratory resource materials include inadequate provision and poor management of both

human and material resources. These factors are worth discussing to determine their level

of effect to biology education.

Management of Biology Laboratory Resources (MBLR)

Management is the process of accomplishing work through the efforts of others.

Armstrong (2006) defined management as the effective utilization and co-ordination of

resources (capital, plant, materials, and labour) to achieve defined objectives with

maximum efficacy. It involves planning, co-ordinating, organizing and implementing

strategies for the actualization of educational objectives. It involves critical decision

making. Management is the process of reaching organizational goals by working with

xxxi
and through people and other organizational resources (wikipedia, 2011). Nweke (1999)

maintained that purposeful management of resources arises out of the need to avoid

wastage, maximize advantages or profits and reduce costs.

In Nigeria, economic depression has posed a serious strain on available resources

to the extent that the resources are inadequate, while the available ones are under-utilized

for a number of reasons such as incompetence of teachers and students, lack of

appropriate skills, lack of professional training in handling the resources, poor funding

and inadequate maintenance. Nweke further explained that the development of accurate

culture has been persistently deferred by lack of knowledge of management function.

This management incompetency has led to the inability of management to identify and

evaluate workers performances. Blessing (1997) has criticized the functional approaches

to management of resources in most Nigerian institutions of higher learning. According

to Blessing, management of resources in these institutions lack organizational potency

such as the combination of the work of the individual or group for effective use of

resources, leadership and communication (teaching) skills needed for effective

coordination of their human and material resources. These management lapses such as

inappropriate planning, lack of proper organization, inappropriate co-ordination as well

as incoherent supervision of staff and materials have led teachers to perform classroom

management function without proper materials which led to lack of motivation and

interests on the teaching profession. These Blessing (1997: 42) observed, “tend to bread

graduates who perform poorly in the school”. Then the need arises to enumerate the

factors that militate against the effective management of both human and material

resources in higher institutions in Nigeria.

xxxii
Personnel management: the purpose of this function is to interact with and or supervise

the people who execute the management or development functions (Armstrong, 2006).

Examples of personnel management functions include supervising personnel, improving

communications between teachers and students, assessing works done and areas covered.

Management of Human Biology Laboratory Resources (HBLR) could be done through

training of staff and students, abiding by laboratory rules and regulations, prompt

payment of dues and allowances. Imogie (2010) is of the view that assigning less work

load to teachers without excessive splitting of courses increases teachers teaching

efficiency. Nwankwo, Onuselogu and Uzodinma (2011) stressed that shortage of

qualified personnel, inadequate fund, lack of clear cut policies, lack of inservice training

opportunities for lecturers, inadequate equipment to communicate information to

lecturers and students, lack of transport facilities for lecturers and students for effective

supervision and inadequate office accommodation have among other factors grossly

affected effective management of human resources in colleges of education. These

anomalies could be curbed if proper management of human and material resources is

implemented.

Maduabum (1992) regarded material resource management as those complex

activities that involve planning, organizing, and co-ordination of equipment and activities

of the laboratory in a manner conducive to scientific investigations. Management of

biology laboratory resource materials emphasizes results, achievements, effectiveness

and performances (Norbert 1999). According to Maduabum (1992) they include: the

design of the biology laboratory; ordering of biology laboratory materials; keeping of

xxxiii
accurate biology laboratory records; care of laboratory equipment; laboratory safety;

appropriate storage and prompt repair of faulty gadgets.

Factors that militate against the effective management of biology human and
material resources

Varied factors have been confirmed to affect the management of institutions such

as college of education. Some of these factors include:

Financial constraints: Stephen and Michael (2009) stated that:

The restriction of loans to a few large borrowers, together with wide

spread existence of high inflation and growing budgets deficits, has
led to financial repression in the country because investment is limited
or repressed due to shortage of money.

This goes to confirm Abolarin (2007) on the problem of inadequate funding that affects

education management. The managers of primary, secondary and tertiary institutions in

Nigeria are of the consensus that these institutions are grossly under-funded. Abolarin

further stressed that:

Evidence of poor resources management is observed in the degree of

dilapidation of school buildings, non-payment of teachers’ salaries and
allowances, lack of teaching and learning materials at all levels of
educational system in the country together with poor working
condition of teachers.

Lack of adequate planning: School management requires long-term planning in the areas

of content development and instructional design Nwoji (2002). Poor planning often leads

to poor quality programmes that are bound to fail. This falters the actualization of

educational objectives leading to poor performance of students. Poor planning accounts

for the non production or poor distribution of resource materials to schools and lack of

appropriate monitoring and evaluation programmes to ensure quality control (Anukam,

1988).

xxxiv
Lack of qualified personnel: Nwoji (2002) opined that teachers in the classroom lack the

desired skills on how to direct students while they are teaching using resource materials.

This is as a result of not having qualified teachers, laboratory assistants/technologists to

handle the practical sections effectively. If the gold should rust, what will iron do? Since

inappropriate information was inculcated to students from teacher training schools via

non utilization of resource materials, they lack manipulative skills to transfer to the next

generation. This continues to degrade Nigerian educational system which is evident from

their poor performance in biology examinations (See appendix C for students’

performance in WAEC from 2006-2009). The generally low quality of teachers recruited

to oversee biology programmes has affected students’ performance grossly. The student

teachers were rushed through short-term, often ineffective training programmes (Imogie,

2010).

Lack of co-operation among teachers, students and laboratory attendants/assistants:

Biology laboratory practicals are co-operatively oriented. It involves many personnel in

order to get a quality programme says Nwoji (2002). Cooperation demands a lot of

tolerance, fairness, love, etc which are not easily exhibited in biology departments. As a

result of this, most projects in line with educational objectives could not be actualized.

Problem of Indiscipline: This is one seemingly intractable problem in the educational

system. Based on Anjorin’s observation,

Crises in the universities have led to "brain-drain" syndrome of

students. Indiscipline which is the by-product of poor management of
resources manifests in examination malpractices, secret cult menace,
bribery and corruption as well as academic drift away from
universities for greener pastures. (Abolarin, 2007: 8).

xxxv
Political instability: Change from one system of government and from one leader/ruler to

another has affected management systems. Each system of government comes with

different policies which might not be in favour of education. Osondu (2004) opined that

political instability in Nigeria has contributed to inequality in the distribution of resources

in educational system.

Problem of unspecified objectives: If institutional objectives are not well defined and

measurable, it poses great problem to the actualization of biology education objectives.

Lack of integrity: According to Norbert (1999) integrity is the aspect of ones character

rooted in his conviction which serves to deter him from taking advantage of his position

or strength to gain at the expense of his organization, institution, clients or subordinates.

The success of an organization is therefore dangerously dependent on the integrity of its

key managers and other personnel.

Improper utilization of manpower: People are the largest asset of any nation says Norbert.

Yet in deploying the scarce manpower available, we appear to be guided by factors other

than excellence. For instance, a person might be a teacher, but this does not make him a

competent teacher in handling material resources when teaching.

Other problems identified facing biology laboratory resource management include; faulty

statistics, poor organization, poor planning, lack of proper co-ordination, lack of co-

operation, poor implementation strategies, lack of access to available material resources,

lack of storage facilities, problem of budgeting and mismanagement of resources, lack of

access to information, lack of monitoring and evaluation, lack of supervision, low

discipline, lack of infrastructural facilities and lack of technical experts to effectively

handle management functions in higher institutions (Abolarin, 2007).

xxxvi
 The effects of poor management of human and material resources on students and

teachers are summarized

 Poor academic achievement.

 Exposes students to unforeseen hazards.
 Creates lateness to studies and even absence from lectures.
 Creates stress, tension and frustration in students.
 Encourages anti-social behaviours such as theft, rape and secret cult.
 Generates crises and protests in the institutions.
(Chikani, 1997; Aroh, 2006 and Ejionueme 2010)

(Ejionueme, 2010) held the view that problems of management of biology laboratory
resources could be curbed by adopting the following strategies:

 Giving special grants to colleges of education for provision of unavailable human

and material resources.
 Involving the private sector in the provision of standard resources.
 Students’ admission should be effectively monitored.
 Functional evaluation of the condition of available resources.
 Maintenance of facilities and prompt repair of faulty materials.
 Adequate training of students and teachers on proper utilization of available
resources.
 Keeping laboratory rules and regulations.
 Prompt remunerations.
 Adequate planning of time table, students’ enrollment, laboratory resources
utilization and improvisation as well as prompt replacement or repair
mechanisms.
 Proper organization of staff and students.
 Effective co-ordination and direction of staff and students to avert purposeful
demonstrations.
 Constant control, monitoring and evaluation of biology laboratory utilizers on the
best ways to manage laboratory resources.

Theoretical Framework

A theory is a set of ideas that are properly presented or argued out with the

intension to explain facts or events. According to Nworgu (2006), theory is a set of

xxxvii
propositions that can account for or explain certain phenomena or events. Theories are

useful because they open our eyes to other possibilities and ways of seeing the world

(Chukelu, 2009). Kumar (2009) view theory as a body of principles which provide a

sound footing and scientific basis to the subject. Behaviourist psychologists regard

learning as a process that results in a relatively permanent change in behaviour through

practice and training. Therefore, learning could be said to have taken place if a student is

able to demonstrate independently a given knowledge, interest, value, skill or attitude he

was unable to demonstrate before a learning situation. This calls for the review of

theories relevant to this study:

Tailors Theory of Scientific Management

Taylor’s theory of scientific management was propounded by Fredrick Winslow

Taylor, an American engineer in the year 1911 (wikipedia, 2011). His most significant

contribution to improve management techniques that could help eliminate the problem of

low productivity (poor performance) in workers led to his being called the father of

scientific management. Fredrick Tailor streamlined factors that affect productivity

(performance) as follows:

 Lack of skilled manpower.

 Inept placement of workers on jobs without regards to skills requirement.

 Irrational managerial decisions and

 Lack of harmonious relationship between management and labour.

To effectively tackle the above problems of poor performance in teachers and students,

Tailors’ scientific theory suggested the following management strategies:

xxxviii
  A large daily task: each person in the establishment/school whether teachers,
students, laboratory assistants/technologists, no matter the educational
qualification should have a clearly defined daily task or activity or objective to be
actualized.

 Standard conditions: the workers should be given

standards/principles/guidelines/rules on conditions and resources that will enable
him to accomplish his task with certainty.

 High pay performances: the workers/lecturers should be paid and allowances or

awards given when she anticipated tasks are effectively accomplished.

 Loss incase of failure: when the workers fail to accomplish the desired tasks, s/he
should be sure to loose the anticipated allowance.

 The scientific selection of workmen: That is scientifically selecting the best

person for a job and training him/her on the tasks and procedures to be followed
and giving him/her jobs for which s/he best suited for physically and
intellectually. This implies training qualified undergraduate teachers on skillful
use of resources in laboratories and employs them to teach others effectively in
their specialized field of education).

Taylor believed that in any organization, there is best machine (biology laboratory

resources for biology departments) for each job, and best working method (best teaching

method) by which people should undertake jobs. Tailor advocated the use of scientific

processes (problem detection; observation; data collection; formulation of hypothesis;

acceptance/rejection of hypothesis; conclusion; theories and laws) as a gradual means of

actualizing goals. Taylor emphasized that managers should practice differential rate

system of payment which regards higher producing workers more than the lower

producing ones; hence, when those with high performance are paid higher, those with

lower productivity should not be forced to work more than they can but should be paid

according to their level of productivity. In the same vain, students IQ (Intelligent

Quotient) should be considered during teaching and learning. According to Taylor, each

job has to be broken, each part timed and the parts arranged into the most efficient

xxxix
method of working; in this way, a standard of performance is established. This

emphasizes the need to divide topics into sections to suit different time allotted to such

topics to cover the content of learning.

Educational implications of Taylor’s scientific theory of scientific management to

teaching and learning of biology are:

 Training of all biology utilizers (lecturers; students, laboratory

assistants/technologists) on the proper use of available biology laboratory
resources.

 Cordial relationship among teachers, students and other biology laboratory

utilizers foster smooth functioning of biology departments which fosters the
actualization of educational objectives.

 The adoption of scientific processes in teaching and learning of biology as

emphasized by Tailor.

 Active participation of students during teaching and learning is advocated through

assigning responsibilities to students which will help them utilize biology
laboratory resources effectively during practicals.

 Qualified teachers and laboratory assistants/technologists should be employed in

biology departments in colleges of education since they will transfer requisite
skills to students.

 Teachers, students and other biology laboratory utilizers/resource persons should

be rewarded accordingly in cases of outstanding performance and their salaries or
allowances promptly paid to avoid low productivity in teaching and learning.

 Subjects/topics should be broken down into different discrete parts which should
be taught gradually to the learners for maximum performance to be achieved in
the teaching learning process.

 To suit Taylor’s “one best way” of performing tasks, teaching methods in colleges
of education should be constantly reviewed to incorporate the innovations in
resources and their proper use in biology laboratories.

 Taylor’s “differential rate payment” admonished teachers to consider individual

differences (background, IQ, age, class, interest etc) in the selection and
dispensation of lessons.

 Biology teachers should be conversant with the principles of teaching and

learning which include: teaching from simple to complex, known to unknown,

xl
 past experiences etc hence, hierarchically using biology laboratory resource
materials to enhance students’ perception of abstract ideas.

 Adequate time should be given to biology practicals since the manipulation of

biology laboratory resource materials require a longer time than normal classroom
lecture teaching and learning. This will help the students to effectively apply the
scientific processes advocated by Tailor.

 Irrational management decisions with respect to strenuous rules and regulations in

biology laboratories should be minimized since it hinders student teachers from
participating actively in practicals. It also leads to strained relationship between
school management and students. This will reduce purposeful demonstrations of
students in higher institutions.

 Teaching and learning should be objectively oriented.

 Adequate biology laboratory resources (human and material) should be provided

to schools so that biology educational objectives can be achieved.

Empirical Studies

This subheading highlights various reports of related researches done in this study as

follows:

(a). Effects of utilization of Biology Laboratory Resources (BLR) on students’

performance in biology

Researchers have openly reported the positive effects of utilizing Biology

Laboratory Resources (BLR) for teaching and learning while non-utilization of such

resources has affected students’ performance negatively. For instance; Ona (2007)

investigated the effects of integrating theory with practicals on students’ achievement in

biology. Four research questions and three null hypotheses guided the study. A quasi

experimental design was adopted for the investigation. A sample of ninety four schools

was used for the study. From the result of the study, it was observed that students perform

poorly in biology examinations because of the theoretical method of teaching that

dominate most classrooms. As a result of this, students lack necessary skills which are the

xli
ultimate goal of any scientific and technological development. The study also revealed

that those students’ who were taught biology through integrating theory with practical

which utilizes biology resources improved tremendously in their performance and

acquisition of biology skills. It was therefore recommended that theoretical aspect of

teaching biology should not be separated from practical activities. Additionally, efforts

should be made by the government to provide necessary materials and equipment needed

for meaningful and functional scientific knowledge in our schools. This result shows that

performance of students in biology had been poor over the years. Chukelu (2009) in a

review of the effects of biology practical activities on students’ process skills acquisition

in Abuja municipal Area council revealed that practical activity method of teaching

biology which utilizes resource materials was more effective in fostering students’

acquisition of theoretical learning in biology. A quasi experimental design was adopted

by the researcher. Three research questions guided the study with two hypotheses. The

result of the study proved that, it is not enough to teach students in higher institutions

without using materials which does not appeal to the senses (sight, hearing, touch, smell

and taste) with the notion that they should have known them before then. The research

further revealed that experimental group taught using biology practical activities

performed better than the control group. Chukelu revealed that modification of teaching

methods only does not guarantee hundred percent efficiency if materials are not utilized.

Chukelu recommended the use of materials for teaching and learning. She further

reported that despite the various efforts made to improve students’ performance in

biology, their performance is still poor.

xlii
 A survey research conducted by Okoli (2006) on the effects of laboratory

approach on academic achievement of biology students of different levels of scientific

literacy revealed that in biology particular, the trend has shown that they have

consistently been achieving low. Okoli attributed low performance of students in biology

to careless reading, wrong use of time, and inappropriate use of material resources while

on the part of the teachers, incompetence and laziness, wrong experimental set-up and

misinterpretation of results. The survey recommended that laboratory resources which are

always complained by students and teachers to be lacking should be improvised.

Additionally, adequate laboratory resources should be provided to schools and teachers

should utilize resource materials when teaching by adopting laboratory teaching methods.

A survey research on the equality in the distribution of educational resources in

Enugu state secondary schools conducted by Chikani (1997), he argued that since

resources are inadequately distributed in schools, there is every tendency that poor

performance recorded in results is its output. His findings further revealed that the

methods adopted by the state and federal ministry of education in the provision,

distribution and management of human and material resources affected not only the

teachers’ teaching methods but also the performance of the students whom they teach.

The results also indicated that 4.9% of Nigerian schools have no teaching and learning

resources, equipment for science, home economics, arts and sports were lacking in

majority of the schools. The product of the deficiencies is poor performance of students

in various levels of examinations. He recommended that the government should distribute

financial, human and material resources equally to all schools irrespective of location or

xliii
level. He also recommended monitoring of the distributed resources for effective

utilization of such resources.

In a similar study conducted by Okoli and Osuafor (2010) on the status of human

and material resources for teaching the basic sciences in senior secondary schools in

Anambra state, forty eight secondary schools were sampled for the study. The schools

were assessed for the availability and adequacy of science teachers, laboratory

assistants/attendants, laboratories and laboratory equipment. Four research questions

guided the conduct of the research. Results show that both human and material resources

for teaching the basic sciences in secondary schools were inadequate. Based on this, the

paper recommended among other things that adequate number of science teachers,

laboratory assistants/attendants and laboratory materials be provided by the government

for effective teaching and learning of basic sciences in secondary schools. Akano (2006)

in a survey of the status of human and material resources for teaching the basic sciences

in Colleges of Education in Niger State revealed that human and material resources in

colleges of education are inadequate. Akano recommended that all well meaning

Nigerians should support the government in provision of resources to higher institutions.

In the same vain, Aroh (2006) in an experimental study of the effects of video

tapped instruction on secondary school students’ achievement and interest in mathematics

reported that utilization of video taped instruction enhanced students performance in any

subject while students taught without the video taped instruction performed poorly. This

goes a long way to support the views of Maduabum (1992), Okeke (1995), Ike and Okwo

(1995) that all the senses of the body are utilized when using material resources to teach

which invariably affects students’ performance in biology positively. From the study, he

xliv
recommended the appropriate use of resource materials when teaching science subjects

for permanent transfer of learning to take place. This agrees with Stohr-hunt (1996) that

students’ taught using the hands-on method of teaching which effectively utilizes

materials for teaching and learning daily or weekly scored significantly higher in a

standardized test than there counterparts whom the methods was used to teach once in a

month or a semester.

The trend in achievement of students in biology has shown that they have

constantly been recording low performance. Nwagbo (2006) on the study of the effects of

two teaching methods on the achievement of biology students maintained that most of the

conventional (lecture) methods presently employed in teaching biology in secondary

schools have not yielded much dividend judging from the poor performance of students

in west African senior certificate examination. Aguele and Imhanlahim (2006) in a study

that compared three instruments for assessing biology teacher’s effectiveness in the

instructional process in Edo state reviewed the following performance of students in

biology for seven years (1995-2001). They found that 24% of the students had grade A-C

and 27% had between D4-P8 while 53% failed. There findings were based on the West

African Senior Secondary Certificate Examination annual report. (See appendix D for

biology students’ performance in WASSCE from 1995-2001).

From the above researches, it has been confirmed beyond doubt that performance

of students in biology has always been very low. This calls for restructuring of teachers

and students oversight to the effective utilization of human and material resources for

teaching and learning.

(b). Effects of poor management of resources on teachers and students

xlv
 The idea of management is not to be taken for granted in education. Human and

material resources for teaching and learning have always been reported lacking or in

short supply or that the condition is deplorable. A descriptive survey research was

conducted by Ejionueme (2010) which investigated the management of students’

personal services in Nigerian federal and state universities. Five research questions and

four null hypotheses were formulated to guide the study. A 76-item questionnaire was

developed and administered to 1320 respondents in twelve universities. Stratified

sampling technique was used to select two universities (one federal and one state). Mean

scores and standard deviations were used to interpret the data collected while the z-test

statistics was used to test the null hypotheses. The study among other things, found that

all the admission exercises was of high quality, while other services such as planning,

organizing, supervising, directing, co-ordinating and motivating was of acceptable

quality. From the report, factors responsible for the present dilapidated quality of human

resource management include: increase in students enrolment without proportionate

increase in personnel services, poor funding of education, poor attention to students and

lecturers personnel services, non-participation of the private sector in the provision of

material resources, misuse of facilities by students. The present quality of staff personnel

services affects students in many ways such as not allowing students concentrate on their

studies; exposing students to hazards, causing lateness to lectures, and creating tension in

students. The paper suggested some strategies that could be adopted to improve on the

management of personnel services to include: the government giving special grants to

universities for the provision of staff and students’ personnel services, appealing to

individuals and corporate bodies to help in the provision of personnel services, effective

xlvi
supervision of human resources in the various departments, paying attention to personnel

financial assistance. Based on the findings, some educational implications were drawn

and the following recommendations, among others, were made: the education sector

should be adequately funded, the private sector should be encouraged to participate

actively in the provision of resources to universities, and admission of student should be

based on the quantity of the available resources. Finally, seminars and talks should be

organized from time to time for teachers and students on how to use school facilities.

Oladipo (2008) in a survey research on the management of educational facilities

in Nigeria pointed out that management functions such as planning, organizing, ordering,

storage and safety are lacking in Nigerian schools. Due to poor management of

educational facilities, quality education proposed by teachers is questionable. Poor

management of resources according to Oladipo has resulted to school projects being

misused or converted to private property. The effect is that all

items/machines/equipment/vehicles to be serviced, repaired or overhauled are neglected.

This has increased excessive demand of additional money by teachers to procure needed

materials each time resources are to be used. When resources are poorly managed,

teachers are not motivated to give their best to learners. He further recommended that for

management strategies to function effectively, education need to be funded adequately

not only by the government but also by private sector. Additionally, lack of dedication

has been reported to be result of poor management of resources in schools (Imogie 2010).

Nweke (1999: 8) in a descriptive survey study of management of agricultural

resources in colleges of education in South Eastern Nigeria confirmed that “poor

management of human, material and capital resources in higher institutions have

xlvii
culminated into the production of poor and half baked intermediate and middle level

manpower from colleges of education”. Nweke observed that resources in colleges of

education such as natural, human and teaching resources are poorly planned, organized

and managed in schools. He concluded that effective management of resources bring

about development of educational programmes and facilitates educational process. It also

results to boasting of the morale of teachers and learners, enhances the usefulness in the

determination of the worth of a school. The study recommended effective management of

human and material resources to foster the actualization of educational objectives.

Following the above trend, Salami (1992) in a survey study investigated the wastage

management of resources in vocational education affirmed that poor management of

human and material resources have contributed to high cost of resources for teaching and

learning. The study which was guided by three research questions revealed that the output

of poor management of human and material resources is increase in the amount of money

students pay as school fees as well as the increase in demand to supply new equipment to

laboratories. Salami recommended documentation of available resources and proper

management of available resources to boost the actualization of educational objectives.

In a similar vain, Opone (1997) in a survey of management of physical facilities

in secondary schools in Delta state attributed students’ poor performance in science

courses in secondary schools to poor management of physical facilities in the schools. He

recommended that heads of schools and science teachers in secondary schools to plan,

organize and co-ordinate laboratory resources effectively. Blessing (1997) who surveyed

the resource management strategies in private secondary schools in Gboko local

government area of Benue state revealed that private schools perform better academically

xlviii
than public schools due to effective management of both human and material resources.

When Omeje (1999) was reporting on the survey and documentation of local resources

for teaching secondary school geography: implications for environmental education,

Omeje observed that poor management is a factor to logistics problems. As a result, most

resources are not documented and their values are neglected in teaching and learning. The

research recommended proper documentation of resources whether locally assessed or

provided by the government.

These results support proper management of human, material, capital, natural, and

financial resources in biology laboratories for effective functioning of schools and easy

actualization of educational objectives.

(c). Factors that militate against the provision and utilization of Biology Laboratory
Resources (BLR) for teaching and learning

Okoli and Osuafor (2010) in a survey study investigated the status of human and

material resources for science education in secondary schools in Anambra state. Eighty

eight (88) schools were randomly sampled for the study. A structured questionnaire with

reliability coefficient of 0.86 was used for data collection. The schools were assessed for

availability and adequacy of science teachers, laboratory assistants/attendants,

laboratories and laboratory equipments. Four research questions guided the conduct of

the research. Results showed that both human and material resources for teaching the

basic sciences in secondary schools were greatly inadequate. There is a high teacher to

student ratio in the basic sciences, the number of laboratory assistants/attendants in

science laboratories is grossly inadequate and the number of functional science

laboratories in schools is also inadequate (see appendix E for teacher to student ratio in

biology). Based on this, the study recommended among other things that adequate

xlix
number of science teachers, laboratory assistants/attendants and laboratory materials be

provided by the government for effective teaching and learning of basic sciences in

schools. For instance; in Onitsha educational zone, the teacher to student ratio is as high

as one biology teacher to 247 students (1:247), one chemistry teacher to 291 students

(1:291) and one physics teacher to 391 students (1:391). A similar high teacher to student

ratio is observed in other educational zones of the state irrespective of location. This

confirms that the number of available resources in secondary and higher institutions are

not commensurate with the higher population of students enrolled yearly. The result also

revealed that the number of laboratory assistants/attendants in schools is grossly

inadequate as no schools have 50% of the required number. Additionally, the number of

functional basic science laboratories in Nigeria is inadequate when compared with the

scientific objectives to be achieved. Moreover, most of the laboratory

equipment/materials needed for proper laboratory activities is lacking. The researchers

recommended adequate and equitable provision of resources to schools and proper

management of available resources.

A descriptive survey conducted by Nwankwo, Onuselogu and Uzochina (2011)

on the State of Physical Facilities in Tertiary Institutions in Ebonyi State: Implications for

Repositioning Tertiary Institutions for Vision 2020 which was conducted in faculty of

education Ebonyi State University and Ebonyi State College of Education. A total of 27

respondents formed the population of the study. A researcher developed questionnaire

served as instrument for data collection. Two research questions and a hypothesis guided

the study. It was found that the physical facilities are not adequate in tertiary institutions.

The study also revealed that HODs do not participate in planning for the physical

l
facilities in their schools. The researchers recommended that HODs should actively

participate in planning and provision of laboratory facilities in their schools and the

government should provide enough resources if the goals of vision 2020 must be

achieved.

Negedu (2008) identified teaching methods adopted by teachers to be a major

constraint to the effective utilization of human and material resources in Nigerian

schools. From his survey study on the effects of science, technology, society (STS)

approaches in secondary schools, students taught using the STS approach performed

incredibly better than their counterparts whom the methods were not employed during

their classroom instruction. The method utilized material resources which increased

students’ interest and achievement in integrated science and other science subjects like

biology. In a similar work, Okeke, Onimisi and Ofomana (1997: 28) stated various

factors that militate against effective utilization of resources from their survey study of

the causes of students’ failure in biology as follows:

 Lack of teaching experience.

 Lack of materials and resources for teaching and learning.
 Lack of improvisation of materials.
 Lack of sponsorship of teachers by the government.
 Lack of prompt payment of teachers salaries.
 Inability of teachers to manipulate materials.
 Inability of teachers to control large class.
 Laissez-faire attitude of students.
 Knowledge explosion.
 Ignorance of teachers and students on the current use of new resource materials in
biology laboratories.
 Poor planning and organization of biology human and material resources.
 Improper co-ordination of natural, financial, human and material resources in
school.
 Poor monitoring and evaluation of teachers and students on the proper use of
biology resources.
 Lack of supervision of students, teachers, materials, utilization and management
strategies

li
 Imogie (2010) in a similar study identified time as a striking factor in the

actualization of educational objectives. The result of the survey study on a new paradigm

for teacher preparation in the 21st century proved that unreasonable duplication of

courses; politicization of the university system; inadequate funding; decaying, obsolete

and inadequate infrastructure; irregular and erratic university calendar; poor instructional

management and short time allotment to biology courses has not only demoralized staff

and students but has led to poor performance of NCE students. From the above analysis,

it is obvious that if no functional solution is implemented in this 21 st century, subsequent

students taking science subjects will suffer greatly. Specifically, the provision of human

and material resources in all levels of schools in Nigeria is deplorable and needs proper

management for immediate actualization of educational objectives.

Summary of Literature Review

The literature reviewed the provision and management of Biology Laboratory

Resources (BLR) in Colleges of Education. It was done under three major sub-headings

namely: the conceptual framework; theoretical framework and empirical studies. From

the conceptual framework, it was noted that biology as a branch of science required the

use of material resources to teach students effectively if maximum educational objectives

is to be achieved. The use of biology laboratory resources for teaching biology is very

beneficial to the learners, teachers as well as the entire society hence its implementation

is highly advocated in the teaching learning process. Management of biology laboratory

resources involves seven basic functions: planning, co-ordinating, directing, organizing,

supervising, monitoring and evaluation. Factors militating against effective management

and utilization of biology laboratory resources include lack/insufficient fund, training,

lii
over enrolment of students into higher institutions, lack/inadequate materials for use in

the laboratories, ignorance of teachers and students on effective use of resources,

indiscipline among teachers and students, lack of qualifies personnel to handle biology

practicals effectively, inappropriate documentation of resources, lack of integrity,

political constraints as well as logistics problems. The above problems could be

effectively curbed through proper management of resources in biology laboratories and

maintenance of facilities.

The theoretical framework reviewed Tailor’s scientific theory. The implications

of the theories to biology include: the utilization of materials when teaching facilitates

learning; manipulation of materials reduces rote learning but promotes retention of

materials, thereby reinforcing students to teaching and learning. Discovery learning is

recommended in education since it exposes students to new problem-solving situations.

Constant practice using resource materials reduces error, hence helps students build self

confidence without total reliance on the teacher. Additionally, empirical studies of

researchers on the course of study were discussed and the results obtained showed that

utilization of biology laboratory resources affected students’ performance in biology

positively while non-utilization resulted to low performance. Management of biology

laboratory resources affected teachers and students either positively or negatively. It is

evident from the reviews that, many studies have been carried out on human and material

resources in biology especially in the areas of population of students, teaching methods,

the effects of well designed biology laboratories on students’ performance, factors

militating against excellent performance of biology students in examinations and factors

that facilitates teaching and learning of biology effectively. Furthermore, training of

liii
teachers and laboratory assistants/technologists, improvisation of biology laboratory

material resources and biology laboratory safety strategies has been highlighted. Most of

the works on biology were done at secondary school levels while higher institutions were

neglected. The effects that proper utilization of resources would have on students’

performance in examinations had not been researched on. Most of the literature within

the researcher’s reach did not address provision and management of Biology Laboratory

Resources (BLR). These underlying reasons make it appropriate, relevant and timely to

study the provision and management of Biology Laboratory Resources (BLR) in Colleges

of Education in South Eastern Nigeria.

liv
 CHAPTER THREE

RESEARCH METHOD

In this chapter, the researcher describes the procedures for carrying out the study.

It is organized under the following sub-headings: design of the study, area of the study,

population of the study, sample and sampling technique, instrument for data collection,

validation of the instrument, reliability of the instrument, method of data collection and

procedures for data analyses.

Design of the Study

Descriptive survey research design was used for the study. According to Ali

(2006), descriptive survey design is concerned with the documentation and description of

what exists or the present status of existence or absence of what is being investigated

without any manipulation of what caused the event. It develops a profile on what is and

not why it is so. It is considered appropriate for the study because it is based on the

views, opinions of respondents as well as resources available in the area of study.

Area of Study

The study was conducted in Colleges of Education in South Eastern Nigeria.

South Eastern Nigeria is made up of five states namely; Abia, Anambra, Ebonyi, Enugu

and Imo states. They consisted of thirteen (13) colleges of education. Four (4) of the

Colleges of Education are state owned, three (3) are federal while the remaining six (6)

lv
54
Colleges of Education are privately owned. (See appendix F for the names of COE in

South Eastern Nigeria).

Population of the Study

The population of the study comprised 1932 students, 79 lecturers and 12

laboratory technologists/assistants. It comprises all biology Nigerian Certificate in

Education (NCE) students levels one, two and three (NCE levels: 1, 2 & 3), lecturers,

laboratory assistants/technologists in charge of all biology laboratories in both state and

federal Colleges of Education in South Eastern Nigeria. (2010/2011 COEs NCE

Academic Session) (See appendix G for the summary of the population)

Sample and Sampling Technique

A sample of 359 students, 41 lecturers and 6 laboratory assistants/technologists

giving a total of 406 was selected for the study. The sample consisted of all NCE level

300, NCE lecturers and laboratory assistants/technologists in two (2) federal and two (2)

state Colleges of Education (COE) in South Eastern Nigeria selected for the study. (See

appendix H for the sample of the study). The reason for selecting only NCE final years

(300 Level) is that they have been exposed to most of the materials in the biology

laboratories, hence are in a better position to give accurate documentary account of the

materials in their laboratories more than other NCE levels (100 and 200). The lecturers

and laboratory assistants/technologists use these materials in their teaching and learning

of biology in biology laboratories.

The researcher adopted purposive random sampling technique. This sampling

technique was appropriate because the researcher ensured homogeneity in the type

(federal and state) of COE chosen, likewise uniformity in there states of location.

lvi
Additionally, the selected states are within the bearing of the researcher who has been

witness to resources deficiencies in biology laboratories. Out of these five states (Abia,

Anambra, Ebonyi, Enugu and Imo), two states (Enugu and Anambra) were selected for

the study. The reason was that the two states contain both federal and state colleges of

education while the remaining three states contain either federal or state College of

Education. From the seven (7) COE in the five (5) states, four (4) COE were selected: 2-

state and 2-federal Colleges of Education in the sampled states.

Instrument for Data Collection

A structured questionnaire was used for data collection. It was tagged

Questionnaire on Provision and Management of Biology Resources (QPMBR) and is

divided into six (6) sections (A-F). (See appendix I for QPMBR) Section A was designed

to obtain background information from respondents while sections B-F were to elicit

information from the respondents to answer the five (5) research questions. Section A

was the Bio-Data while sections B-F was in clusters. The entire questionnaire contained

two hundred (200) items. Section B was structured with two (2) options of Yes/No

(Available/Not-Available) while sections C-F were modified Likert type of scale.

Section B was tagged Biology Laboratory Resources Availability Assessment

Inventory (BLRAAI). It was a forty nine (49: 45 material resources and 4 human

resources) items structured to measure the availability of human and material resources in

biology laboratories in Colleges of Education. According to Hornby (2007), inventory is

a written list of all the subjects or a complete list of items. In this research study, it was a

comprehensive list of biology laboratory human and material resources required for

effective teaching and learning of biology in colleges of education as stated in the

lvii
National Commission for Colleges of Education (NCCE, 2002). Assessment is value

judgment or opinion on the quality or quantity of Biology Laboratory Resources (BLR)

available in biology laboratories in higher institutions. Respondents were requested to

indicate their level of agreement (Yes/Available) or disagreement (No/Not-Available) to

materials available in their biology laboratories.

Section C was tagged Adequacy of Biology Laboratory Resource Provision

Inventory (ABLRPI). It consisted of the same forty nine (49) items as listed in section B

above. It was a four (4) point type of scale comprising of Very Great Extent (VGE),

Great Extent (GE), Moderate Extent (ME) and Low Extent (LE) respectively. The

instrument measured the extent to which human and material Biology Laboratory

Resources (BLR) are adequately provided for in Colleges of Education.

Section D was tagged Biology Laboratory Resources Utilization Scale (BLRUS).

A scale according to Hornby (2011) is the size or extent of something when compared

with something else. From the concept of this study, it implied series of marks or points

at regular intervals on Biology Laboratory Resources (BLR) that was used to measure the

availability, utility and extent of management of Biology Laboratory Resources (BLR) in

Colleges of Education. It consisted of the same forty nine (49) items as listed in section

B above with four (4) point scale of Very Great Extent (VGE), Great Extent (GE),

Moderate Extent (ME) and Low Extent (LE) respectively. It measured the extent to

which teachers and students in biology departments in Colleges of Education effectively

utilize resources available to them.

Section E was tagged Biology Resources Utilization Constraints Assessment

Inventory (BRUCAI). It was a four (4) point scale of Very Great Extent (VGE), Great

lviii
Extent (GE), Moderate Extent (ME) and Low Extent (LE) respectively which consisted

of twenty eight (28) items. It measured several factors that militate against effective

utilization of Biology Laboratory Resources (BLR) in Colleges of Education. It also

measured the extent to which the listed constraints affect teaching and learning of biology

in Colleges of Education.

Section F was tagged Biology Laboratory Resource Management Assessment

Scale (BLRMAS). It consisted of twenty five (25) items with four point’s scale of

Strongly Agree (SA), Agree (A), Disagree (D) and Strongly Disagree (SD). Ten (10)

items measured the management strategies on resource materials while the remaining

fifteen (15) items measured management strategies on human resources. BLRMAS also

measured the best strategies adopted for effective management of Biology Laboratory

Resources (BLR) in Colleges of Education.

Validation of the Instrument

The instrument for data collection was validated by the supervisor and four (4)

other specialists in University of Nigeria, Nsukka (UNN) for face, content and construct

validation. One validator was from biology department, two from measurement and

evaluation and one from education technology. The scrutiny of the experts included to

ascertain appropriateness of language used in the constructs, clarity of statements,

suitability of words used and adequacy of items of the instrument. The validators were

also asked to check whether the instruments were capable of answering the research

questions and testing the hypotheses for the study. The comments, observations and

criticisms made by the validators were promptly adjusted by the researcher. (See

appendix N page 131 for the validators’ reports)

lix
Trial Testing of the Instrument

After the modifications of the items in line with the recommendations of the

experts’ criticisms and comments, the instrument was administered to a sample of twenty

(20) students. Ten (10) final year NCE biology students from Alvan Ikoku College of

Education (federal COE) and ten (10) students from Ebonyi State College of Education

(state COE) were used to trial test the instrument to ascertain the suitability of the items

to the target population. The students were selected outside the schools selected as

sample for the study.

Reliability of the Instrument

After trial testing, the instrument (QPMBR) was subjected to a test of internal

consistency to ensure its reliability. Research question 1 was analyzed using Kudder-

Richardson formular 20 (K-R 20) to test the reliability of dichotomously scored items.

Research questions 2-5 were tested using Cronbach’s Alpha for multiple scored items

(SA/VGE; A/GE; D/ME and SD/LE). From the analyses, scale between plus (+) +.0.00

to +0.10 is expected to be obtained. Scores of +0.00 to +0.25 is considered low

reliability. +0.26 to +0.50 is moderate reliability. +0.51 to +0.75 is high reliability while

+0.76 to +1.00 is very high/ perfect reliability (Hungwa, 2011). The coefficients of the

clusters of the instrument are said to be reliable as shown below:

BLRAAI has coefficient of reliability of +0.50 which shows moderate positive

reliability. ABLRPI has coefficient of reliability of +0.83 which shows high positive

reliability. BLRUS has coefficient of reliability of +0.91 which also shows high positive

lx
reliability. BRUCAI has coefficient of reliability of +0.97 which shows high/perfect

positive reliability BLRMAS had coefficient of reliability of +0.96 which also shows a

high/perfect positive reliability. These high reliability coefficients show that the

instrument (QPMBR) is reliable. (See appendix J for the calculation of the reliability of

QPMBR).

Method of Data Collection

In collecting the data for the study, the researcher visited the institutions

personally to administer the questionnaire. In each College of Education visited, research

assistant (laboratory assistant/technologist) was implored to assist in the administration of

the questionnaire. The use of laboratory assistant/technologist as research assistant in the

distribution of the instrument was because s/he was familiar with the environment,

lecturers and students as well as their levels more than the researcher. As such, a

combination of the researcher and the assistant facilitated the actualization of the

researcher’s objectives. Copies of the questionnaire administered to the respondents were

collected immediately it was completed. This ensured higher return rate. Secondly, the

researcher responded to the respondents’ questions in cases of difficulties. Furthermore,

the students’ attendance to lectures was under probability, hence the researcher did not

leave the questionnaire to the respondents to serve as additional assignment coupled with

their class work. Therefore, all copies of the questionnaire distributed to the students

were collected at the spot after responding to them. For the lecturers whose copies were

not collected on the same day of the administration, their copies of questionnaires were

collected a day after the questionnaire was distributed to them.

lxi
Method of Data Analyses

Research questions one (1) was answered using frequency and percentages. This

was appropriate because it had only two response options (Yes/No). Responses that have

a percentage score of 50% and above were rated positive (available BLR) while

percentage score below 50% were rated negative (not available). Research questions 2-5

were answered using mean and standard deviation. For four (4) points scale responses,

values of 4, 3, 2 and 1 for Strongly Agree/Very Great Extent (SA/VGE), Agree/Great

Extent (A/GE), Disagree/Moderate Extent (D/ME) and Strongly Disagree/Low Extent

(SD/LE) respectively were assigned to responses from which a mid-point mean value was

calculated. For each research question, real limit of numbers were used to determine the

decision level as follows: Strongly Agree/Very Great Extent (SA/VGE): 3.50 and above,

Agree/Great Extent (A/GE): 2.50-3.50, Disagree/Moderate Extent (D/ME): 1.50-2.49

while Strongly Disagree/Low Extent (SD/LE): 0.00-1.49. (See Appendix K for the

decision rule). Ranking was also used to determine the responses that have the highest

and lowest values.

lxii
 CHAPTER FOUR

PRESENTATION OF RESULTS
This chapter presents the data obtained from the responses given by the

respondents on the questionnaire. The results are presented according to the research

questions. (See appendix L for the summary of the questionnaires retrieved from the

respondents).

Research Question 1: What learning resources are available for teaching and learning of

biology in biology laboratories of colleges of education in South Eastern Nigeria?

Table 1: Percentages and Ranks of Biology Laboratory Resources Availability

Assessment Inventory (BLRAAI)

S/No Laboratory Yes No

Resources (Avail (Not- % Total
able) % AV Available) NAV % Dec Rank
1 Chalkboards 365 98.4 6 1.6 100 AV 1st
2 Maps 260 70.1 111 29.9 100 AV 26th
3 Textbooks 298 80.3 73 19.7 100 AV 8th
4 Charts 276 74.4 95 25.6 100 AV 16th
5 Models 264 71.2 107 28.8 100 AV 24th
6 Flannel boards 280 75.5 91 24.5 100 AV 12th
7 Radio 172 46.4 199 53.6 100 NAV 48th
8 Video taped instruction 181 48.8 190 51.2 100 NAV 46th
9 Overhead projector 190 51.2 181 48.8 100 AV 43rd
10 Prepared slides 255 68.7 116 31.3 100 AV 29th
11 Real objects 224 60.4 147 39.6 100 AV 38th
12 Computers 246 66.3 125 33.7 100 AV 31st
13 Film strips projector 196 52.8 175 47.2 100 AV 41st
14 Bulletin boards 228 61.5 143 38.5 100 AV 37th
15 Graphic materials 259 69.8 112 30.2 100 AV 27th

lxiii
S/No Laboratory Yes No
Resources (Avail (Not- % Total
able) % AV Available) NAV % Dec Rank
16 Interactive whiteboard 264 71.2 107 28.8 100 AV 25th
17 Tape recorder 219 59.0 152 41.0 100 AV 39th
18 Chemicals 319 86.0 52 14.0 100 AV 4th
19 Microscopes 267 72.0 104 28.0 100 AV 22nd
20 Beakers 302 81.4 69 18.6 100 AV 5th
21 Bunsen burner 278 74.9 93 25.1 100 AV 14th
22 Conical flasks 278 74.9 93 25.1 100 AV 15th
23 Vacuum flasks 289 77.9 82 22.1 100 AV 11th
24 Dissecting kits 266 71.7 105 28.3 100 AV 23rd
25 Fire extinguishers 278 74.9 93 25.1 100 AV 13th
26 Dessicator 194 52.3 177 47.7 100 AV 42nd
27 Hand lens 276 74.4 95 25.6 100 AV 17th
28 Petri dishes 230 62.0 141 38.0 100 AV 36th
29 Retort stands 299 80.6 72 19.4 100 AV 7th
30 Wire gauze 273 73.6 98 26.4 100 AV 18th
31 Text tubes 333 89.8 38 10.2 100 AV 2nd
32 Thermometers 299 80.6 72 19.4 100 AV 6th
33 Insect nets 232 62.5 139 37.5 100 AV 35th
34 Bell jars 296 79.8 75 20.2 100 AV 9th
35 Reagent bottles 258 69.5 113 30.5 100 AV 28th
36 Measuring cylinder 293 79.0 78 21.0 100 AV 10th
37 Incubator 154 41.5 217 58.5 100 NAV 49th
38 Stove 268 72.2 103 27.8 100 AV 21st
39 Drying oven 175 47.2 196 52.8 100 NAV 47th
40 First aid box 272 73.3 99 26.7 100 AV 19th
41 Weighing balances 241 65.0 130 35.0 100 AV 32nd
42 Water baths 269 72.5 102 27.5 100 AV 20th
43 Centrifuges 199 53.6 172 46.4 100 AV 40th
44 Refrigerators/freezers 184 49.6 187 50.5 100 NAV 44th
45 Pipettes/burettes 246 66.3 125 33.7 100 AV 30th
46 Lecturers 235 63.3 136 36.7 100 AV 33rd

lxiv
 S/No Laboratory Yes No
Resources (Avail (Not- % Total
able) % AV Available) NAV % Dec Rank
47 Laboratory assistants 233 62.8 138 37.2 100 AV 34th
48 Laboratory 100 NAV
technologists 181 48.8 190 51.2 45th
49 Students 320 86.3 51 13.7 100 AV 3rd

Keys: S/No = Serial Number; AV = Available (NO); NAV = Not Available (YES);
Dec = Decision; % = Percentage
The above table represents the percentage responses of respondents on the

availability (Yes) and non-availability (No) of biology laboratory resources in colleges of

education in south eastern Nigeria. Resources with the percentage of fifty (50% +) and

above are considered “Available” (AV) while those less than fifty (<50%) are considered

“Not Available”(NAV). Forty three (43) resources are recorded to be available which

make up eighty eight percent (88%) of the biology laboratory resources sampled while

only six (6 items) are identified not available which make up twelve percent (12%) of the

resources in biology laboratories of colleges of education. Amongst resources available

are chalkboards (98.4%: 1st), text tubes (89.8%: 2nd), students (86.3: 3rd), chemicals

(86.0%: 4th), beakers (81.4%: 5th), maps (70.1%: 26th), textbooks (80.3%: 8th), models

(71.2%: 24th), prepared slides (68.7%: 29th), computers (66.3%: 31st), interactive white

boards (71.2%: 25th), microscopes (70.2%:22nd), flasks (74.9/77.9%), thermometers

(80.6%: 6th), reagent bottles (69.5%: 28th), lecturers (63.3%: 33rd) and laboratory

assistants (62.8:34th) ranking between 1st to 43rd in the list of resources in biology

laboratories. Those resources not available in biology laboratories are video taped

instruction (48.8%, 46th), radio (46.4: 48th), incubator (41.5: 49th), drying oven (47.2:

47th), refrigerators (49.6: 44th) and laboratory technologists (48.8: 45th). From the table,

chalkboards (98.4%), text tubes (89.8%), students (86.3%), chemicals (86.0%) and

lxv
beakers (81.4%) ranked highest from 1st to 5th respectively as the most available resources

in biology laboratories. The most non-available resource in biology laboratory is

incubator (49th) while the most available resource is in favour of chalkboards (1 st). It is

confirmed that resources are available in biology laboratories.

Research Question 2: To what extent are these biology laboratory resources adequately

provided for in colleges of education in South Eastern Nigeria?

Table 2: Mean, Standard Deviation and Rank of Adequacy of Biology Laboratory

Resources Provision Inventory (ABLRPI)
S/No Biology Laboratory Std.
Resources Dev. Mean
VGE GE ME LE (δ) ( ) Dec Rank
50 Chalkboards 134 96 82 59 1.09 2.82 GE 13th
51 Maps 43 80 126 122 .99 2.12 ME 37th
52 Textbooks 79 109 109 74 1.04 2.52 GE 31st
53 Charts 126 99 86 60 1.08 2.78 GE 15th
54 Models 263 66 25 17 .81 3.55 VGE 2nd
55 Flannel boards 66 116 114 75 1.01 2.47 GE 34th
56 Radio 37 29 131 174 .95 1.81 ME 46th
57 Video taped instruction 35 28 124 184 .95 1.77 ME 48th
58 Overhead projector 36 30 139 158 .95 1.85 ME 45th
59 Prepared slides 115 117 86 53 1.04 2.79 GE 14th
60 Real objects 168 97 63 43 1.04 3.05 GE 5th
61 Computers 78 95 126 72 1.04 2.48 ME 33rd
62 Film strips projector 33 28 138 172 .92 1.79 ME 47th
63 Bulletin boards 82 82 128 79 1.06 2.45 ME 35th
64 Graphic materials 104 96 100 71 1.09 2.63 GE 23rd
65 Interactive whiteboard 112 100 87 72 1.10 2.68 GE 21st
66 Tape recorder 33 34 100 204 .96 1.72 ME 49th
67 Chemicals 265 65 27 14 .79 3.57 VGE 1st
68 Microscopes 133 119 71 48 1.03 2.91 GE 12th
69 Beakers 91 121 102 57 1.01 2.66 GE 22nd
70 Bunsen burner 125 140 59 47 1.00 2.92 GE 11th

lxvi
S/No Biology Laboratory Std.
Resources Dev. Mean
VGE GE ME LE (δ) ( ) Dec Rank
71 Conical flasks 151 116 66 38 1.00 3.02 GE 6th
72 Vacuum flasks 85 110 98 78 1.06 2.54 GE 29th
73 Dissecting kits 104 116 95 56 1.03 2.72 GE 16th
74 Fire extinguishers 75 157 87 52 .95 2.69 GE 19th
75 Dessicator 48 44 116 163 1.04 1.94 ME 43rd
76 Hand lens 75 131 96 69 1.01 2.57 GE 27th
77 Petri dishes 82 108 101 80 1.06 2.52 GE 32nd
78 Retort stands 167 82 72 50 1.09 2.99 GE 10th
79 Wire gauze 71 162 92 46 .92 2.70 GE 18th
80 Text tubes 174 83 62 52 1.10 3.02 GE 7th
81 Thermometers 77 132 95 67 1.01 2.59 GE 26th
82 Insect nets 51 50 130 140 1.03 2.03 ME 39th
83 Bell jars 171 81 71 48 1.08 3.01 GE 8th
84 Reagent bottles 75 156 88 52 .95 2.68 GE 20th
85 Measuring cylinder 180 85 62 44 1.06 3.08 GE 3rd
86 Incubator 52 52 127 140 1.04 2.04 ME 38th
87 Stove 83 108 100 80 1.06 2.52 GE 30th
88 Drying oven 167 82 72 50 1.09 2.99 GE 9th
89 First aid box 71 162 92 46 .92 2.70 GE 17th
90 Weighing balances 180 83 62 46 1.07 3.07 GE 4th
91 Water baths 78 131 95 67 1.01 2.59 GE 25th
92 Centrifuges 46 49 130 146 1.01 1.99 ME 41st
93 Refrigerators/freezers 49 50 122 150 1.03 1.99 ME 40th
94 Pipettes/burettes 93 47 92 139 1.20 2.25 ME 36th
95 Teachers 71 140 90 70 1.00 2.57 GE 28th
96 Laboratory assistants 46 48 111 166 1.03 1.93 ME 44th
97 Laboratory ME
technologists 47 45 123 156 1.02 1.95 42nd
98 Students 88 123 92 68 1.04 2.62 GE 24th

lxvii
Keys: S/No=Serial Number; VGE=Very Great Extent; GE=Great Extent;
ME=Moderate Extent; LE=Low Extent; Mean ( ); Std. Dev. =Standard Deviation
(δ); Dec = Decision.

Table 2 above shows the extent of adequacy in the provision of biology laboratory

resources to colleges of education in south eastern Nigeria. The result shows that

resources are provided to colleges of education at varying degrees. Chemicals and models

are recorded as the only resources provided at a very great extent in colleges of education

ranking 1st and 2nd in the table. They have mean responses of 3.57 and 3.55 with standard

deviations of 0.79 and 0.81 respectively. Thirty one (31) items are provided at a great

extent while sixteen resources are moderately provided for. However, no resource was

observed to have been provided for at low extent. Some of the resources that are greatly

provided for are: measuring cylinder ( : 3.08; δ: 1.06, 3rd); weighing balance ( : 3.07,

δ: 1.07: 4th); real objects ( : 3.05; δ: 1.04, 5th); conical flasks ( : 3.02, δ: 1.00, 6th) and

text tubes ( : 3.02, δ: 1.10, 7th). Amongst the resources observed to have been provided

at low extent are: tape recorder ( : 1.72, δ: 0.96, 49th); video taped instruction ( :1.77,

δ: 0.95, 48th); film strip projector ( : 1.79, δ: 0.92, 47th); radio ( : 1.81, δ: 0.95, 46th)

and over head projector ( : 1.85, δ: 0.95, 45th), laboratory assistants ( : 1.93, δ: 1.03,

44th), Dessicator ( : 1.94, δ: 1.04, 43rd), laboratory technologists ( :1.95, δ: 1.02, 42nd).

Based on the average mean of 2.50 (4+3+2+1=10/4 =2.50), thirty three (33) resources

(VGE=2+GE=31) are adequately provided for in colleges of education in south eastern

Nigeria while the remaining sixteen (16) resources below the mean value of 2.50 are not

adequately provided for. However, since all the required resources are not adequately

provided for in terms of quantity it could be concluded that the extent of provision of

biology laboratory resources is inadequate.

lxviii
Research Question 3: To what extent do lecturers and students in biology departments

of colleges of education utilize biology laboratory resources in teaching and learning in

South Eastern Nigeria?

lxix
Table 3: Mean, Standard Deviation and Ranks of Biology Laboratory Resources
Utilization Scale (BLRUS)
S/No Biology Laboratory Std.
Resources Dev. Mean
VGE GE ME LE (δ) ( ) Dec Rank
99 Chalkboards 154 106 71 40 1.02 3.00 GE 8th
100 Maps 58 88 113 112 1.05 2.25 ME 38th
102 Textbooks 92 111 101 67 1.05 2.61 GE 24th
102 Charts 108 94 89 80 1.12 2.62 GE 23rd
103 Models 216 55 37 63 1.16 3.14 GE 3rd
104 Flannel boards 54 107 101 109 1.04 2.29 ME 37th
105 Radio 18 24 103 226 .82 1.55 ME 47th
106 Video taped instruction 14 21 111 224 .77 1.52 ME 49th
107 Overhead projector 12 19 131 208 .74 1.55 ME 48th
108 Prepared slides 133 90 82 66 1.12 2.78 GE 14th
109 Real objects 89 81 84 117 1.16 2.38 ME 35th
110 Computers 60 62 105 144 1.09 2.10 ME 39th
111 Film strips projector 12 22 138 199 .75 1.59 ME 46th
112 Bulletin boards 127 80 110 54 1.08 2.75 GE 17th
113 Graphic materials 94 78 105 94 1.12 2.46 ME 34th
114 Interactive whiteboard 147 81 79 64 1.13 2.83 GE 12th
115 Tape recorder 37 35 99 200 .99 1.75 ME 45th
116 Chemicals 252 55 26 38 1.00 3.40 GE 1st
117 Microscopes 113 116 80 62 1.06 2.75 GE 16th
118 Beakers 105 115 92 59 1.04 2.72 GE 19th
119 Bunsen burner 114 131 56 70 1.08 2.78 GE 15th
120 Conical flasks 162 110 61 38 1.00 3.07 GE 5th
121 Vacuum flasks 128 100 79 64 1.10 2.79 GE 13th
122 Dissecting kits 87 102 80 102 1.13 2.47 ME 33rd
123 Fire extinguishers 82 144 79 66 1.01 2.65 GE 21st
124 Dessicator 43 41 103 184 1.02 1.85 ME 44th
125 Hand lens 74 115 106 76 1.03 2.50 GE 30th
126 Petri dishes 95 109 92 75 1.08 2.60 GE 25th
127 Retort stands 173 82 68 48 1.08 3.02 GE 7th

lxx
 128 Wire gauze 67 146 98 60 .96 2.59 GE 26th
129 Text tubes 181 80 61 49 1.09 3.06 GE 6th
130 Thermometers 78 122 94 77 1.04 2.54 GE 28th
131 Insect nets 55 51 129 136 1.05 2.07 GE 42nd
132 Bell jars 162 81 68 60 1.12 2.93 GE 10th
133 Reagent bottles 112 136 79 44 .98 2.85 GE 11th
134 Measuring cylinder 180 82 64 45 1.07 3.07 GE 4th
135 Incubator 54 54 127 136 1.05 2.07 ME 41st
136 Stove 80 103 102 86 1.07 2.48 ME 32nd
137 Drying oven 144 75 62 90 1.21 2.73 GE 18th
138 First aid box 66 138 88 79 1.02 2.51 GE 29th
139 Weighing balances 217 67 54 33 1.01 3.26 GE 2nd
140 Water baths 74 128 96 73 1.02 2.55 GE 27th
141 Centrifuges 51 51 126 143 1.04 2.03 ME 43rd
142 Refrigerators/freezers 70 41 109 151 1.13 2.08 ME 40th
143 Pipettes/burettes 99 127 80 65 1.05 2.70 GE 20th
144 Teachers 155 35 74 107 1.28 2.64 GE 22nd
145 Laboratory assistants 130 42 82 117 1.26 2.50 GE 31st
146 Laboratory technologists 101 46 99 125 1.20 2.33 ME 36th
147 Students 145 104 74 48 1.05 2.93 GE 9th

Keys: S/No=Serial Number; VGE=Very Great Extent; GE=Great Extent;

ME=Moderate Extent; LE=Low Extent; Mean ( ); Std. Dev. =Standard Deviation
(δ); Dec = Decision.
Table 3 shows the extent to which biology laboratory resources are utilized by

teachers and students for teaching and learning in biology departments of colleges of

education in south eastern Nigeria. From the results obtained from the respondents, none

of the resources are utilized at a very great extent neither at a low extent. The results

obtained show that thirty one (31) laboratory resources with mean ratings ranging from

2.50 to 3.40 are effectively utilized since they are above the mean benchmark of 2.50.

Such resources include chemicals ( :3.40; δ: 1.00; 1st ), weighing balances ( :3.26; δ:

lxxi
1.01; 2nd), models ( :3.14; δ: 1.16; 3rd), measuring cylinder ( :3.07; δ: 1.07; 4th), flasks

( :3.07; δ: 1.00; 5th), students ( :2.93; δ :1.05; 9th), text tubes ( : 3.06; δ: 1.09; 6th),

microscopes ( : 2.75; δ: 1.06; 16th), thermometers ( : 2.54; δ: 1.04; 28th), and beakers (

: 2.72; δ: 1.04; 19th). Eighteen (18) resources with ranks ranging from 32 nd to 49th are

not effectively utilized. Such resources have mean ratings below 2.50. Examples of such

resources are: video taped instruction ( : 1.52; δ: 0.77, 49th), over head projector ( :

1.55; δ: 0.74; 48th), radio ( : 1.55; δ: 0.82; 47th), tape recorder ( : 1.75; δ: 0.99; 45th),

Dessicator ( : 1.88; δ: 1.02; 44th), centrifuges ( : 2.03; δ: 1.04; 43rd), incubator ( :

2.07; δ: 1.05; 41st), freezers ( : 2.08; δ: 1.33; 40th), computers ( : 2.10; δ: 1.09; 39th)

and maps ( : 2.25; δ: 1.05; 38th).

Research Question 4: What factors militate against effective utilization of biology

laboratory resources for teaching and learning of biology in colleges of education in
south eastern Nigeria?

Table 4: Mean, Standard Deviation and Ranks of Biology Resources Utilization

Constraints Assessment Inventory (BRUCAI)
S/No Constraints to biology Std.
laboratory resources provision Dev Mean (
utilization and management
VGE GE ME LE . (δ) ) Dec Rank
148 Over populated classes 220 67 52 32 1.00 3.28 GE 8th
149 Lack of fund 264 69 25 13 .77 3.57 VGE 2nd
150 Lack of infrastructure 216 85 46 24 .93 3.33 GE 7th
151 Poorly equipped laboratories 255 53 43 20 .90 3.46 GE 3rd
152 Inadequacy in quantity and
quality of resources 279 49 31 12 .78 3.60 VGE 1st
153 Short time/periods for biology
classes 159 84 95 33 1.02 2.99 GE 19th
154 Carelessness of laboratory users 147 73 102 49 1.09 2.86 GE 20th
155 Too many courses to teach/learn
by staff and students 247 58 38 28 .95 3.41 GE 5th
156 No separate time for biology
practicals 172 90 72 37 1.03 3.07 GE 14th

lxxii
 157 Excessive use of available staff
and material resources 123 113 80 55 1.05 2.82 GE 21st
158 Poor records of biology
laboratory resource materials 231 73 43 24 .93 3.38 GE 6th
159 Purposive exaggerative/
underestimated resource 166 93 80 32 1.00 3.06 GE 16th
logistics
160 Lack of improvisation of
unavailable material resources 168 88 81 34 1.02 3.05 GE 18th
161 Inadequate number of laboratory
assistants/ technologists 114 91 108 58 1.07 2.70 GE 24th
162 Unqualified/inexperienced lab.
assistants/technologists 67 124 109 71 1.00 2.50 GE 25th
163 Laziness of teachers and
students 141 68 113 49 1.09 2.81 GE 22nd
164 Ignorance on proper use of
materials or specimens 56 120 109 86 .99 2.39 ME 27th
165 Inferior instructional materials 170 102 57 42 1.03 3.08 GE 13th
166 Poor management of biology
laboratory resources 207 68 59 37 1.04 3.20 GE 12th
167 Strenuous laboratory rules and
regulations 201 88 42 39 1.02 3.22 GE 11th
168 Lack of specious and well
ventilated laboratory 230 84 44 13 .83 3.43 GE 4th
169 Lack of storage facilities 225 50 54 42 1.07 3.23 GE 9th
170 Lack of security services 63 120 114 74 .99 2.46 ME 26th
171 Lack of supervision of
laboratory activities 173 92 65 41 1.04 3.07 GE 15th
172 Purposeful strike actions 41 126 118 86 .95 2.33 ME 28th
173 Purposeful riots and
demonstrations of students 170 92 68 41 1.04 3.05 GE 17th
174 Conversion of resources for
personal uses 103 118 94 56 1.03 2.72 GE 23rd
175 Lack of co-operation between
students and lecturers 201 86 49 35 1.00 3.22 GE 10th

Keys: S/No=Serial Number; VGE=Very Great Extent; GE=Great Extent;

ME=Moderate Extent; LE=Low Extent; Mean ( ); Std. Dev. =Standard Deviation
(δ); Dec = Decision.

lxxiii
 The table above shows the factors militating against adequacy in the provision

and management of biology laboratory resources in colleges of education in south eastern

Nigeria. It also shows the extent to which such factors affect resources in teaching and

learning of biology in biology laboratories. Only two (2) factors were confirmed to affect

adequacy in the provision, utilization and management of biology laboratory resources at

a very great extent. These factors are inadequacy in the quantity and quality of resources (

: 3.60, δ: 0.78; 1st) and lack of fund ( : 3.75; δ: 0.77; 2nd). Three (3) resources affect

biology resources at moderate extent and they are lack of security services ( : 2.46; δ:

0.99; 26th); ignorance on proper use of biology laboratory resources ( : 2.39; δ: 0.99;

27th) and purposeful strike actions ( : 2.33; δ: 0.95; 28th). Other factors with mean

values ranging from 2.50 to 3.46 affect utilization of biology laboratory resources at a

great extent. These factors amongst others include: poorly equipped laboratories ( :

3.46; δ: 0.90; 3rd), lack of space ( : 3.43; δ: 0.83; 4th), too many courses to teach and

learn by teachers and students ( : 3.41; δ: 0.95; 5th), poor records of resources ( : 3.38;

δ: 0.93; 6th), lack of supervision ( : 3.07; δ: 1.00; 15th), lack of co-operation between

students and lecturers ( : 3.22; δ: 1.00; 10rh) as well as lack of storage facilities (

:3.23; δ: 1.07; 9th). Meanwhile, none of the factors listed above has low effect on biology

laboratories. The responses confirmed that many factors affect adequacy in the provision

and management of biology laboratory resources at a great extent.

Research Question 5: Are biology laboratory resources effectively managed in colleges

of education in South Eastern Nigeria?

Table 5: Mean, Standard Deviation and Ranks of Biology Laboratory Resources

Management Assessment Scale (BLRMAS)

lxxiv
S/No Effective Management Std.
strategies on Biology Dev. Mean
Laboratory Resources
SA A D SD (δ) ( ) Dec Rank
176 Constant cleaning of used
materials 208 90 40 33 .98 3.27 A 8th
177 Appropriate storage of
materials 222 82 45 22 .91 3.36 A 2nd
178 Proper handling of
laboratory materials 204 93 45 29 .96 3.27 A 9th
179 Avoidance of Vandalization
of laboratory materials 182 118 47 24 .91 3.23 A 11th
180 Prompt repair of faulty
materials 204 97 48 22 .91 3.30 A 5th
181 Being safety cautious in the
laboratory 207 86 51 27 .96 3.27 A 7th
182 Improvisation of materials 223 64 45 39 1.04 3.27 A 10th
183 Replacement/repair of
damaged laboratory 174 94 63 40 1.03 3.08 A 14th
materials
184 Constant monitoring of
usage of materials 119 113 83 56 1.05 2.80 A 19th
185 Proper documentation of
laboratory materials 179 82 60 50 1.09 3.05 A 16th
186 Training of staff and
students 185 85 67 34 1.02 3.14 A 13th
187 Planning, implementation
and monitoring of BLR 168 87 79 37 1.03 3.04 A 17th
188 Organizing students during
laboratory practicals 109 104 93 65 1.07 2.69 A 20th
189 Punctuality and regularity of
staff and students to school 57 129 112 73 .98 2.46 D 24th
190 Providing accurate records
of laboratory resources 201 69 61 40 1.06 3.16 A 12th
191 Judicious payment of
departmental dues 44 125 114 88 .97 2.34 D 25th
192 Prompt supervision of staff
and students 173 96 61 41 1.03 3.08 A 15th
193 Accepting departmental
responsibilities 89 124 102 56 1.00 2.66 A 21st
194 Prompt payment of salaries
and allowances 212 89 37 33 .97 3.29 A 6th

lxxv
 195 Avoidance of excessive
duplication of courses 215 85 57 14 .87 3.35 A 3rd
196 Co-ordinating academic
activities of students 103 107 92 69 1.07 2.66 A 22nd
197 Giving awards to deserving
staff and students 245 52 43 31 .99 3.38 A 1st
198 Controlling and Counseling
staff and students 96 157 78 40 .94 2.83 A 18th
199 Evaluating laboratory
human/material adequacy 238 47 54 32 1.02 3.32 A 4th
200 Directing academic activities
of staff and students 81 119 108 63 1.01 2.59 A 23td

Keys: S/No=Serial Number; SA=Strongly Agree; A=Agree; D=Disagree;

SD=Strongly Disagree; Std. Dev. =Standard Deviation (δ); Mean ( ); Dec=Decision
Table 5 above shows the effective management strategies to curb the effects of

inadequacy in the provision and management of biology laboratory resources in colleges

of education in south eastern Nigeria. Out of twenty five (25) management strategies

listed, respondents disagreed that judicious payment of departmental dues as well as

punctuality and regularity of staff and students to school are not the best ways of

managing biology laboratory resources in colleges of education. These management

strategies have mean ratings of 2.34 (rank: 25 th) and 2.46 (rank: 24th) with standard

deviations of 0.97 and 0.98 respectively. Other management strategies with mean

responses ranging from 2.59 to 3.38 and ranks of 1st-23rd were rated as the best methods

of managing biology laboratory resources in colleges of education in south eastern

Nigeria. Giving awards to deserving staff and students in colleges of education ranked

highest (1st) having a mean response of 3.38 with standard deviation of 0.99 indicating

the best strategy to be adopted in managing human biology laboratory resources in

colleges of education in south eastern Nigeria. Other management strategies include

appropriate storage of resources ( : 3.36; δ: 0.91; 2nd); improvisation of resources ( :

lxxvi
3.27; δ: 0.96; 7th); prompt repair/replacement of faulty resources ( : 3.30; δ : 0.91; 5th);

constant monitoring of usage ( : 2.80; δ: 1.05; 19th) and proper documentation of

laboratory materials ( : 3.05; δ: 1.09; 16th) are some of the strategies of managing

material resources effectively in biology departments of colleges of education. Other

effective management strategies on human resources include training of staff and

students on proper use of resources ( : 3.14; δ: 1.02; 13th); planning, implementation

and monitoring of BLR ( : 3.04; δ: 1.03; 17th); prompt supervision of staff and students

( : 3.08; δ: 1.03; 15th); avoidance of excessive duplication of courses ( : 3.35; δ: 0.87;

3rd) and evaluating human and material resources ( : 3.32; δ: 1.02; 4th).

Summary of Major Findings of the Result

Findings presented in this study indicate that:

1. Most biology laboratory resources are available in biology departments of

colleges of education in south eastern Nigeria. Some of these resources include

chalkboards, charts, models, textbooks, prepared slides, bulletin boards,

chemicals, beakers, microscopes, flasks, fire extinguishers, text tubes,

thermometers, lecturers and students while refrigerators, incubators, drying oven,

laboratory technologists, radios and videotaped instruction not available.

2. Based on the NCCE (2002) minimum standard for colleges of education, the

extent of provision of some biology laboratory resources is adequate in colleges

of education in south eastern Nigeria while some resources are not. Amongst such

adequately provided resources are chalkboards, chemicals, models, measuring

cylinder, weighing balance, flasks, text tubes, bell jars, fire extinguishers, reagent

bottles, interactive white boards, beakers while other resources such as

lxxvii
 centrifuges, laboratory assistants/technologists, over head projector, video taped

instruction, dessicator, and refrigerators are not adequately provided for in

colleges of education.

3. Some biology laboratory resources such as chemicals, models, flasks, measuring

cylinders, beakers, microscopes and text tubes which are greatly available in

biology laboratories are effectively utilizes while unavailability of some resources

such as real objects, incubators, centrifuges, freezers, tape recorder, maps, and

projectors have effected their utilization in biology departments of colleges of

education in south eastern Nigeria.

4. Various challenges spinning from inadequacy in the quantity and quality of

human and material resources, lack of fund, poorly equipped laboratories, too

many courses to teach and learn by staff and students, poor records of biology

laboratory resources, lack of supervision, poor management of resources amongst

other factors militate against adequacy in the provision and management of

biology laboratory resources in colleges of education in south eastern Nigeria.

5. Giving awards to deserving staff and students, appropriate storage of materials;

avoidance of excessive duplication of courses; evaluating resources; prompt

repair/replacement of faulty materials and prompt supervision of biology

laboratory resources are among the best strategies towards curbing factors

militating against effective provision and management of biology laboratory

resources in colleges of education in south eastern Nigeria.

CHAPTER FIVE

DISCUSSION, CONCLUSION AND SUMMARY

lxxviii
 The research findings based on the data presented in chapter four are interpreted and

discussed in this chapter. The outline of the chapter is as follows:

1. Discussion based on the five research questions.

2. Conclusion reached from the findings of the study.

3. Educational implications of the findings of the study.

4. Recommendations.

5. Limitations of the study.

6. Suggestions for further research.

7. Summary of the study.

Discussion Based on the Five Research Questions

Discussion based on the five research questions are done under the following

subheadings:

 The availability of biology laboratory resources in colleges of education in south

eastern Nigeria.

 The extent of adequacy in the provision of biology laboratory resources to

colleges of education in south eastern Nigeria.

 The extent of utilization of biology laboratory resources provided to colleges of

education in south eastern Nigeria.

 Factors militating against effective provision, utilization and management of

biology laboratory resources in colleges of education in south eastern Nigeria.

 The best strategies for enhancing management of biology laboratory resources in

colleges of education in south eastern Nigeria.

The Availability of biology laboratory resources in colleges of education in south

eastern Nigeria 77

lxxix
 The result of the study as shown in table one (1) revealed that 88% of biology

laboratory human and material resources are available in colleges of education in south

eastern Nigeria. The opinion of the respondents on Biology Laboratory Resources

Availability Assessment Inventory (BLRAAI) revealed that material resources such as

chalkboards, text tubes, chemicals, beakers, flannel boards, computers, prepared slides,

interactive white boards, microscopes, flasks, dissecting kits, fire extinguishers, hand

lens, dessicator and thermometers are available in biology departments of colleges of

education. From the report of the study, at least one of the brands of the resources is

present in all biology laboratories of colleges of education.

The findings of this study are in contrast with the findings of Okoli and Osuafor

(2010) that almost all the required biology laboratory resources are not available in the

schools. Among the resources they reported not being available are: dessicator, incubator,

watering can, anemometer, Punnel square, fish traps, water baths, vacuum flasks, stove,

plant press, spatula and science magazines. However, 12% of the resources considered in

this study are not available such as radio, video taped instruction, incubator, projectors,

drying oven and refrigerators/freezers which is in accord with the earlier findings of

Okoli and Osuafor (2010).

With reference to the table, only laboratory technologist is a human resource not

available in some biology laboratories of colleges of education. This agrees with the

reports of Okoli and Osuafor (2010) who sampled eight (8) education zones in Anambra

state for the number of laboratory assistants/technologists in biology laboratories in

secondary school. From the study, out of 192 laboratory assistants/technologists

anticipated to be present in the 8 education zones, only seventeen (17) was observed. This

lxxx
report proves that laboratory technologists/assistants are not available in colleges of

education or that the percentage of their availability is very low.

With reference to the table, students are available at a greater percentage of 86.3%

when compared to the percentage of lecturers (63.3%) in colleges of education. This

finding was in consonance with Akano (2006) who opined that the percentage of students

in colleges of education outweigh that of lecturers due to excessive enrolment of students

into science courses in colleges of education. The finding was in accord with the reports

of Imogie (2010) that the number of students (undergraduate teachers) is enormous when

compared to the number of lecturers in biology laboratories. This goes to affirm the fact

that BLR re available in biology departments of colleges of education in south eastern

Nigeria. But, to what extent are they available?

The extent of adequacy in the provision of biology laboratory resources to colleges

of education in south eastern Nigeria

The result of the study as revealed in table 2 indicates that, biology laboratory

resources are not adequately provided to colleges of education in south eastern Nigeria.

Judging from the table of Adequacy of Biology Laboratory Resources Provision

Inventory (ABLRPI), only chalkboards, chemicals and test tubes are observed to be

provided at a very great extent although their quantity and quality were not measured.

This report is in agreement with the findings of Okoli and Osuafor (2010) who opined

that models, reagents/chemicals, beakers and test tubes are the only resources adequately

provided to schools. They argued that chalkboard is not a resource whose provision is to

be demanded for, since it is found in all classrooms irrespective of its level and

lxxxi
discipline. Meanwhile, interactive whiteboards are phasing off chalkboards in this 21 st

century.

The findings are in consonance with the observations of Okoli and Osuafor (2010)

who listed the percentages/extent of adequacy in the provision of some biology

laboratory resources as follows: quadrant (12.5%), skeleton (31.3%), dissecting kits

(47.9%), thermometer (10%), microscopes (50%), dessicator (0.0%), incubator (0.0%),

insect nets (12.5%), drying oven (0.0%) and models (56.3%). The observed trend in the

percentages of resources provided to colleges of education could not measure up to

eighty five to hundred percent (85-100%) which was their yard stick for measuring

adequacy in the resources provided to schools, hence regarded as not being adequately

provided.

Based on the NCCE (2002) minimum requirement for biology laboratories (see

appendix M for the NCCE for biology laboratories), major biology laboratory resources

are not adequately provided for in colleges of education. The NCCE stipulated at least

eight (8) biology lecturers with maximum of sixty (60) undergraduate teachers whose

teacher to student ratio is 1:8 in biology department. The findings of this study further

revealed that some colleges of education have only six (lecturers) teaching a minimum of

sixty (60) students. Based on the NCCE requirement for material resources in biology

laboratories, material resources such as microscopes, hand lens, projectors, dissecting kits

and chemicals should be provided in “assorted” quantity (above 40). Judging from the

reports of this research finding, most resources are only provided to colleges of education

but the quantity and quality of the resources provided to such colleges are inadequate

with reference to the NCCE standards. The findings affirm with the work of Nwankwo et

lxxxii
al (2011) on the state of physical facilities in higher institutions that resources are not

adequately provided for when viewed from the stand point of quality and quantity. The

findings equally agree with the observations of Akano (2006), Okoli and Osuafor (2010)

that human and material resources in colleges of education are grossly inadequate. Can

resources inadequacy influence its utilization in teaching and learning of biology?

Extent of utilization of biology laboratory resources in colleges of education in south

eastern Nigeria.

Table 3 depicts Biology Laboratory Resources Utilization Scale (BLRUS). The

result obtained shows that some biology laboratory resources are adequately utilized

while some are not effectively utilized due to inadequacy in the quantity and quality of

such resources provided to colleges of education. In a situation whereby the desired

resources to use for teaching and learning are not available, lecturers are left with no

other option than to change the original method of teaching such topics which will nor

require resource utilization hence, adopt substitutional method which might not be in the

best interest of the undergraduate teachers. This has hampered the actualization of

biology educational objectives. This goes to affirm the findings of Imogie (2010) that

resources are not effectively utilized in colleges of education. With reference to the above

report, Okoli and Osuafor (2010) opined that resources which are effectively utilized in

colleges of education are chalkboards, chemicals, text tubes, flasks, reagent bottles,

beakers, pipettes/burettes and models. It is worthy to note that the extent of utility of

laboratory resources depends on their level of availability.

The findings equally agree with the findings of Okeke, Onimisi and Ofomana

(1997) whose view was that lack of materials and resources for teaching and learning has

lxxxiii
affected utilization of resources. Some resources noted to be moderately-utilized in

biology laboratories which rhymed with the findings of Okechukwu (1997), Osobonye

(2002) and Egbu (2010) include, computers, projectors, incubators, thermometers,

dessicator, microscopes, centrifuges, freezers and drying oven. The inadequacy in the

quantity and quality of such resources has invariably affected their utilization. This is in

line with the report of Salami (1992) who stated that due to insufficient resources,

teachers have adopted substitutional methods of teaching sciences which do not require

using laboratory resources for teaching and learning to take place. Salami advocated that

adequate utilization of resources had been correlated to good performance in students’

examinations while students’ poor performance had been blamed on inadequate provision

and utilization of resources.

From the findings of the report, the only human resource effectively utilized is

students. This is because students’ enrolment into science courses in colleges of

education is always on the increase. Meanwhile, laboratory technologists/assistants are

moderately utilized while lecturers are greatly utilized. The findings are in consonance

with the findings of Ejionueme (2010) and Imogie (2011) who stated that increase in

students’ enrolment has creating imbalance in teacher to student ratio. Nwankwo et al

(2011) equally observed that students do not make effective use of laboratory resources

because the resources are inadequate. Oladipo (2008) too noted that students procure

personalized dissecting kits or even computers if they want to make effective use of such

resources during and after laboratory activities instead of waiting for limited number of

departmental dissecting sets and desk-top computers. All the above assertion point to one

lxxxiv
fact: only laboratory resources that are adequately provided in biology laboratories of

colleges of education are effectively utilized.

Factors militating against effective provision, utilization and management of biology

laboratory resources in colleges of education in south eastern Nigeria

The result of the study as presented on table four (4) disclosed that the students

and staff of biology departments of colleges of education share the view that among the

factors that militate against provision and management of resources in biology

laboratories is inadequacy in the quantity and quality of biology laboratory resources

provided to colleges of education. Also observed in the table of Biology Resources

Utilization Constraints Assessment Inventory (BRUCAI) are lack/mismanagement of

fund, lack of supervision, poor records, lack of improvisation, too many courses to teach

and learn by staff and students, lack of cordial co-operation between lecturers and

students, poor management of biology laboratory resources and lack of proper monitoring

and evaluation of resources available in biology laboratories. Opone (1999) shared the

same views with Negedu (2008) and Oladipo (2008) who observed poor funding, poor

records and lack of supervision as major traits to provision, utilization and management

of resources.

Imogie (2010) observed changes in the programme and enrolment of students

into colleges of education for the past few years without proportionate changes in

resources especially infrastructural facilities. The population explosion into science

courses, biology in particular recorded in this study was also revealed by Nwankwo, et al

(2011) as a moderator variable to the inadequacy in the utilization of resources in biology

laboratories of colleges of education.

lxxxv
 Lack of storage facilities such as freezers/refrigerators was reported to be in

absencia in all biology laboratories of colleges of education. Without adequate storage

facilities, most laboratory resources especially the perishable ones are useless to staff and

students in such colleges. This report is in agreement with the findings of Nweke (1999),

Omeje (1999), Akano (2006) and Egbu (2010) whose view was that inadequate storage

facilities in biology laboratories has created more wastage leading to shortage of material

resources in colleges of education.

Another militating factor to provision, utilization and management of resources is

purposive exaggerative/underestimated resource logistics. This finding was also reported

by Osondu (2004) and Oladipo (2008) as a major factor militating against adequate

provision of resources to colleges of education. Based on the above assertion, the

quantity of resources available in biology laboratories as documented in the departmental

resources inventory was questionable. As noted by Nweke (1999), this has created

inelasticity of resources availability in tertiary institutions.

In line with the constraints observed in this study, Abolarin (2007) affirmed that

crises in colleges of education such as purposeful strike actions, riots and demonstrations

of both staff and students have affected the extent of provision, utilization and

management of biology laboratory resources in colleges of education. When these riots

occur, most resources are intentionally destroyed leaving the laboratories bare when the

management problems are sorted out. Providing already destroyed resources proves to be

more difficult since it has already been documented by the government that such

resources has been dispatched to such colleges of education. A long term consequence of

this reaction is absence of both human and material resources in biology laboratories.

lxxxvi
 Additionally, the findings agree with the observation of Imogie (2010) in a new

paradigm for teacher preparation in the 21st century Nigeria that short time/period for

biology classes, no separate time for biology practicals, excessive duplication of courses

and over populated classes are major problems facing the actualization of NCE biology

educational objectives. When classes are overpopulated, some students will be standing,

some will be sitting and in some severe cases, others will be standing outside the

laboratory to listen to lectures. In such a situation, the lecturers are forced to adopt

automatic teaching method to suit the present condition. In contrast, the respondents

disagreed that strenuous rules and regulations as well as lack of security services are the

least factors militating against provision, utilization and management of resources in

colleges of education.

The findings of this study was in accord with the empiricals of Okoli and Osuafor

(2010) with Nwankwo (2011) who outlined some of the challenges to effective provision,

utilization and management of biology laboratory resources as unqualified/inexperienced

laboratory assistants/technologists, ignorance in proper use of resources as a result of lack

of training by students and lecturers, carelessness of laboratory utilizers, negligence of

laboratory rules and regulations, lack of improvisation of unavailable resources,

excessive use of available staff and material resources caused by inadequate human and

material resources, lack of adequate planning and co-operation among teachers and

students. Other militating factors noted by Ejionueme (2010) include lack of supervision

and evaluation of resources, as well as problem of budgeting and mismanagement of

resources which are classified as management inefficiencies. It is worthy of note that all

lxxxvii
the militating factors considered in this research study affected laboratory resources at a

great extent.

The best strategies for managing biology laboratory resources in colleges of

education in South Eastern Nigeria.
The result of the study as exposed in table five (5) disclosed some of the effective

strategies that can be employed to remedy the factors that militate against adequate

provision, utilization and management of biology laboratory resources in colleges of

education in south eastern Nigeria. Among the strategies observed in Biology Laboratory

Resources Management Assessment Scale (BLRMAS) include giving awards to

deserving staff and students who may have contributed in one way or the other to

improve the condition of resources in biology laboratories. in line with this finding,

Ngwoke (2010) opined that no matter the form in which the reward is given whether

verbal or non-verbal, the objective remains the same: to stimulate/incite the rewardee to

perform more of the desired function. Aguele and Imhanlahim (2006), Michael (2008) as

well as chime (2010) shared the same opinion of the above finding.

Training of staff and students on effective use of resources in biology laboratories

was advocated in this study which is in consonance with the earlier findings of

Ejionueme (2010), Imogie (2010), Okoli and Osuafor (2010) and Nwankwo, et al (2011).

If appropriate training was not given to resource utilizers on how to apply discernment

when choosing the best teaching method to apply for effective teaching and learning of

biology to take place, lecturers adopt any method suitable to them which negates

resources utilization, hence, permanent change in the performance of students will not be

actualized. From the table, respondents strongly agreed that excessive duplication of

lxxxviii
courses had a very negative impact in the management of human resources in biology

laboratories. No wonder it ranked 3rd highest in the table. This finding agrees with the

prior report of Imogie (2010) who share the same opinion with Chukelu (2009) that

duplication of courses into smaller unit has created more classroom stress to lecturers in

colleges of education.

From the findings of this study, the main aim of colleges of education is to

produce qualified professional teachers. This endeavour requires adequate funding as

advocated in this study for the provision and maintenance of human and material

resources. This agrees with the findings of Okechukwu (1997), Nweke (1999), Osondu

(2004), Ona (2007), Abolarin (2006), Oladipo (2008), and Ugwoke (2010) that if biology

departments are adequately funded, resource unavailability will not be recorded.

In addition to funding of biology laboratories in colleges of education, appropriate

storage of materials and prompt repair/replacement of faulty materials according to the

finding could be adopted for improving management of material resources. Avoidance of

poor maintenance culture which is superstitiously regarded as Nigerian syndrome as

opined by Ejionueme (2010) will reduce the extent of inadequacy of resources in biology

laboratories. That notwithstanding, providing accurate records of resources in biology

laboratories, constant cleaning of used materials and improvisation of materials were

found to be among the management strategies to reduce inadequacy in the quantity and

quality of resources in colleges of education.

In the study, it was revealed that proportionate increase in students’ enrolment

should commensurate with the quantity and quality of human and material resources in

biology laboratories. This result is in consonance with Imogie (2010) and Ejionueme

lxxxix
(2010) whose earlier findings advocated enrolling the number of students that will

equilibriumize the resources available in biology laboratories as stipulated in the NCCE.

The findings also agree with the measures taken by biology departments in

colleges of education which mandated students to pay departmental dues. This will help

the department to take care of immediate resource needs of the students hence more

resources are provided to colleges of education.

Judging from the findings as observed in the table, punctuality and regularity of

staff and students to school, organizing students during practicals and accepting

departmental responsibilities were the least in rank of management strategies to enhance

provision and utilization of laboratory resources.

The findings of this study were collaborated by Chikani (1999), Akano (2006)

and Ejionueme (2010) who were of the views that effective funding, training, counseling,

planning, co-ordinating, directing, implementing, supervising, monitoring and evaluating

the resources provided to biology laboratories to an agreeable extent will help to reduce

inadequacy in the provision, utilization and management of resources in colleges of

education in south eastern Nigeria.

Conclusion Reached from the Findings of the Study

Biology laboratory resources are imperative to teaching and learning of biology in

biology departments of colleges of education in south eastern Nigeria. Based on the

findings of the study, the following conclusions were made:

 Most Biology laboratory resources are available in colleges of education in south

eastern Nigeria. Among the 49 resources considered in the study, only six (6)

resources were not available.

xc
  Based on the NCCE basic requirements for colleges of education, the extent of

provision of biology laboratory resources in colleges of education in south eastern

Nigeria is inadequate. Only two (2) resources are provided at a very great extent

while majority of the resources considered are provided at moderate extent.

 The present state of inadequacy in the provision of resources to colleges of

education invariably affected its utilization in biology laboratories. Hence, the

extent of utilization of resources in colleges of education is paralyzed while only

resources that are commonly available are effectively utilized.

 Equally revealed in the findings are the factors militating against adequacy in the

provision, utilization and management of biology laboratory resources in colleges

of education which ranges from poor financial support, progressive increase in

students’ enrolment without proportionate increase in resources, ignorance on the

proper use of resources due to lack of training and poor supervision of laboratory

resources.

 The present condition of resources in biology laboratories can best be managed by

adopting some strategies such as constant training, funding, planning, organizing,

co-ordinating, directing, supervising, monitoring and evaluating biology

laboratory resources in colleges of education in south eastern Nigeria.

Educational Implications of the Findings of the Study

Provision, utilization and management of biology laboratory resources are vital in

the actualization of biology educational objectives of NCE teachers. The findings of the

study have the following implications to the state and federal government, curriculum

planners, incumbent researchers, inspectors and supervisors of higher institutions, policy

xci
makers and implementers, lecturers/teachers, learners/undergraduate teachers, non-

governmental organizations, laboratory assistants/technologists together with the general

public.

The results of this study reveal that biology laboratory resources are not

adequately provided for (financially, humanly and materially) in colleges of education.

This is the underlying reason behind students’ and lecturers’ judicious demonstrations

and protests. This study shows the areas of pressing needs of the students and lecturers

especially in financial support and prompt payment of remunerations; hence the

government, policy makers and non-governmental organizations should pay constant

attention to them. This will motivate lecturers and students to put in their best in the

teaching learning process which will invariably boost students performance in

examinations, curtail purposeful protests and demonstrations of students and lecturers

likewise inadequacies of resources in biology laboratories in colleges of education.

Application of biology laboratory resource management to biology departments in

colleges of education will reduce unnecessary accidents which have affected the quantity

of resources provided to colleges of education through breakages, stealing, safety

unconsciousness, riots, negligence of laboratory rules and regulations but improve the

quality of resources available to COE. However, this improvement depends on training of

laboratory utilizers on the proper use of laboratory resources. Therefore, the integration

of biology laboratory resource management which entails comprehensive planning,

supervising, directing, monitoring and evaluating of resources to biology laboratory by

inspectors and supervisors of higher institutions will improve academic performance of

undergraduate teachers in colleges of education.

xcii
 The findings of the study showed the implications of recruiting unqualified

human resources to biology laboratories. These resource persons cannot keep accurate

documentary logistics of resources in biology departments. They also produce

exaggerative/under estimative logistics of resources when resources are to be edicted in

biology laboratories. The implication of the above finding is that colleges of education

will continue to experience inadequacy in the provision, utilization and management of

resources. This will invariably jeopardize lecturers’ commitment to teach with

appropriate resources and students’ zeal to learn and understand abstract concepts

without corresponding materials. Thus, their academic performance continues to dwindle.

Judging from the positive effects of utilization of resources in teaching and

learning of biology in colleges of education, maximum adequacy in the quantity and

quality of resources provided to colleges of education cannot be actualized by the

government alone. Therefore, every other non-governmental body that cherishes

academic excellence should help the students and lecturers in the provision of resources

no matter how little the quantity might be. This will enhance the lecturers and students

resources utilization ego. Additionally, when resources are adequately available,

unnecessary phobia created by ‘break and pay policy’ in biology laboratories which has

made supervision of practical sessions a history in some laboratories will be eliminated.

Furthermore, availability of resources in biology laboratories as revealed from the

findings of the study showed that the improvisation of unavailable resources will help to

improve resources provision, utilization and management in biology laboratories of

colleges of education. The implication of this finding is crucial in the era of

shortages/inadequacies where such resources could be effectively utilized. Heads of

xciii
Departments (HOD) in biology departments should design strategies through projects and

group research assignments to produce different material resources to be utilized in the

laboratories. This will avert the tendency of undergraduate students fanning not to know

the names of many resources in the laboratory even in their final years, not to talk of their

functions. This strategy if well inculcated in undergraduate teachers will make effective

impact in the future development of science and technology in Nigeria through transfer of

learning.

The findings of this study will inform the government, policy makers and

implementers, curriculum planners, inspectors and supervisors of higher institutions,

heads of departments/lecturers in colleges of education, laboratory

assistants/technologists, students and the general public on whether or not the funds

allocated for the provision of resources are judiciously implemented or purposefully

mismanaged. This will yield accurate documentation of resources in all biology

laboratories likewise avert increment in school fees.

The findings of this study show that unorganized increase in students enrolment

into colleges of education without its proportionate increase on the quantity and quality

of human and material resources creates population imbalance. This has created

population explosion in biology laboratories which has grossly affected teaching methods

designed for some subjects taught in biology laboratories. Admission policies in colleges

of education should be revisited, more lecturers employed and supervision of

undergraduate teachers with constant screening conducted to fish out unqualified

students. This can be curbed through enrolling only the stipulated number of students that

xciv
will commensurate with the quantity and quality of resources available in biology

laboratories.

The findings of this study have some implications for the society who make use of

the products of these colleges of education. As the state of provision and management of

biology laboratory resources are exposed, all stakeholders including the private sector

will be moved to be more actively involved in the provision and management of

resources in biology laboratories.

Active participation of learners brings about permanent retention of materials

taught and its subsequent transfer of what had been stored in the Long Tern Memory

(LTM) to desirable ones through teaching. Nonetheless, participation does not take place

in vacuum but with the manipulation of appropriate resources. Therefore, adequate

resources should be provided to colleges of education so that undergraduate teachers will

have the opportunities to manipulate material resources thus participate actively during

practicals. This will help them learn and develop scientific skills which could be

transferred to future generation whom they will transfer their bulk of knowledge through

teaching.

If special time is not given to biology practicals in the laboratories through

prioritizing time for practicals both in the time table and in the curriculum, substitutional

teaching methods which negate the utilization of laboratory resources will continue to

surface. This has created Poor academic achievement in students. It also exposes students

to unforeseen academic hazards such as examination malpractices. Lateness to studies

and even absence from lectures has also been attributed to time and resources imbalance

in biology laboratories which demoralizes students’ interest and motivation to lectures. It

xcv
also creates stress, tension and frustration in students, laboratory assistants/technologists

and lectures. Additionally, it encourages anti-social behaviours such as theft, rape and

secret cult activities in colleges of education hence should be promptly addresses with the

urgency it requires.

If resources are not adequately provided for, effectively utilized or its

management strategies being questionable, NCE educational goals will not be achieved.

Hence, consistent failure of students in WASSCE becomes a superstitious dividend.

Recommendations

The following recommendations are made from the findings of the study.

 It is found that biology laboratory resources are available in biology departments

but in a subsidized quantity. Efforts should be made by the governmental and
non-governmental organizations together with the general public to provide
adequate human and material resources to colleges of education. Unavailable
resources should be improvised to achieve the best in the teaching and learning of
biology in colleges of education. This will boost students’ active participation
during and after biology practicals.

 Deserving lecturers, students and laboratory assistants/technologists who has

contributed in one way or the other to the availability, improvisability, utilization
and maintenance of biology laboratory resources should be adequately rewarded
and their remunerations promptly paid so that other biology laboratory resource
persons could emulate their exemplary standards in the teaching-learning process.

 Biology laboratories in colleges of education should be adequately funded so that

needed resources could be procured locally.

 Appropriate functional storage facilities such as refrigerators/freezers and

infrastructural facilities such as electricity should be provided to colleges of
education to ensure the sustainability and durability of resources provided to
biology laboratories in colleges of education.

 Faulty material resources develop from bad to worse hence should be promptly
repaired while damaged ones replaced to sustain the longevity of such resources
in biology laboratories.

xcvi
 Text book authors and publishers should incorporate the use of biology laboratory
resources in their textbooks in order to offer students the opportunity to learn how
to use biology resources even when they are not guided.

 NCCE should include improvisation projects in biology curriculum as one of the

prerequisites for certification of biology students. These projects could be in the
form of construction of laboratory resource materials which may make the
students to be more involved in the teaching and learning process thus enhance
performance and better transfer of learning from training institutions to secondary
schools.

 Available human and material resources should be jealously guided, controlled,

monitored and evaluated to ensure adequacy in its provision, utilization and
management.

 Biology practicals in colleges of education should be given time priority both in

the time table and in the curriculum.

 Falsified records in biology laboratories have posed great treat to the provision
and management of biology laboratory resources in colleges of education hence
the findings of this work advocate for accurate documentation of resources.

 Recruitment of human resources in biology departments should be based on

qualification and service to avert the consequences that unqualified/inexperienced
laboratory assistants/technologists will have on the academic attainment of
undergraduate teachers in colleges of education in south eastern Nigeria.

 Although laboratory rules and regulations are for the betterment of all laboratory
utilizers, such rules should be moderated to avert unnecessary purposeful riots and
demonstrations of staff and students.

 Yearly, semi and quarterly logistics of available, unavailable, faulty/damaged,

repaired, budgeted human and material resources should be pested on the
departmental notice board for students and staff to access the information freely.
This will reduce the number of unprovided, unutilized and unmanaged resources
in biology laboratories.

 Provision of biology laboratory resources is not solemnly bestowed on the

government. Private sector, philanthropists, Non-Governmental Organizations as
well as the general public should help in the provision and management of
biology laboratory resources in colleges of education in south eastern Nigeria.

 Ministry of education and science educators should organize workshops, seminars

and conferences from time to time for students, laboratory assistants/technologists
and lecturers on innovations in the use of resources in biology laboratories of
colleges of education.

xcvii
  The above mentioned recommendations can only be achieved if biology
laboratory resources are constantly supervised and comprehensively implemented
by all laboratory utilizers in biology departments of colleges of education in south
eastern Nigeria.

Limitations of the Study

The researcher encountered the following difficulties while carrying out the

research work.

Some of the students and lecturers were reluctant in responding to the

questionnaire. The researcher however persuaded the respondents highlighting the

implications of their redundancy to the research work likewise their colleges of education

and Nigeria at large.

On the day for the administration of the instrument, some of the final years NCE

students and lecturers were not present in the college making the number of

questionnaires anticipated to be distributed and retrieved from such colleges of education

to reduce in number. Since the researcher cannot control this variable personally, the

questionnaire was administered only to students and lecturers present in the school while

those absent were disregarded.

Due to the fact that the number of the items were many (200 resources), the

respondents easily get tired and bored after completing the first few pages of the work.

This made some of them to complete the questionnaire without reading the content or

even skipping some resources while responding to the questionnaire.

Some lecturers in the selected schools instructed their students not to disclose the

names of their schools when completing the questionnaire. The researcher overcame this

xcviii
challenge by labeling the questionnaires with alphabets on the column bearing the “name

of the COE”.

Majority of the students do not know the names of most of the biology laboratory

resources documented in the questionnaire. Since the students use their biology

laboratory for their normal biology lectures, the researcher persuaded the laboratory

assistant to show the students some of the available resources in their laboratories.

The time table of higher institutions creates barrier for the students’ presence in

the school. Getting the students in the school outside their normal lecture time posed

great treat to the actualization of the researcher’s objectives. However, the researcher had

to wait to get the respondents whenever their lecture time reaches. At times the researcher

had to wait until their lecture is over before administering the questionnaire. This proved

to be one of the best strategies for administering the questionnaire since the lecturer

present in the class will introduce the questionnaire to the students and then direct the

researcher with the research assistant to distribute and retrieve the administered

questionnaires after completion from the respondents.

Administering to the lecturers posed a great problem to the researcher. To

overcome this treat, the researcher used the Head of Departments (HODs) to help in the

dispatchment of the questionnaires to unavailable lecturers while the researcher retrieved

the responded copied from the lecturers personally.

Suggestions for Further Research

Due to time and other constraints, this research work is unable to cover all the

possible areas. Below are some of the areas that can be further explored by other

researchers.

xcix
  The provision, management and utilization of capital and natural resources in
colleges of education in Nigeria.

 Comparative analysis of the quantity and quality of biology laboratory resources

provided to federal and state colleges of education in Nigeria.

 Factors responsible for non-availability and non-utilization of available resources

in biology laboratories should be practically researched on.

 This research should be conducted in other science subjects such as physics,

chemistry, integrated sciences, health science and mathematics so as to have an all
inclusive science education to the benefit of all.

 A replication of this study embracing a wider geographical area, larger sample

size, incorporating colleges of education, polytechnics and universities in Nigeria
is very important to ensure greater reliability and generalization.

Summary of the Study

Biology laboratory resources are crucial to biology lecturers and undergraduate

teachers in colleges of education. These resources are required by staff and students of

colleges of education for effective teaching and learning to take place which will

guarantee maximum actualization of psychological, philosophical, sociological and

educational goals. Literature reviewed revealed consistent paralysis in students’ biology

WASSCE despite the adoption of different teaching methods by biology teachers in

secondary schools in Nigeria. Hence, the purpose of this study: to investigate the

adequacy in the provision and management of biology laboratory resources in colleges of

education in south eastern Nigeria. It x-rayed the teacher training institution (colleges of

education) to ascertain if the anomaly recorded in students’ performance emanates from

teachers’ training background.

Five (5) research questions guided the study. Four (4) colleges of education in

south eastern Nigeria were selected for the study. The researcher employed descriptive

survey research design for the study. A researcher developed questionnaire tagged

c
Questionnaire on Provision and Management of Biology Resources (QPMBR)

comprising of 200 resources was used for data collection. The QPMBR was sectionalized

into five namely (i) Biology Laboratory Resources Availability Assessment Inventory

(BLRAAI), (ii) Availability of Biology Laboratory Resources Provision Inventory

(ABLRPI), (iii) Biology Laboratory Resources Utilization Scale (BLRUS), (iv) Biology

Resources Utilization Constraints Assessment Inventory (BRUCAI) and (v) Biology

Laboratory Resources Management Assessment Scale (BLRMAS).

A sample of 359 final year NCE biology students, 41 lecturers and 6 laboratory

assistants/technologists summing 406 subjects from colleges of education were used for

the study. A purposive random sampling technique was used to sample 4 COE (2 federal

and 2 state) from the seven (7) public COE in south eastern Nigeria. Percentages were

used to answer research question 1 (BLRAAI) while mean and standard deviations were

used to answer research questions 2-5 (ABLRPI, BLRUS, BRUCAI and BLRMAS);

meanwhile, ranking was used to determine the relative positions of the items in their

order of effect in biology laboratories.

The findings of the study revealed among others that:

1. Most biology laboratory resources are available in colleges of education in south

eastern Nigeria.

2. The extent to which biology laboratory resources are provided to colleges of

education in south eastern Nigeria are not adequate both in quantity and in

quality when compared with the number of students’ enrolment into colleges of

education yearly.

ci
 3. It was also revealed that the inadequacy in the quantity of resources provided to

COE invariably affected its utilization.

4. Some factors shared by respondents as being responsible for inadequacy in the

provision, utilization and management of biology laboratory resources in colleges

of education include; insufficient fund, increase in students’ enrolment without

proportionate increase in laboratory resources, lack of training, poor maintenance

culture of laboratory utilizers, lack of constant supervision and evaluation of

resources in biology laboratories.

The implications of the findings were highlighted based on which some

recommendations were made, among which are:

1. Biology laboratory resources should be adequately provided for in colleges

of education in south eastern Nigeria.

2. Deserving lecturers, students and laboratory assistants/technologists should

be adequately rewarded and their remunerations promptly paid.

3. Biology laboratories in colleges of education should be adequately funded.

4. Adequate storage and infrastructural facilities should be provided to biology

laboratories in colleges of education.

5. Faulty material resources should be promptly repaired/replaced.

6. Biology laboratory resources should be adequately documented without

logistics paralysis.

7. Workshops, seminars and conferences should be organized from time to time

for students, lecturers and laboratory assistants/technologists to enhance their

utilization potentiality.

cii
8. Constant planning, supervision and evaluation of biology laboratory

resources were also advocated as basic tools to adequacy in the provision and

management of resources in biology laboratories of colleges of education in

south eastern Nigeria.

ciii
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 APPENDIXES

Appendix A

Provision of Laboratory Assistants/Technologists in Anambra State.

S/No Education Total number Number of laboratory Number of
zones of laboratories assistants/technologists Laboratory
required required in the schools assistants/
technologists
available
1 Aguata 24 24 3
2 Awka 24 24 2
3 Nnewi 24 24 2
4 Ogidi 24 24 3
5 Onitsha 24 24 3
6 Otuocha 24 24 4
Source: Review of Education: Institute of Education Journal (Osuafor and Okoli,
2010: 166).

cx
Appendix B

Provision of Biology Laboratory Materials in Secondary Schools

S/NO Number Expected items to be Number % of schools % of schools not
of provided of having the having the items
schools schools items
sampled having
items
1 48 Quadrant 6 12.5 87.5
2 48 Measuring cylinder 29 60.4 39.6
3 48 cylinder 15 31.3 68.7
4 48 Skeleton 9 18.8 81.2
5 48 Bones 0 0.0 100
6 48 Watering can 5 10.4 89.6
7 48 Water bottle 23 47.9 52.1
8 48 Dissecting kits 0 0.0 100
9 48 Rain gauge 28 58.3 41.7
10 48 Test tubes 25 52.1 47.9
11 48 Test tube racks 24 50.0 50.0
12 48 Test tube holders 24 50.0 50.0
13 48 Microscope 24 50.0 50.0
14 48 Beakers 5 10.4 89.6
15 48 Thermometer 0 0.0 100
16 48 Anemometer 0 0.0 100
17 48 Wind vane 5 10.4 87.5
18 48 Funnels 0 0.0 100
19 48 Aquarium 0 0.0 100
20 48 Pooter 6 12.5 87.5
21 48 Secchi discs 0 0.0 100
22 48 Punnel square 0 0.0 100
23 48 Fish trap 0 0.0 100
24 48 Dessicator 6 12.5 87.5
25 48 Insect nets 0 0.0 100
26 48 Transect 0 0.0 100
27 48 Incubator 0 0.0 100
28 48 Water filter 0 0.0 100
29 48 Vacuum flask 0 0.0 100
30 48 Stove 0 0.0 100
31 48 Drying oven 0 0.0 100
32 48 Herbarium cabinet 28 58.3 41.7
33 48 Charts 10 20.8 79.2
34 48 Magnifying glasses 7 14.6 85.4
35 48 Dropping pipette 17 35.4 64.6
36 48 Burnsen burner 27 56.3 43.7

cxi
37 48 Models 5 10.4 89.6
38 48 First aid box 32 66.7 33.3
39 48 Reagents 9 18.8 81.2
40 48 Reagent bottles 13 29.1 70.9
41 48 Preserved specimen 0 0.0 100
42 48 Plant press 2 4.2 95.8
43 48 Bell jar 5 10.4 89.6
44 48 Cylindrical gas jar 5 10.4 89.6
45 48 Water trough 0 0.0 100
46 48 Spatula 26 54.2 45.8
47 48 Petri dish 7 14.4 85.6
48 48 Flat bottom flask 4 8.3 91.7
49 48 Photometer 11 22.9 77.1
50 48 Fire extinguisher 14 29.2 70.8
51 48 Prepared empty slides 8 16.7 83.3
52 48 Litmus paper 16 33.3 66.7
53 48 Safety rules 0 0.00 100
54 48 Science magazines 0 0.00 100
Source: Review of Education: Institute of Education Journal (Osuafor and Okoli,
2010: 168-171).

cxii
Appendix C

Performance of Biology Students in WASSCE 2006-2009

S/NO. Years % of Performances
Credit Levels: Pass Levels: Failure Levels:
A1-C6 P7-P8 F9
1 2006 49.23 27.96 22.96
2 2007 33.37 34.16 32.47
3 2008 33.94 27.65 38.41
4 2009 28.59 30.82 35.17
Source: WASSCE 2006-2009 Annual Report

cxiii
Appendix D

Performance of Biology Students in WASSCE from 1995 to 2001

Year %Credit A1-C6 %Pass P7-P8 %Failure F9
1995 18.90 30.20 50.80
1996 15.90 25.20 58.80
1997 15.80 23.32 60.88
1998 34.92 25.67 39.39
1999 33.31 19.94 49.96
2000 19.31 29.76 50.93
2001 30.30 38.70 61.30
% Average 24.00 27.12 53.15
Source: West African Senior School Certificate Examinations (WASSCE) 1999-2002
Annual Report.

cxiv
Appendix E

Biology Teacher/Student Ratios in Anambra State Education Zones.

S/No Educational Number of Number of No of Teacher/
zones schools B.ED biology students students’
sampled teachers in biology Ratio

1 Aguata 8 12 895 1:75

2 Awka 8 11 1876 1:71
3 Nnewi 8 10 1305 1:131
4 Ogidi 8 7 1180 1:169
5 Onitsha 8 19 4694 1:247
6 Otuocha 8 4 745 1:186
Source: Review of Education: Institute of Education Journal (Osuafor and Okoli,
2010: 165).

cxv
Appendix F

Names of Colleges of Education in South Eastern Nigeria and States of Location

S/NO Federal Name of COE State
1 Federal COE, Umunze. Anambra
2 Federal COE Eha-Amufu. Enugu
3 Alvan Ikoku Federal COE Owerri. Imo
State
4 Nwafor Orizu COE, Nsugbe. Anambra
5 Ebony state COE, Ikwo. Ebony
6 Enugu state COE (technical). Enugu
7 Abia State COE (Technical). Abia

Private
8 ATCOL: African Thinkers Community of Inquiry Enugu
COE.
9 COEN: The College of Education, Nsukka. Enugu
10 HARVARD: Harvard Wilson COE. Abia
11 IECE: Institute of Ecumenical Education, Thinker Enugu
Corner.
12 ONITCOE: ONIT College of Education. Anambra
13 OSISATEC: Our Saviour Institute of Science and Enugu
Technology, COE.
Source: Joint Admission and Matriculation Board (JAMB) 2011/2012 Academic
Session

cxvi
Appendix G

Names of Colleges of Education (COE) with their Population

S/NO Name of COE State NO. of NCE NO. of NO. of
Students Teachers LAB
Assis/Tech
1 Federal Federal COE, Anambra 223 13 2
Umunze.
2 Federal COE Enugu 350 6 2
Eha-Amufu.
3 Alvan Ikoku Imo 347 23 3
COE Owerri.
4 State Nwafor Orizu Anambra 166 16 1
COE, Nsugbe.

5 Ebony state Ebony 264 7 2

COE, Ikwo.
6
Enugu state
7 COE (technical) Enugu 238 6 1

Abia State COE

(Technical), Abia 254 8 1
Arochukwu.
Total population 1932 79 12
Source: 2010/2011 Academic Report of COE.

cxvii
Appendix H

Sample for the Study: All NCE 300 Level, Biology Lecturers and Laboratory
Assistants/Technologists in the Four Selected COE
S/No Type of Name of COE State All NCE No. of No. of
COE 300 Level NCE Laboratory
lecturers Assis/Tech.
1 Federal Federal College Anambra 66 13 2
of Education,
Umunze

2
Federal College Anambra 109 6 2
of Education,
Eha-Amufu
3 State Nwafor Orizu Enugu 65 16 1
College of
Education,
Nsugbe
4
Enugu State Enugu 119 6 1
College of
Education
(technical)
Grand Sample Total (406=359 + 41 + 6) 359 41 6
Source: 2010/2011 Academic Report of COE.

cxviii
Appendix I

QUESTIONNAIRE

LETTER TO THE RESPONDENTS

Department of Science Education,

University of Nigeria,
Nsukka.
20th July, 2011.
Dear Respondent,
Questionnaire on Provision and Management of Biology Resources
(QPMBR)
I am a postgraduate student of the above named institution carrying out a research
work on the Provision and Management of Biology Laboratory Resources (BLR) in
Colleges of Education in South Eastern Nigeria. Could you please help me by filling
the attached questionnaire?
The information sought from you will be used purely for academic work. There is
no right or wrong answers. Be assured that all the information given will be treated
confidentially.
Thanks in anticipation of your assistance.

Ukaegbu, C. G.
PG/M.ED/09/51563.

SECTION A: PERSONAL DATA OF RESPONDENTS

Please tick (√) in the column that best expresses your opinion.

1. Name of College of Education ------------------

2. Year of Study ---------------------------------------

3. Type of College: Federal………. State………..

cxix
SECTION B: Biology Laboratory Resources Availability Assessment Inventory
(BLRAAI)

What learning resources are available for teaching and learning of biology in biology
laboratories of colleges of education in south eastern Nigeria?
S/NO MATERIAL RESOURCES AVAILABILITY PROFILE
YES NO (NOT -
(AVAILABLE) AVAILABLE)

1 Chalkboards
2 Maps
3 Textbooks
4 Charts
5 Models
6 Flannel boards
7 Radio
8 Video taped instruction
9 Overhead projector
10 Prepared slides
11 Real objects
12 Computers
13 Film strip projector
14 Bulletin boards
15 Graphic materials
16 Interactive whiteboard
17 Tape recorder
18 Chemicals
19 Microscopes
20 Beakers
21 Bunsen burner
22 Conical flasks
23 Vacuum flasks
24 Dissecting kits
25 Fire extinguishers
26 Dessicator
27 Hand lens
28 Petri dishes
29 Retort stands
30 Wire gauze
31 Text tubes
32 Thermometers
33 Insect nets
34 Bell jars
35 Reagent bottles
36 Measuring cylinder
37 Incubator

cxx
 38 Stove
39 Drying oven
40 First aid box
41 Weighing balances
41 Water baths
43 Centrifuges
44 Refrigerators/freezers
45 Pipettes/burettes
Human Resources
46 Lecturers
46 Laboratory assistants
47 Laboratory technologists
49 Students

SECTION C: Adequacy of Biology Laboratory Resources Provision Inventory (ABLRPI)

To what extent are these biology laboratory resources provided for in colleges of
education in south eastern Nigeria?

(VGE: Very Great Extent; GE: Great Extent; ME: Moderate Extent; LE: Low Extent)
S/NO MATERIAL RESOURCES EXTENT OF PROVISION
VGE GE ME LE
1 Chalkboards
2 Maps
3 Textbooks
4 Charts
5 Models
6 Flannel boards
7 Radio
8 Video taped instruction
9 Overhead projector
10 Prepared slides
11 Real objects
12 Computers
13 Film strip projector
14 Bulletin boards
15 Graphic materials
16 Interactive whiteboard
17 Tape recorder
18 Chemicals
19 Microscopes
20 Beakers
21 Bunsen burner
22 Conical flasks
23 Vacuum flasks
24 Dissecting kits

cxxi
25 Fire extinguishers
26 Dessicator
27 Hand lens
28 Petri dishes
29 Retort stands
30 Wire gauze
31 Text tubes
32 Thermometers
33 Insect nets
34 Bell jars
35 Reagent bottles
36 Measuring cylinder
37 Incubator
38 Stove
39 Drying oven
40 First aid box
41 Weighing balances
41 Water baths
43 Centrifuges
44 Refrigerators/freezers
45 Pipettes/burettes
Human Resources
46 Lecturers
46 Laboratory assistants
47 Laboratory technologists
49 Students

SECTION D: Biology Laboratory Resources Utilization Scale (BLRUS)

To what extent do lecturers and students in biology departments of colleges of education

utilize biology laboratory resources in teaching and learning in south eastern Nigeria?

(VGE: Very Great Extent; GE: Great Extent; ME: Moderate Extent; LE: Low
Extent)
S/NO MATERIAL RESOURCES EXTENT OF UTILIZATION
VGE GE ME LE
1 Chalkboards
2 Maps
3 Textbooks
4 Charts
5 Models
6 Flannel boards
7 Radio
8 Video taped instruction
9 Overhead projector

cxxii
10 Prepared slides
11 Real objects
12 Computers
13 Film strip projector
14 Bulletin boards
15 Graphic materials
16 Interactive whiteboard
17 Tape recorder
18 Chemicals
19 Microscopes
20 Beakers
21 Bunsen burner
22 Conical flasks
23 Vacuum flasks
24 Dissecting kits
25 Fire extinguishers
26 Dessicator
27 Hand lens
28 Petri dishes
29 Retort stands
30 Wire gauze
31 Text tubes
32 Thermometers
33 Insect nets
34 Bell jars
35 Reagent bottles
36 Measuring cylinder
37 Incubator
38 Stove
39 Drying oven
40 First aid box
41 Weighing balances
41 Water baths
43 Centrifuges
44 Refrigerators/freezers
45 Pipettes/burettes
Human Resources
46 Lecturers
46 Laboratory assistants
47 Laboratory technologists
49 Students

cxxiii
SECTION E: Biology Resources Utilization Constraints Assessment Inventory
(BRUCAI)

What factors militate against effective utilization of biology laboratory resources for
teaching and learning of biology in colleges of education in south eastern Nigeria?

(VGE: Very Great Extent; GE: Great Extent; ME: Moderate Extent and LE: Low
Extent)

S/NO FACTORS EXTENT OF

CONSTRAINTS
VGE GE ME LE
1 Over populated classes
2 Lack of fund
3 Lack of infrastructure
4 Poorly equipped laboratories
5 Inadequacy in quantity and quality of resources
6 Short time/periods for biology classes
7 Carelessness of laboratory users
8 Too many courses to teach/learn by staff and students
9 No separate time for biology practicals
10 Excessive use of available staff and material resources
11 Poor records of biology laboratory resource materials
12 Purposive exaggerative/underestimated resource logistics
13 lack of improvisation of unavailable material resources
14 Inadequate number of laboratory assistants/technologists
15 Unqualified/inexperienced lab. assistants/technologists
16 Laziness of teachers and students
17 Ignorance on proper use of materials or specimens
18 Inferior instructional materials
19 Poor management of biology laboratory resources
20 Strenuous laboratory rules and regulations
21 Lack of specious and well ventilated laboratory
22 Lack of storage facilities
23 Lack of security services
24 Lack of supervision of laboratory activities
25 Purposeful strike actions
26 Purposeful riots and demonstrations of students
27 Conversion of resources for personal uses
28 Lack of co-operation between students and lecturers

cxxiv
SECTION F: Biology Laboratory Resource Management Assessment Scale (BLRMAS)

Are biology laboratory resources effectively managed in colleges of education in south

eastern Nigeria?

(SA: Strongly Agree; A: Agree; D: Disagree and SD: Strongly Disagree)

S/NO MANAGEMENT STRATEGIES ON EXTENT OF
AGREEMENT
MATERIAL RESOURCES SA A D SD
1 Constant cleaning of used materials
2 Appropriate storage of materials
3 Proper handling of laboratory materials
4 Avoidance of Vandalization of laboratory materials
5 Prompt repair of faulty materials
6 Being safety cautious in the laboratory
7 Improvisation of materials
8 Replacement/repair of damaged laboratory materials
9 Constant monitoring of usage of materials
10 Proper documentation of laboratory materials
HUMAN RESOURCES
1 Training of staff and students
2 Planning, implementation and monitoring of BLR
3 Organizing students during laboratory practicals
4 Punctuality and regularity of staff and students to school
5 Providing accurate records of laboratory resources
6 Judicious payment of departmental dues
7 Prompt supervision of staff and students
8 Accepting departmental responsibilities
9 Prompt payment of salaries and allowances
10 Avoidance of excessive duplication of courses
11 Co-ordinating academic activities of students
12 Giving awards to deserving staff and students
13 Controlling and Counseling staff and students
14 Evaluating laboratory human/material adequacy
15 Directing academic activities of staff and students

cxxv
Appendix J

RELIABILITY STATISTICS OF QUESTIONNAIRE ON PROVISION AND

MANAGEMENT OF BIOLOGY RESOURCES (QPMBR)

Question 1: Biology Laboratory Resources Availability Assessment Inventory (BLRAAI)

KD20 = r =

=
= 1.02 (1-1.45)
= 0.45.
======== 0.50
Where:
KD20 = Kuder-Richardson version 20
r = Reliability
K = total number of items (in a cluster of an instrument )
P = proportion of those who passed or proportion of resources recorded to be available
Q = proportion of those who failed or number of resources recorded to be unavailable.
SD2 = Square of Standard deviation of total scores of testees on a test or items

Question 2: Adequacy of Biology Laboratory Resources Provision Inventory

(ABLRPI)

Case processing summary

N %
Cases Valid 15 75.0
Excluded 5 25.0
Total 100.0

Reliability statistics
Cronbach's
Alpha N of Items
.834 49

cxxvi
Question 3: Biology Laboratory Resources Utilization Scale (BLRUS)

Case processing summary

N %
Cases Valid 10 25.6
Excluded 29 74.4
Total 39 100.0

Reliability statistics
Cronbach's
Alpha Based
on
Cronbach's Standardized
Alpha Items N of Items
.908 .906 48

Question 4: Biology Resources Utilization Constraints Assessment Inventory

(BRUCAI)

Case processing summary

N %
Cases Valid 11 55.0
Excluded 9 45.0
Total 20 100.0

Reliability statistics
Cronbach's
Alpha Based
on
Cronbach's Standardized
Alpha Items N of Items
.974 .973 28

cxxvii
Question 5: Biology Laboratory Resource Management Assessment Scale
(BLRMAS)

Case processing summary

N %
Cases Valid 17 85.0
Excluded 3 15.0
Total 20 100.0

Reliability summary
Cronbach's
Alpha Based
on
Cronbach's Standardized
Alpha Items N of Items
.620 .956 25

cxxviii
Appendix K

DECISION RULE

S/NO Decision Rule Mean Range

1 Strongly Agreed/Very Great Extent (SA/VGE) 3.50 and above
2 Agreed Great Extent (A/GE) 2.50 - 3.49
3 Disagreed Moderate Extent (D/ME) 1.50 - 2.49
4 Strongly Disagreed/Low Extent (SD/LE) 0.00 - 1.49
Source: Hungwa, S. (2011). ICT Facilities and Skills Development of Library Staff
of Academic Libraries in Benue State

cxxix
 Appendix L

Table 1: Summary Questionnaires Retrieved from Respondents

Name of Total %
COE No
retrieved from
Anticipated No. No. Anticipate retrieved
No. retrieved Anticipat retrieve d No. of from lab students
Of NCE from NCE ed No. of d from lab assist/tec lecturers & lab
Students 300 lecturers lecturers assist/tech h assist/tech
Federal COE
66 65 13 13 2 2 98.76
Umunze
Federal COE
109 101 6 6 2 2 93.16
Eha-Amufu
Nwafor Orizu
65 62 16 14 1 1 93.90
COE Nsugbe
Enugu State
119 98 6 6 1 1 83.33
COE
Total 359 326 41 39 6 6 91.37
Grand Total 371 (329 students + 39 lecturers + 6 laboratory assistants/technologists) 91.37

cxxx
Appendix M

NATIONAL COMMISSION FOR COLLEGES OF EDUCATION (NCCE)

MINIMUM STANDARD FOR NCE TEACHERS (SCIENCES) 3RD EDITION
2002

NCE BIOLOGY

1. PHILOSOPHY

The curriculum is designed to produce knowledgeable, highly motivated, professional

and effective teachers of biology who will be able to develop in students an appreciation
and understanding of biological processes and principles. The programme is also
designed to develop confidence in the biology teacher and enhance his ability to adapt to
the changing situations in science and in the technologically oriented society.

2. OBJECTIVES

At the end of the programme, the NCE teacher will be able to:
 View biology as the process of enquiry into the living world.
 Critically analyse the activities of living things in their environment.
 Demonstrate practical skills in handling scientific apparatus.
 Demonstrate excellence and professional competence in teaching secondary
school biology
 Inculcate positive scientific attitudes and values in the society and promote
positive disposition towards, science and the scientific enterprise.
 Apply concepts and methods acquired in the course in new areas of study and in
everyday situations.
 Make a successful career in biology teaching.
 Successfully undertake a B.Ed/B.Sc (ed) degree programmes.

3i. GENERAL ADMISSION REQUIREMENT

a) A senior secondary school certificate (SSCE) (of NECO or WAEC) or G.C.E ‘O’
Level with passes in 5 subjects including English language, three of which must
be at credit level at the same sitting or four credits at two sittings. Two of the
credits must be relevant to the course the candidate wishes to offer.
b) A grade II Teacher Certificate (TC II) with credit or merit in three subjects, two of
which must be relevant to the course the candidate wishes to study.
c) Associateship certificate in education awarded by an approved institution in
Nigeria or abroad, is also an acceptable qualification.
d) Successful candidates in the pre-NCE final examinations or credit passes in IJMB
examination organized by an accredited body would be qualified for admission.
e) All candidates wishing to be considered for admission must enroll for and write
the selection examination organized by an accredited body such as JAMB.

cxxxi
 f) It should be noted that some colleges may in addition to all of the above,
administer their own elimination tests and or interviews for some courses. This is
legitimate.

3ii. ADDITIONAL REQUIREMENT

In addition to the NCCE admission requirements, a candidate must possess as least a pass
in mathematics at the WASSCE/NECO senior secondary school certificate level or its
equivalent. Pre-NCE should have a minimum of Dgrade before transition to read biology
at NCE proper.

FACILITIES

1) Laboratory Space
There should be at least general laboratories one for each level (of about 7.5m 2),
each large enough to accommodate not less than forty students. The following anxiety
facilities should also be provided:
a) biological garden (botanical and zoological);
b) museum;
c) aquarium;
d) herbarium;
There should also be a stock room and preparation room adjacent to the laboratory.
2) Lecture Hall: there should be at least three lecture halls each of which is large enough
to accommodate sixty students. Public address system and an overhead projector should
be provided in the large halls.

STAFF OFFICES

The comfort of teaching staff must be taken into consideration. Ideally, there should be
an office per lecturer. The office should be equipped with bulletin boards, book shelves,
seats for at least three visitors and standard furniture. There should also be an office for
support staff with relevant equipment.
a) Staff Common Room – there should be a big general office with adequate
furniture to comfortably accommodate all the staff of the biology department.
b) HOD’s Office – this should be fully furnished with adequate conveniences and
file cabinets.
Books in the library: there must be enough books to cover all the areas of the subject to
the ratio of one student to ten books in the departmental and college library.

S/NO. DESCRIPTION QUANTITY REQUIRED

A. MODELS AND CHARTS

1. Skeletal System 1
2. Muscular System 1
3. Brain and Nervous System 1

cxxxii
4. Circulatory System 1
5. Digestive System 1
6. Eye and Vision 1
7. Ear 1
8. Skin and Excretory Organs 1
9 Genetic Modes 1

B. EQUIPMENT AND CONSUMABLES

10. Hand Lenses 40

11. Microscopes 40
12. Incubator/Sterilizer 1
13. Autoclave (Portable) 3
14. Balances Many
15. Hot Plates 4
16. Refrigerator 1
17. Water Filter 1
18. Hygrometer 1
19. Drying Oven (30oc – 120oc) 1
20. Microtone/Stage Micrometer 1
21. Automatic Tissue Processor 1
22. Centrifuge 3
23. Herbarium Cabinet 1
24. Herbarium Index Boxes 9
25. Air Pumps 2
26. Photometer 6
27. Kymograph 2
28. Dissecting Microscopes 20
29. Insect Light Traps 2
30. Insect Box Traps 4
31. Slide Projector 1
32. Overhead Projector 1
33. Steel Frame Aquaria 4
34. Oxygen Metre 2
35. Binocular Microscopes 4
36. Embedding Bath 5
37. Maresty Still 1
38. Water Bath 4
39. PH Metre 1
40. Tissue Grinder 4
41. Calorimeter Many
42. Auxonometre (Electric) 4
43. Soil Augar 2
44. Plant Press 4
45. Soil Treating Kit 1
46. Wooden Quadrats 10

cxxxiii
47. Measuring Tape 1
48. Biological Kit/Dissecting Sets 10
49. Dissecting Boards/Plates Trays 40
50. Bunsen Burners 20
51. Gas Cylinder 2-Giant
52. Prepared and Plane Microscope Slides Assorted
53. Consumables: Glass Wares, Stems, Chemicals Assorted
54. Test Tube Rack 10
55. Preserved Plant and Animal Specimens Assorted

PERSONNEL

1) ACADEMIC STAFF

A minimum of 8 academic staff are required to adequately implement the NCE

biology programme. The minimum qualification for academic staff is second
class lower for first degree i.e. B.Sc/B.Ed/B.Sc (Ed). The holder of B.Sc degree
must also possess either NCE OR PGDE or TTC to be professionally qualified.

ii) OTHERS

a) Technologist - one
b) Technician - one
c) Junior Staff - one each of the following:
 Laboratory assistant
 Laboratory attendant
 Gardener/curator
 Cleaner
 Typist
 Office assistant
MODES OF TEACHING

For the broad objectives of teaching of the subject to be achieved, the following methods
are recommended:
a) Lecture method
b) Practicals
c) Project method
d) Field trips and excursions
e) Games and simulations
f) Team teaching
g) Demonstration method
h) Tutorial.

cxxxiv
 Appendix N

ANALYSIS OF THE PROJECT WORK WHOSE SUMMARIES ARE

RECORDED IN CHAPTER FOUR USING SPSS VERSION 16 (V16)

Research Question 1: Biology Laboratory Resources Availability Assessment Inventory

(BLRAAI)
Frequency Table
Chalkboards

Frequency Percent Valid Percent Cumulative Percent

Valid NO 6 1.6 1.6 1.6

YES 365 98.4 98.4 100.0

Total 371 100.0 100.0

Maps

Frequency Percent Valid Percent Cumulative Percent

Valid NO 111 29.9 29.9 29.9

YES 260 70.1 70.1 100.0

Total 371 100.0 100.0

Textbooks

Frequency Percent Valid Percent Cumulative Percent

Valid NO 73 19.7 19.7 19.7

YES 298 80.3 80.3 100.0

Total 371 100.0 100.0

Charts
Frequency Percent Valid Percent Cumulative Percent

Valid NO 95 25.6 25.6 25.6

YES 276 74.4 74.4 100.0

Total 371 100.0 100.0

cxxxv
Models

Frequency Percent Valid Percent Cumulative Percent

Valid NO 107 28.8 28.8 28.8

YES 264 71.2 71.2 100.0

Total 371 100.0 100.0

Flannel boards

Frequency Percent Valid Percent Cumulative Percent

Valid NO 91 24.5 24.5 24.5

YES 280 75.5 75.5 100.0

Total 371 100.0 100.0

Radio

Frequency Percent Valid Percent Cumulative Percent

Valid NO 199 53.6 53.6 53.6

YES 172 46.4 46.4 100.0

Total 371 100.0 100.0

Video Tapped Instruction

Frequency Percent Valid Percent Cumulative Percent

Valid NO 190 51.2 51.2 51.2

YES 181 48.8 48.8 100.0

Total 371 100.0 100.0

Overhead Projector

Frequency Percent Valid Percent Cumulative Percent

Valid NO 181 48.8 48.8 48.8

YES 190 51.2 51.2 100.0

Total 371 100.0 100.0

cxxxvi
Overhead Projector

Frequency Percent Valid Percent Cumulative Percent

Valid NO 181 48.8 48.8 48.8

YES 190 51.2 51.2 100.0

Prepared Slides

Frequency Percent Valid Percent Cumulative Percent

Valid NO 116 31.3 31.3 31.3

YES 255 68.7 68.7 100.0

Total 371 100.0 100.0

Real Objects

Frequency Percent Valid Percent Cumulative Percent

Valid NO 147 39.6 39.6 39.6

YES 224 60.4 60.4 100.0

Total 371 100.0 100.0

Computers

Frequency Percent Valid Percent Cumulative Percent

Valid NO 125 33.7 33.7 33.7

YES 246 66.3 66.3 100.0

Total 371 100.0 100.0

Film Strip Projector

Frequency Percent Valid Percent Cumulative Percent

Valid NO 175 47.2 47.2 47.2

YES 196 52.8 52.8 100.0

Total 371 100.0 100.0

cxxxvii
Bulletin Boards

Frequency Percent Valid Percent Cumulative Percent

Valid NO 143 38.5 38.5 38.5

YES 228 61.5 61.5 100.0

Total 371 100.0 100.0

Graphic Materials

Frequency Percent Valid Percent Cumulative Percent

Valid NO 112 30.2 30.2 30.2

YES 259 69.8 69.8 100.0

Total 371 100.0 100.0

Interactive White Boards

Frequency Percent Valid Percent Cumulative Percent

Valid NO 107 28.8 28.8 28.8

YES 264 71.2 71.2 100.0

Total 371 100.0 100.0

Tape Recorder

Frequency Percent Valid Percent Cumulative Percent

Valid NO 152 41.0 41.0 41.0

YES 219 59.0 59.0 100.0

Total 371 100.0 100.0

Chemicals

Frequency Percent Valid Percent Cumulative Percent

Valid NO 52 14.0 14.0 14.0

YES 319 86.0 86.0 100.0

Total 371 100.0 100.0

cxxxviii
Microscopes

Frequency Percent Valid Percent Cumulative Percent

Valid NO 104 28.0 28.0 28.0

YES 267 72.0 72.0 100.0

Total 371 100.0 100.0

Beakers

Frequency Percent Valid Percent Cumulative Percent

Valid NO 69 18.6 18.6 18.6

YES 302 81.4 81.4 100.0

Total 371 100.0 100.0

Bunsen Burner

Frequency Percent Valid Percent Cumulative Percent

Valid NO 93 25.1 25.1 25.1

YES 278 74.9 74.9 100.0

Total 371 100.0 100.0

Conical Flasks

Frequency Percent Valid Percent Cumulative Percent

Valid NO 93 25.1 25.1 25.1

YES 278 74.9 74.9 100.0

Total 371 100.0 100.0

Vacuum Flasks

Frequency Percent Valid Percent Cumulative Percent

Valid NO 82 22.1 22.1 22.1

YES 289 77.9 77.9 100.0

Total 371 100.0 100.0

cxxxix
Dissecting Kits

Frequency Percent Valid Percent Cumulative Percent

Valid N0 105 28.3 28.3 28.3

YES 266 71.7 71.7 100.0

Total 371 100.0 100.0

Fire Extinguishers

Frequency Percent Valid Percent Cumulative Percent

Valid NO 93 25.1 25.1 25.1

YES 278 74.9 74.9 100.0

Total 371 100.0 100.0

Dessicator

Frequency Percent Valid Percent Cumulative Percent

Valid NO 177 47.7 47.7 47.7

YES 194 52.3 52.3 100.0

Total 371 100.0 100.0

Hand Lens

Frequency Percent Valid Percent Cumulative Percent

Valid NO 95 25.6 25.6 25.6

YES 276 74.4 74.4 100.0

Total 371 100.0 100.0

Petri Dishes

Frequency Percent Valid Percent Cumulative Percent

Valid NO 141 38.0 38.0 38.0

YES 230 62.0 62.0 100.0

Total 371 100.0 100.0

cxl
Retort Stands

Frequency Percent Valid Percent Cumulative Percent

Valid NO 72 19.4 19.4 19.4

YES 299 80.6 80.6 100.0

Total 371 100.0 100.0

Wire Gauze

Frequency Percent Valid Percent Cumulative Percent

Valid NO 98 26.4 26.4 26.4

YES 273 73.6 73.6 100.0

Total 371 100.0 100.0

Text Tubes

Frequency Percent Valid Percent Cumulative Percent

Valid NO 38 10.2 10.2 10.2

YES 333 89.8 89.8 100.0

Total 371 100.0 100.0

Thermometers

Frequency Percent Valid Percent Cumulative Percent

Valid NO 72 19.4 19.4 19.4

YES 299 80.6 80.6 100.0

Total 371 100.0 100.0

Insect Nets

Frequency Percent Valid Percent Cumulative Percent

Valid NO 139 37.5 37.5 37.5

YES 232 62.5 62.5 100.0

Total 371 100.0 100.0

cxli
Bell Jars

Frequency Percent Valid Percent Cumulative Percent

Valid NO 75 20.2 20.2 20.2

YES 296 79.8 79.8 100.0

Total 371 100.0 100.0

Reagent Bottles

Frequency Percent Valid Percent Cumulative Percent

Valid NO 113 30.5 30.5 30.5

YES 258 69.5 69.5 100.0

Total 371 100.0 100.0

Measuring Cylinder

Frequency Percent Valid Percent Cumulative Percent

Valid NO 78 21.0 21.0 21.0

YES 293 79.0 79.0 100.0

Total 371 100.0 100.0

Incubator

Frequency Percent Valid Percent Cumulative Percent

Valid N0 217 58.5 58.5 58.5

YES 154 41.5 41.5 100.0

Total 371 100.0 100.0

Stove

Frequency Percent Valid Percent Cumulative Percent

Valid NO 103 27.8 27.8 27.8

YES 268 72.2 72.2 100.0

Total 371 100.0 100.0

cxlii
Drying Oven

Frequency Percent Valid Percent Cumulative Percent

Valid NO 196 52.8 52.8 52.8

YES 175 47.2 47.2 100.0

Total 371 100.0 100.0

First Aid Box

Frequency Percent Valid Percent Cumulative Percent

Valid NO 99 26.7 26.7 26.7

YES 272 73.3 73.3 100.0

Total 371 100.0 100.0

Weighing Balances

Frequency Percent Valid Percent Cumulative Percent

Valid NO 130 35.0 35.0 35.0

YES 241 65.0 65.0 100.0

Total 371 100.0 100.0

Water Baths

Frequency Percent Valid Percent Cumulative Percent

Valid NO 102 27.5 27.5 27.5

YES 269 72.5 72.5 100.0

Total 371 100.0 100.0

Centrifuges

Frequency Percent Valid Percent Cumulative Percent

Valid NO 172 46.4 46.4 46.4

YES 199 53.6 53.6 100.0

Total 371 100.0 100.0

cxliii
Refrigerators/Freezers

Frequency Percent Valid Percent Cumulative Percent

Valid NO 187 50.4 50.4 50.4

YES 184 49.6 49.6 100.0

Total 371 100.0 100.0

Pipettes/Burettes

Frequency Percent Valid Percent Cumulative Percent

Valid NO 125 33.7 33.7 33.7

YES 246 66.3 66.3 100.0

Total 371 100.0 100.0

Lecturers

Frequency Percent Valid Percent Cumulative Percent

Valid NO 136 36.7 36.7 36.7

YES 235 63.3 63.3 100.0

Total 371 100.0 100.0

Laboratory Assistants

Frequency Percent Valid Percent Cumulative Percent

Valid NO 138 37.2 37.2 37.2

YES 233 62.8 62.8 100.0

Total 371 100.0 100.0

Laboratory Technologists

Frequency Percent Valid Percent Cumulative Percent

Valid NO 190 51.2 51.2 51.2

YES 181 48.8 48.8 100.0

Total 371 100.0 100.0

cxliv
Students

Frequency Percent Valid Percent Cumulative Percent

Valid NO 51 13.7 13.7 13.7

YES 320 86.3 86.3 100.0

Total 371 100.0 100.0

RESEARCH QUESTION 2: Adequacy of Biology Laboratory Resources

Provision Inventory (ABLRPI)
Frequency Table
Chalkboards

Frequency Percent Valid Percent Cumulative Percent

Valid LE 59 15.9 15.9 15.9

ME 82 22.1 22.1 38.0

GE 96 25.9 25.9 63.9

VGE 134 36.1 36.1 100.0

Total 371 100.0 100.0

Maps

Frequency Percent Valid Percent Cumulative Percent

Valid LE 122 32.9 32.9 32.9

ME 126 34.0 34.0 66.8

GE 80 21.6 21.6 88.4

VGE 43 11.6 11.6 100.0

Total 371 100.0 100.0

Textbooks

Frequency Percent Valid Percent Cumulative Percent

Valid LE 74 19.9 19.9 19.9

ME 109 29.4 29.4 49.3

GE 109 29.4 29.4 78.7

VGE 79 21.3 21.3 100.0

Total 371 100.0 100.0

cxlv
Charts

Frequency Percent Valid Percent Cumulative Percent

Valid LE 60 16.2 16.2 16.2

ME 86 23.2 23.2 39.4

GE 99 26.7 26.7 66.0

VGE 126 34.0 34.0 100.0

Total 371 100.0 100.0

Models

Frequency Percent Valid Percent Cumulative Percent

Valid LE 17 4.6 4.6 4.6

ME 25 6.7 6.7 11.3

GE 66 17.8 17.8 29.1

VGE 263 70.9 70.9 100.0

Total 371 100.0 100.0

Flannel Boards

Frequency Percent Valid Percent Cumulative Percent

Valid LE 75 20.2 20.2 20.2

ME 114 30.7 30.7 50.9

GE 116 31.3 31.3 82.2

VGE 66 17.8 17.8 100.0

Total 371 100.0 100.0

Radio

Frequency Percent Valid Percent Cumulative Percent

Valid LE 174 46.9 46.9 46.9

ME 131 35.3 35.3 82.2

GE 29 7.8 7.8 90.0

VGE 37 10.0 10.0 100.0

Total 371 100.0 100.0

cxlvi
Video Tapped Instruction

Frequency Percent Valid Percent Cumulative Percent

Valid LE 184 49.6 49.6 49.6

ME 124 33.4 33.4 83.0

GE 28 7.5 7.5 90.6

VGE 35 9.4 9.4 100.0

Total 371 100.0 100.0

Overhead Projector

Frequency Percent Valid Percent Cumulative Percent

Valid LE 158 42.6 43.5 43.5

ME 139 37.5 38.3 81.8

GE 30 8.1 8.3 90.1

VGE 36 9.7 9.9 100.0

Total 363 97.8 100.0

Missing System 8 2.2

Total 371 100.0

Prepared Slides

Frequency Percent Valid Percent Cumulative Percent

Valid LE 53 14.3 14.3 14.3

ME 86 23.2 23.2 37.5

GE 117 31.5 31.5 69.0

VGE 115 31.0 31.0 100.0

Total 371 100.0 100.0

cxlvii
Real Objects

Frequency Percent Valid Percent Cumulative Percent

Valid LE 43 11.6 11.6 11.6

ME 63 17.0 17.0 28.6

GE 97 26.1 26.1 54.7

VGE 168 45.3 45.3 100.0

Total 371 100.0 100.0

Computers

Frequency Percent Valid Percent Cumulative Percent

Valid LE 72 19.4 19.4 19.4

ME 126 34.0 34.0 53.4

GE 95 25.6 25.6 79.0

VGE 78 21.0 21.0 100.0

Total 371 100.0 100.0

Film Strip Projector

Frequency Percent Valid Percent Cumulative Percent

Valid LE 172 46.4 46.4 46.4

ME 138 37.2 37.2 83.6

GE 28 7.5 7.5 91.1

VGE 33 8.9 8.9 100.0

Total 371 100.0 100.0

Bulletin Boards

Frequency Percent Valid Percent Cumulative Percent

Valid LE 79 21.3 21.3 21.3

ME 128 34.5 34.5 55.8

GE 82 22.1 22.1 77.9

VGE 82 22.1 22.1 100.0

Total 371 100.0 100.0

cxlviii
Graphic Materials

Frequency Percent Valid Percent Cumulative Percent

Valid LE 71 19.1 19.1 19.1

ME 100 27.0 27.0 46.1

GE 96 25.9 25.9 72.0

VGE 104 28.0 28.0 100.0

Total 371 100.0 100.0

Interactive White Boards

Frequency Percent Valid Percent Cumulative Percent

Valid LE 72 19.4 19.4 19.4

ME 87 23.5 23.5 42.9

GE 100 27.0 27.0 69.8

VGE 112 30.2 30.2 100.0

Total 371 100.0 100.0

Tape Recorder

Frequency Percent Valid Percent Cumulative Percent

Valid LE 204 55.0 55.0 55.0

ME 100 27.0 27.0 81.9

GE 34 9.2 9.2 91.1

VGE 33 8.9 8.9 100.0

Total 371 100.0 100.0

Chemicals

Frequency Percent Valid Percent Cumulative Percent

Valid LE 14 3.8 3.8 3.8

ME 27 7.3 7.3 11.1

GE 65 17.5 17.5 28.6

VGE 265 71.4 71.4 100.0

Total 371 100.0 100.0

cxlix
Microscopes

Frequency Percent Valid Percent Cumulative Percent

Valid LE 48 12.9 12.9 12.9

ME 71 19.1 19.1 32.1

GE 119 32.1 32.1 64.2

VGE 133 35.8 35.8 100.0

Total 371 100.0 100.0

Beakers

Frequency Percent Valid Percent Cumulative Percent

Valid LE 57 15.4 15.4 15.4

ME 102 27.5 27.5 42.9

GE 121 32.6 32.6 75.5

VGE 91 24.5 24.5 100.0

Total 371 100.0 100.0

Bunsen Burner

Frequency Percent Valid Percent Cumulative Percent

Valid LE 47 12.7 12.7 12.7

ME 59 15.9 15.9 28.6

GE 140 37.7 37.7 66.3

VGE 125 33.7 33.7 100.0

Total 371 100.0 100.0

cl
Conical Flasks

Frequency Percent Valid Percent Cumulative Percent

Valid LE 38 10.2 10.2 10.2

ME 66 17.8 17.8 28.0

GE 116 31.3 31.3 59.3

VGE 151 40.7 40.7 100.0

Total 371 100.0 100.0

Vacuum Flasks

Frequency Percent Valid Percent Cumulative Percent

Valid LE 78 21.0 21.0 21.0

ME 98 26.4 26.4 47.4

GE 110 29.6 29.6 77.1

VGE 85 22.9 22.9 100.0

Total 371 100.0 100.0

Dissecting Kits

Frequency Percent Valid Percent Cumulative Percent

Valid LE 56 15.1 15.1 15.1

ME 95 25.6 25.6 40.7

GE 116 31.3 31.3 72.0

VGE 104 28.0 28.0 100.0

Total 371 100.0 100.0

Fire Extinguishers

Frequency Percent Valid Percent Cumulative Percent

Valid LE 52 14.0 14.0 14.0

ME 87 23.5 23.5 37.5

GE 157 42.3 42.3 79.8

VGE 75 20.2 20.2 100.0

Total 371 100.0 100.0

cli
Dessicator

Frequency Percent Valid Percent Cumulative Percent

Valid LE 163 43.9 43.9 43.9

ME 116 31.3 31.3 75.2

GE 44 11.9 11.9 87.1

VGE 48 12.9 12.9 100.0

Total 371 100.0 100.0

Hand Lens

Frequency Percent Valid Percent Cumulative Percent

Valid LE 69 18.6 18.6 18.6

ME 96 25.9 25.9 44.5

GE 131 35.3 35.3 79.8

VGE 75 20.2 20.2 100.0

Total 371 100.0 100.0

Petri Dishes

Frequency Percent Valid Percent Cumulative Percent

Valid LE 80 21.6 21.6 21.6

ME 101 27.2 27.2 48.8

GE 108 29.1 29.1 77.9

VGE 82 22.1 22.1 100.0

Total 371 100.0 100.0

clii
Retort Stands

Frequency Percent Valid Percent Cumulative Percent

Valid LE 50 13.5 13.5 13.5

ME 72 19.4 19.4 32.9

GE 82 22.1 22.1 55.0

VGE 167 45.0 45.0 100.0

Total 371 100.0 100.0

Wire Gauze

Frequency Percent Valid Percent Cumulative Percent

Valid LE 46 12.4 12.4 12.4

ME 92 24.8 24.8 37.2

GE 162 43.7 43.7 80.9

VGE 71 19.1 19.1 100.0

Total 371 100.0 100.0

Text Tubes

Frequency Percent Valid Percent Cumulative Percent

Valid LE 52 14.0 14.0 14.0

ME 62 16.7 16.7 30.7

GE 83 22.4 22.4 53.1

VGE 174 46.9 46.9 100.0

Total 371 100.0 100.0

cliii
Thermometers

Frequency Percent Valid Percent Cumulative Percent

Valid LE 67 18.1 18.1 18.1

ME 95 25.6 25.6 43.7

GE 132 35.6 35.6 79.2

VGE 77 20.8 20.8 100.0

Total 371 100.0 100.0

Insect Nets

Frequency Percent Valid Percent Cumulative Percent

Valid LE 140 37.7 37.7 37.7

ME 130 35.0 35.0 72.8

GE 50 13.5 13.5 86.3

VGE 51 13.7 13.7 100.0

Total 371 100.0 100.0

Bell Jars

Frequency Percent Valid Percent Cumulative Percent

Valid LE 48 12.9 12.9 12.9

ME 71 19.1 19.1 32.1

GE 81 21.8 21.8 53.9

VGE 171 46.1 46.1 100.0

Total 371 100.0 100.0

Reagent Bottles

Frequency Percent Valid Percent Cumulative Percent

Valid LE 52 14.0 14.0 14.0

ME 88 23.7 23.7 37.7

GE 156 42.0 42.0 79.8

VGE 75 20.2 20.2 100.0

Total 371 100.0 100.0

cliv
Measuring Cylinder

Frequency Percent Valid Percent Cumulative Percent

Valid LE 44 11.9 11.9 11.9

ME 62 16.7 16.7 28.6

GE 85 22.9 22.9 51.5

VGE 180 48.5 48.5 100.0

Total 371 100.0 100.0

Incubator

Frequency Percent Valid Percent Cumulative Percent

Valid LE 140 37.7 37.7 37.7

ME 127 34.2 34.2 72.0

GE 52 14.0 14.0 86.0

VGE 52 14.0 14.0 100.0

Total 371 100.0 100.0

Stove

Frequency Percent Valid Percent Cumulative Percent

Valid LE 80 21.6 21.6 21.6

ME 100 27.0 27.0 48.5

GE 108 29.1 29.1 77.6

VGE 83 22.4 22.4 100.0

Total 371 100.0 100.0

Drying Oven

Frequency Percent Valid Percent Cumulative Percent

Valid LE 50 13.5 13.5 13.5

ME 72 19.4 19.4 32.9

GE 82 22.1 22.1 55.0

VGE 167 45.0 45.0 100.0

Total 371 100.0 100.0

clv
First Aid Box

Frequency Percent Valid Percent Cumulative Percent

Valid LE 46 12.4 12.4 12.4

ME 92 24.8 24.8 37.2

GE 162 43.7 43.7 80.9

VGE 71 19.1 19.1 100.0

Total 371 100.0 100.0

Weighing Balances

Frequency Percent Valid Percent Cumulative Percent

Valid LE 46 12.4 12.4 12.4

ME 62 16.7 16.7 29.1

GE 83 22.4 22.4 51.5

VGE 180 48.5 48.5 100.0

Total 371 100.0 100.0

Water Baths

Frequency Percent Valid Percent Cumulative Percent

Valid LE 67 18.1 18.1 18.1

ME 95 25.6 25.6 43.7

GE 131 35.3 35.3 79.0

VGE 78 21.0 21.0 100.0

Total 371 100.0 100.0

clvi
Centrifuges

Frequency Percent Valid Percent Cumulative Percent

Valid LE 146 39.4 39.4 39.4

ME 130 35.0 35.0 74.4

GE 49 13.2 13.2 87.6

VGE 46 12.4 12.4 100.0

Total 371 100.0 100.0

Refrigerators/Freezers

Frequency Percent Valid Percent Cumulative Percent

Valid LE 150 40.4 40.4 40.4

ME 122 32.9 32.9 73.3

GE 50 13.5 13.5 86.8

VGE 49 13.2 13.2 100.0

Total 371 100.0 100.0

Pipettes/Burettes

Frequency Percent Valid Percent Cumulative Percent

Valid LE 139 37.5 37.5 37.5

ME 92 24.8 24.8 62.3

GE 47 12.7 12.7 74.9

VGE 93 25.1 25.1 100.0

Total 371 100.0 100.0

Lecturers

Frequency Percent Valid Percent Cumulative Percent

Valid LE 70 18.9 18.9 18.9

ME 90 24.3 24.3 43.1

GE 140 37.7 37.7 80.9

VGE 71 19.1 19.1 100.0

Total 371 100.0 100.0

clvii
Laboratory Assistants

Frequency Percent Valid Percent Cumulative Percent

Valid LE 166 44.7 44.7 44.7

ME 111 29.9 29.9 74.7

GE 48 12.9 12.9 87.6

VGE 46 12.4 12.4 100.0

Total 371 100.0 100.0

Laboratory Technologists

Frequency Percent Valid Percent Cumulative Percent

Valid LE 156 42.0 42.0 42.0

ME 123 33.2 33.2 75.2

GE 45 12.1 12.1 87.3

VGE 47 12.7 12.7 100.0

Total 371 100.0 100.0

Students

Frequency Percent Valid Percent Cumulative Percent

Valid LE 68 18.3 18.3 18.3

ME 92 24.8 24.8 43.1

GE 123 33.2 33.2 76.3

VGE 88 23.7 23.7 100.0

Total 371 100.0 100.0

clviii
RESEARCH QUESTION 2: MEAN AND STANDARD DEVIATIONS

Descriptive Statistics

N Mean Std. Deviation

Chalkboards 371 2.8221 1.09082

Maps 371 2.1186 .99835

Textbooks 371 2.5202 1.03793

Charts 371 2.7844 1.08397

Models 371 3.5499 .81178

flannel boards 371 2.4663 1.00583

Radio 371 1.8086 .95495

video tapped instruction 371 1.7682 .94735

overhead projector 363 1.8457 .94513

prepared slides 371 2.7925 1.03587

real objects 371 3.0512 1.04238

Computers 371 2.4825 1.03014

film strip projector 371 1.7898 .92357

bulletin boards 371 2.4501 1.05757

graphic materials 371 2.6280 1.08636

interactive white boards 371 2.6792 1.10139

tape recorder 371 1.7197 .95979

Chemicals 371 3.5660 .78694

Microscopes 371 2.9084 1.03046

Beakers 371 2.6631 1.01193

Bunsen burner 371 2.9245 .99985

conical flasks 371 3.0243 .99835

Vacuum flasks 371 2.5445 1.06291

dissecting kits 371 2.7224 1.03245

fire extinguishers 371 2.6873 .94972

Dessicator 371 1.9380 1.03659

hand lens 371 2.5714 1.01190

Petri dishes 371 2.5175 1.06115

retort stands 371 2.9865 1.08918

clix
Descriptive Statistics

Wire gauze 371 2.6954 .91914

text tubes 371 3.0216 1.09523

Thermometers 371 2.5903 1.01039

insect nets 371 2.0323 1.03141

bell jars 371 3.0108 1.08298

Reagent bottles 371 2.6846 .95025

measuring cylinder 371 3.0809 1.05980

Incubator 371 2.0431 1.03885

Stove 371 2.5229 1.06359

drying oven 371 2.9865 1.08918

first aid box 371 2.6954 .91914

weighing balances 371 3.0701 1.07071

water baths 371 2.5930 1.01281

Centrifuges 371 1.9865 1.01200

refrigerators/freezers 371 1.9946 1.03452

Pipettes/burettes 371 2.2534 1.20156

Lecturers 371 2.5714 1.00385

laboratory assistants 371 1.9299 1.03477

laboratory technologists 371 1.9542 1.02433

Students 371 2.6226 1.03867

RESEARCH QUESTION 3: Biology Laboratory Resources Utilization Scale

(BLRUS)
Frequency Table

Chalkboards

Frequency Percent Valid Percent Cumulative Percent

Valid LE 40 10.8 10.8 10.8

ME 71 19.1 19.1 29.9

GE 106 28.6 28.6 58.5

VGE 154 41.5 41.5 100.0

Total 371 100.0 100.0

clx
Maps

Frequency Percent Valid Percent Cumulative Percent

Valid LE 112 30.2 30.2 30.2

ME 113 30.5 30.5 60.6

GE 88 23.7 23.7 84.4

VGE 58 15.6 15.6 100.0

Total 371 100.0 100.0

Textbooks

Frequency Percent Valid Percent Cumulative Percent

Valid LE 67 18.1 18.1 18.1

ME 101 27.2 27.2 45.3

GE 111 29.9 29.9 75.2

VGE 92 24.8 24.8 100.0

Total 371 100.0 100.0

Charts

Frequency Percent Valid Percent Cumulative Percent

Valid LE 80 21.6 21.6 21.6

ME 89 24.0 24.0 45.6

GE 94 25.3 25.3 70.9

VGE 108 29.1 29.1 100.0

Total 371 100.0 100.0

clxi
Models

Frequency Percent Valid Percent Cumulative Percent

Valid LE 63 17.0 17.0 17.0

ME 37 10.0 10.0 27.0

GE 55 14.8 14.8 41.8

VGE 216 58.2 58.2 100.0

Total 371 100.0 100.0

Flannel Boards

Frequency Percent Valid Percent Cumulative Percent

Valid LE 109 29.4 29.4 29.4

ME 101 27.2 27.2 56.6

GE 107 28.8 28.8 85.4

VGE 54 14.6 14.6 100.0

Total 371 100.0 100.0

Radio

Frequency Percent Valid Percent Cumulative Percent

Valid LE 226 60.9 60.9 60.9

ME 103 27.8 27.8 88.7

GE 24 6.5 6.5 95.1

VGE 18 4.9 4.9 100.0

Total 371 100.0 100.0

clxii
Video Tapped Instruction

Frequency Percent Valid Percent Cumulative Percent

Valid 0 1 .3 .3 .3

LE 224 60.4 60.4 60.6

ME 111 29.9 29.9 90.6

GE 21 5.7 5.7 96.2

VGE 14 3.8 3.8 100.0

Total 371 100.0 100.0

Overhead Projector

Frequency Percent Valid Percent Cumulative Percent

Valid 0 1 .3 .3 .3

LE 208 56.1 56.1 56.3

ME 131 35.3 35.3 91.6

GE 19 5.1 5.1 96.8

VGE 12 3.2 3.2 100.0

Total 371 100.0 100.0

Prepared Slides

Frequency Percent Valid Percent Cumulative Percent

Valid LE 66 17.8 17.8 17.8

ME 82 22.1 22.1 39.9

GE 90 24.3 24.3 64.2

VGE 133 35.8 35.8 100.0

Total 371 100.0 100.0

clxiii
Real Objects

Frequency Percent Valid Percent Cumulative Percent

Valid LE 117 31.5 31.5 31.5

ME 84 22.6 22.6 54.2

GE 81 21.8 21.8 76.0

VGE 89 24.0 24.0 100.0

Total 371 100.0 100.0

Computers

Frequency Percent Valid Percent Cumulative Percent

Valid LE 144 38.8 38.8 38.8

ME 105 28.3 28.3 67.1

GE 62 16.7 16.7 83.8

VGE 60 16.2 16.2 100.0

Total 371 100.0 100.0

Film Strip Projector

Frequency Percent Valid Percent Cumulative Percent

Valid LE 199 53.6 53.6 53.6

ME 138 37.2 37.2 90.8

GE 22 5.9 5.9 96.8

VGE 12 3.2 3.2 100.0

Total 371 100.0 100.0

clxiv
Bulletin Boards

Frequency Percent Valid Percent Cumulative Percent

Valid LE 54 14.6 14.6 14.6

ME 110 29.6 29.6 44.2

GE 80 21.6 21.6 65.8

VGE 127 34.2 34.2 100.0

Total 371 100.0 100.0

Graphic Materials

Frequency Percent Valid Percent Cumulative Percent

Valid LE 94 25.3 25.3 25.3

ME 105 28.3 28.3 53.6

GE 78 21.0 21.0 74.7

VGE 94 25.3 25.3 100.0

Total 371 100.0 100.0

Interactive White Boards

Frequency Percent Valid Percent Cumulative Percent

Valid LE 64 17.3 17.3 17.3

ME 79 21.3 21.3 38.5

GE 81 21.8 21.8 60.4

VGE 147 39.6 39.6 100.0

Total 371 100.0 100.0

Tape Recorder

Frequency Percent Valid Percent Cumulative Percent

Valid LE 200 53.9 53.9 53.9

ME 99 26.7 26.7 80.6

GE 35 9.4 9.4 90.0

VGE 37 10.0 10.0 100.0

Total 371 100.0 100.0

clxv
Chemicals

Frequency Percent Valid Percent Cumulative Percent

Valid LE 38 10.2 10.2 10.2

ME 26 7.0 7.0 17.3

GE 55 14.8 14.8 32.1

VGE 252 67.9 67.9 100.0

Total 371 100.0 100.0

Microscopes

Frequency Percent Valid Percent Cumulative Percent

Valid LE 62 16.7 16.7 16.7

ME 80 21.6 21.6 38.3

GE 116 31.3 31.3 69.5

VGE 113 30.5 30.5 100.0

Total 371 100.0 100.0

Beakers

Frequency Percent Valid Percent Cumulative Percent

Valid LE 59 15.9 15.9 15.9

ME 92 24.8 24.8 40.7

GE 115 31.0 31.0 71.7

VGE 105 28.3 28.3 100.0

Total 371 100.0 100.0

clxvi
Bunsen Burner

Frequency Percent Valid Percent Cumulative Percent

Valid LE 70 18.9 18.9 18.9

ME 56 15.1 15.1 34.0

GE 131 35.3 35.3 69.3

VGE 114 30.7 30.7 100.0

Total 371 100.0 100.0

Conical Flasks

Frequency Percent Valid Percent Cumulative Percent

Valid LE 38 10.2 10.2 10.2

ME 61 16.4 16.4 26.7

GE 110 29.6 29.6 56.3

VGE 162 43.7 43.7 100.0

Total 371 100.0 100.0

Vacuum Flasks

Frequency Percent Valid Percent Cumulative Percent

Valid LE 64 17.3 17.3 17.3

ME 79 21.3 21.3 38.5

GE 100 27.0 27.0 65.5

VGE 128 34.5 34.5 100.0

Total 371 100.0 100.0

clxvii
Dissecting Kits

Frequency Percent Valid Percent Cumulative Percent

Valid LE 102 27.5 27.5 27.5

ME 80 21.6 21.6 49.1

GE 102 27.5 27.5 76.5

VGE 87 23.5 23.5 100.0

Total 371 100.0 100.0

Fire Extinguishers

Frequency Percent Valid Percent Cumulative Percent

Valid LE 66 17.8 17.8 17.8

ME 79 21.3 21.3 39.1

GE 144 38.8 38.8 77.9

VGE 82 22.1 22.1 100.0

Total 371 100.0 100.0

Dessicator

Frequency Percent Valid Percent Cumulative Percent

Valid LE 184 49.6 49.6 49.6

ME 103 27.8 27.8 77.4

GE 41 11.1 11.1 88.4

VGE 43 11.6 11.6 100.0

Total 371 100.0 100.0

Hand Lens

Frequency Percent Valid Percent Cumulative Percent

Valid LE 76 20.5 20.5 20.5

ME 106 28.6 28.6 49.1

GE 115 31.0 31.0 80.1

VGE 74 19.9 19.9 100.0

Total 371 100.0 100.0

clxviii
Petri Dishes

Frequency Percent Valid Percent Cumulative Percent

Valid LE 75 20.2 20.2 20.2

ME 92 24.8 24.8 45.0

GE 109 29.4 29.4 74.4

VGE 95 25.6 25.6 100.0

Total 371 100.0 100.0

Retort Stands

Frequency Percent Valid Percent Cumulative Percent

Valid LE 48 12.9 12.9 12.9

ME 68 18.3 18.3 31.3

GE 82 22.1 22.1 53.4

VGE 173 46.6 46.6 100.0

Total 371 100.0 100.0

Wire Gauze

Frequency Percent Valid Percent Cumulative Percent

Valid LE 60 16.2 16.2 16.2

ME 98 26.4 26.4 42.6

GE 146 39.4 39.4 81.9

VGE 67 18.1 18.1 100.0

Total 371 100.0 100.0

clxix
text tubes

Frequency Percent Valid Percent Cumulative Percent

Valid LE 49 13.2 13.2 13.2

ME 61 16.4 16.4 29.6

GE 80 21.6 21.6 51.2

VGE 181 48.8 48.8 100.0

Total 371 100.0 100.0

Thermometers

Frequency Percent Valid Percent Cumulative Percent

Valid LE 77 20.8 20.8 20.8

ME 94 25.3 25.3 46.1

GE 122 32.9 32.9 79.0

VGE 78 21.0 21.0 100.0

Total 371 100.0 100.0

Insect Nets

Frequency Percent Valid Percent Cumulative Percent

Valid LE 136 36.7 36.7 36.7

ME 129 34.8 34.8 71.4

GE 51 13.7 13.7 85.2

VGE 55 14.8 14.8 100.0

Total 371 100.0 100.0

Bell Jars

Frequency Percent Valid Percent Cumulative Percent

Valid LE 60 16.2 16.2 16.2

ME 68 18.3 18.3 34.5

GE 81 21.8 21.8 56.3

VGE 162 43.7 43.7 100.0

Total 371 100.0 100.0

clxx
Reagent Bottles

Frequency Percent Valid Percent Cumulative Percent

Valid LE 44 11.9 11.9 11.9

ME 79 21.3 21.3 33.2

GE 136 36.7 36.7 69.8

VGE 112 30.2 30.2 100.0

Total 371 100.0 100.0

Measuring Cylinder

Frequency Percent Valid Percent Cumulative Percent

Valid LE 45 12.1 12.1 12.1

ME 64 17.3 17.3 29.4

GE 82 22.1 22.1 51.5

VGE 180 48.5 48.5 100.0

Total 371 100.0 100.0

Incubator

Frequency Percent Valid Percent Cumulative Percent

Valid LE 136 36.7 36.7 36.7

ME 127 34.2 34.2 70.9

GE 54 14.6 14.6 85.4

VGE 54 14.6 14.6 100.0

Total 371 100.0 100.0

clxxi
Stove

Frequency Percent Valid Percent Cumulative Percent

Valid LE 86 23.2 23.2 23.2

ME 102 27.5 27.5 50.7

GE 103 27.8 27.8 78.4

VGE 80 21.6 21.6 100.0

Total 371 100.0 100.0

Drying Oven

Frequency Percent Valid Percent Cumulative Percent

Valid LE 90 24.3 24.3 24.3

ME 62 16.7 16.7 41.0

GE 75 20.2 20.2 61.2

VGE 144 38.8 38.8 100.0

Total 371 100.0 100.0

First Aid Box

Frequency Percent Valid Percent Cumulative Percent

Valid LE 79 21.3 21.3 21.3

ME 88 23.7 23.7 45.0

GE 138 37.2 37.2 82.2

VGE 66 17.8 17.8 100.0

Total 371 100.0 100.0

Weighing Balances

Frequency Percent Valid Percent Cumulative Percent

Valid LE 33 8.9 8.9 8.9

ME 54 14.6 14.6 23.5

GE 67 18.1 18.1 41.5

VGE 217 58.5 58.5 100.0

Total 371 100.0 100.0

clxxii
Water Baths

Frequency Percent Valid Percent Cumulative Percent

Valid LE 73 19.7 19.7 19.7

ME 96 25.9 25.9 45.6

GE 128 34.5 34.5 80.1

VGE 74 19.9 19.9 100.0

Total 371 100.0 100.0

Centrifuges

Frequency Percent Valid Percent Cumulative Percent

Valid LE 143 38.5 38.5 38.5

ME 126 34.0 34.0 72.5

GE 51 13.7 13.7 86.3

VGE 51 13.7 13.7 100.0

Total 371 100.0 100.0

Refrigerators/Freezers

Frequency Percent Valid Percent Cumulative Percent

Valid LE 151 40.7 40.7 40.7

ME 109 29.4 29.4 70.1

GE 41 11.1 11.1 81.1

VGE 70 18.9 18.9 100.0

Total 371 100.0 100.0

clxxiii
Pipettes/Burettes

Frequency Percent Valid Percent Cumulative Percent

Valid LE 65 17.5 17.5 17.5

ME 80 21.6 21.6 39.1

GE 127 34.2 34.2 73.3

VGE 99 26.7 26.7 100.0

Total 371 100.0 100.0

Lecturers

Frequency Percent Valid Percent Cumulative Percent

Valid LE 107 28.8 28.8 28.8

ME 74 19.9 19.9 48.8

GE 35 9.4 9.4 58.2

VGE 155 41.8 41.8 100.0

Total 371 100.0 100.0

Laboratory Assistants

Frequency Percent Valid Percent Cumulative Percent

Valid LE 117 31.5 31.5 31.5

ME 82 22.1 22.1 53.6

GE 42 11.3 11.3 65.0

VGE 130 35.0 35.0 100.0

Total 371 100.0 100.0

Laboratory Technologists

Frequency Percent Valid Percent Cumulative Percent

Valid LE 125 33.7 33.7 33.7

ME 99 26.7 26.7 60.4

GE 46 12.4 12.4 72.8

VGE 101 27.2 27.2 100.0

Total 371 100.0 100.0

clxxiv
Students

Frequency Percent Valid Percent Cumulative Percent

Valid LE 48 12.9 12.9 12.9

ME 74 19.9 19.9 32.9

GE 104 28.0 28.0 60.9

VGE 145 39.1 39.1 100.0

Total 371 100.0 100.0

RESEARCH QUESTION 3: MEAN AND STANDARD DEVIATIONS

N Mean Std. Deviation

Chalkboards 371 3.0081 1.02004

Maps 371 2.2480 1.05162

Textbooks 371 2.6146 1.04737

Charts 371 2.6199 1.11914

Models 371 3.1429 1.15948

flannel boards 371 2.2857 1.04198

radio 371 1.5526 .81825

video tapped instruction 371 1.5229 .77207

overhead projector 371 1.5499 .74222

prepared slides 371 2.7817 1.11660

real objects 371 2.3827 1.16207

computers 371 2.1024 1.09311

film strip projector 371 1.5876 .74599

bulletin boards 371 2.7547 1.07889

graphic materials 371 2.4636 1.12497

clxxv
 N Mean Std. Deviation

interactive white boards 371 2.8383 1.12981

tape recorder 371 1.7547 .98732

chemicals 371 3.4043 .99913

microscopes 371 2.7547 1.06375

beakers 371 2.7170 1.04401

Bunsen burner 371 2.7790 1.08039

conical flasks 371 3.0674 1.00447

Vacuum flasks 371 2.7871 1.09813

dissecting kits 371 2.4690 1.12753

fire extinguishers 371 2.6523 1.01362

dessicator 371 1.8464 1.02436

hand lens 371 2.5040 1.03028

petri dishes 371 2.6038 1.07647

retort stands 371 3.0243 1.08152

wire gauze 371 2.5930 .96358

text tubes 371 3.0593 1.08640

thermometers 371 2.5418 1.04248

insect nets 371 2.0674 1.04664

bell jars 371 2.9299 1.12488

Reagent bottles 371 2.8518 .98481

measuring cylinder 371 3.0701 1.06819

incubator 371 2.0701 1.04517

Stove 371 2.4771 1.07119

drying oven 371 2.7358 1.20821

first aid box 371 2.5148 1.01698

weighing balances 371 3.2615 1.01027

water baths 371 2.5472 1.02129

centrifuges 371 2.0270 1.03680

refrigerators/freezers 371 2.0809 1.12655

Pipettes/burettes 371 2.7008 1.04725

lecturers 371 2.6415 1.28328

laboratory assistants 371 2.4987 1.25929

laboratory technologists 371 2.3315 1.20160

clxxvi
 N Mean Std. Deviation

students 371 2.9326 1.05179

Research Question 4: Biology Resources Utilization Constraints

Assessment Inventory (BRUCAI)
Frequency Table

Over populated classes

Frequency Percent Valid Percent Cumulative Percent

Valid LE 32 8.6 8.6 8.6

ME 52 14.0 14.0 22.6

GE 67 18.1 18.1 40.7

VGE 220 59.3 59.3 100.0

Total 371 100.0 100.0

Lack of fund

Frequency Percent Valid Percent Cumulative Percent

Valid LE 13 3.5 3.5 3.5

ME 25 6.7 6.7 10.2

GE 69 18.6 18.6 28.8

VGE 264 71.2 71.2 100.0

Total 371 100.0 100.0

clxxvii
Lack of infrastructure

Frequency Percent Valid Percent Cumulative Percent

Valid LE 24 6.5 6.5 6.5

ME 46 12.4 12.4 18.9

GE 85 22.9 22.9 41.8

VGE 216 58.2 58.2 100.0

Total 371 100.0 100.0

Poorly equipped laboratories

Frequency Percent Valid Percent Cumulative Percent

Valid LE 20 5.4 5.4 5.4

ME 43 11.6 11.6 17.0

GE 53 14.3 14.3 31.3

VGE 255 68.7 68.7 100.0

Total 371 100.0 100.0

Inadequacy in quantity and quality of resources

Frequency Percent Valid Percent Cumulative Percent

Valid LE 12 3.2 3.2 3.2

ME 31 8.4 8.4 11.6

GE 49 13.2 13.2 24.8

VGE 279 75.2 75.2 100.0

Total 371 100.0 100.0

Short time/periods for biology practicals

Frequency Percent Valid Percent Cumulative Percent

Valid LE 33 8.9 8.9 8.9

ME 95 25.6 25.6 34.5

GE 84 22.6 22.6 57.1

VGE 159 42.9 42.9 100.0

Total 371 100.0 100.0

clxxviii
Carelessness of laboratory users

Frequency Percent Valid Percent Cumulative Percent

Valid LE 49 13.2 13.2 13.2

ME 102 27.5 27.5 40.7

GE 73 19.7 19.7 60.4

VGE 147 39.6 39.6 100.0

Total 371 100.0 100.0

Too many courses to teach/learn by staff and students

Frequency Percent Valid Percent Cumulative Percent

Valid LE 28 7.5 7.5 7.5

ME 38 10.2 10.2 17.8

GE 58 15.6 15.6 33.4

VGE 247 66.6 66.6 100.0

Total 371 100.0 100.0

No separate time for biology practicals

Frequency Percent Valid Percent Cumulative Percent

Valid LE 37 10.0 10.0 10.0

ME 72 19.4 19.4 29.4

GE 90 24.3 24.3 53.6

VGE 172 46.4 46.4 100.0

Total 371 100.0 100.0

clxxix
Excessive use of available staff and material resources

Frequency Percent Valid Percent Cumulative Percent

Valid LE 55 14.8 14.8 14.8

ME 80 21.6 21.6 36.4

GE 113 30.5 30.5 66.8

VGE 123 33.2 33.2 100.0

Total 371 100.0 100.0

Poor records of biology laboratory resource materials

Frequency Percent Valid Percent Cumulative Percent

Valid LE 24 6.5 6.5 6.5

ME 43 11.6 11.6 18.1

GE 73 19.7 19.7 37.7

VGE 231 62.3 62.3 100.0

Total 371 100.0 100.0

Purposive exaggerative/under estimated resource logistics

Frequency Percent Valid Percent Cumulative Percent

Valid LE 32 8.6 8.6 8.6

ME 80 21.6 21.6 30.2

GE 93 25.1 25.1 55.3

VGE 166 44.7 44.7 100.0

Total 371 100.0 100.0

clxxx
Lack of improvisation of unavailable material resources

Frequency Percent Valid Percent Cumulative Percent

Valid LE 34 9.2 9.2 9.2

ME 81 21.8 21.8 31.0

GE 88 23.7 23.7 54.7

VGE 168 45.3 45.3 100.0

Total 371 100.0 100.0

Inadequate number of laboratory assistants/technologists

Frequency Percent Valid Percent Cumulative Percent

Valid LE 58 15.6 15.6 15.6

ME 108 29.1 29.1 44.7

GE 91 24.5 24.5 69.3

VGE 114 30.7 30.7 100.0

Total 371 100.0 100.0

Unqualified/inexperienced laboratory assistants/technologists

Frequency Percent Valid Percent Cumulative Percent

Valid LE 71 19.1 19.1 19.1

ME 109 29.4 29.4 48.5

GE 124 33.4 33.4 81.9

VGE 67 18.1 18.1 100.0

Total 371 100.0 100.0

Laziness of teachers and students

Frequency Percent Valid Percent Cumulative Percent

Valid LE 49 13.2 13.2 13.2

ME 113 30.5 30.5 43.7

GE 68 18.3 18.3 62.0

VGE 141 38.0 38.0 100.0

Total 371 100.0 100.0

clxxxi
Ignorance on proper use of materials or specimens

Frequency Percent Valid Percent Cumulative Percent

Valid LE 86 23.2 23.2 23.2

ME 109 29.4 29.4 52.6

GE 120 32.3 32.3 84.9

VGE 56 15.1 15.1 100.0

Total 371 100.0 100.0

Inferior instructional materials

Frequency Percent Valid Percent Cumulative Percent

Valid LE 42 11.3 11.3 11.3

ME 57 15.4 15.4 26.7

GE 102 27.5 27.5 54.2

VGE 170 45.8 45.8 100.0

Total 371 100.0 100.0

Poor management of biology laboratory resources

Frequency Percent Valid Percent Cumulative Percent

Valid LE 37 10.0 10.0 10.0

ME 59 15.9 15.9 25.9

GE 68 18.3 18.3 44.2

VGE 207 55.8 55.8 100.0

Total 371 100.0 100.0

clxxxii
Strenuous laboratory rules and regulations

Frequency Percent Valid Percent Cumulative Percent

Valid LE 39 10.5 10.5 10.5

ME 42 11.3 11.3 21.8

GE 88 23.7 23.7 45.6

VGE 202 54.4 54.4 100.0

Total 371 100.0 100.0

Lack of specious and well ventilated laboratory

Frequency Percent Valid Percent Cumulative Percent

Valid LE 13 3.5 3.5 3.5

ME 44 11.9 11.9 15.4

GE 84 22.6 22.6 38.0

VGE 230 62.0 62.0 100.0

Total 371 100.0 100.0

Lack of storage facilities

Frequency Percent Valid Percent Cumulative Percent

Valid LE 42 11.3 11.3 11.3

ME 54 14.6 14.6 25.9

GE 50 13.5 13.5 39.4

VGE 225 60.6 60.6 100.0

Total 371 100.0 100.0

clxxxiii
Lack of security services

Frequency Percent Valid Percent Cumulative Percent

Valid LE 74 19.9 19.9 19.9

ME 114 30.7 30.7 50.7

GE 120 32.3 32.3 83.0

VGE 63 17.0 17.0 100.0

Total 371 100.0 100.0

Lack of supervision of laboratory activities

Frequency Percent Valid Percent Cumulative Percent

Valid LE 41 11.1 11.1 11.1

ME 65 17.5 17.5 28.6

GE 92 24.8 24.8 53.4

VGE 173 46.6 46.6 100.0

Total 371 100.0 100.0

Purposive strike actions

Frequency Percent Valid Percent Cumulative Percent

Valid LE 86 23.2 23.2 23.2

ME 118 31.8 31.8 55.0

GE 126 34.0 34.0 88.9

VGE 41 11.1 11.1 100.0

Total 371 100.0 100.0

Purposeful riots and demonstrations of students

Frequency Percent Valid Percent Cumulative Percent

Valid LE 41 11.1 11.1 11.1

ME 68 18.3 18.3 29.4

GE 92 24.8 24.8 54.2

VGE 170 45.8 45.8 100.0

Total 371 100.0 100.0

clxxxiv
Conversion of resources for personal uses

Frequency Percent Valid Percent Cumulative Percent

Valid LE 56 15.1 15.1 15.1

ME 94 25.3 25.3 40.4

GE 118 31.8 31.8 72.2

VGE 103 27.8 27.8 100.0

Total 371 100.0 100.0

Lack of co-operation between students and lecturers

Frequency Percent Valid Percent Cumulative Percent

Valid LE 35 9.4 9.4 9.4

ME 49 13.2 13.2 22.6

GE 86 23.2 23.2 45.8

VGE 201 54.2 54.2 100.0

Total 371 100.0 100.0

RESEARCH QUESTION 4: MEAN AND STANDARD DEVIATIONS

N Mean Std. Deviation

over populated classes 371 3.2803 1.00114

lack of fund 371 3.5741 .76884

lack of infrastructure 371 3.3288 .92690

poorly equipped laboratories 371 3.4636 .89783

Inadequacy in quantity and quality of resources 371 3.6038 .77591

short time/periods for biology practicals 371 2.9946 1.02138

carelessness of laboratory users 371 2.8571 1.08731

too many courses to teach/learn by staff and students 371 3.4124 .94997

no separate time for biology practicals 371 3.0701 1.02691

Excessive use of available staff and material resources 371 2.8194 1.05382

poor records of biology laboratory resource materials 371 3.3774 .92586

clxxxv
 N Mean Std. Deviation

Purposive exaggerative/under estimated resource logistics 371 3.0593 1.00364

lack of improvisation of unavailable material resources 371 3.0512 1.01878

inadequate number of lab assistants/technologists 371 2.7035 1.06718

Unqualified/inexperienced laboratory assistants/technologists 371 2.5040 .99830

laziness of teachers and students 371 2.8113 1.08652

Ignorance on proper use of materials or specimens 371 2.3935 1.00343

inferior instructional materials 371 3.0782 1.03026

poor management of biology laboratory resources 371 3.1995 1.03876

strenuous laboratory rules and regulations 371 3.2210 1.01592

lack of specious and well ventilated laboratory 371 3.4313 .83342

lack of storage facilities 371 3.2345 1.07376

lack of security services 371 2.4636 .99493

lack of supervision of laboratory activities 371 3.0701 1.03998

Purposeful strike actions 371 2.3288 .95278

Purposeful riots and demonstrations of students 371 3.0539 1.04095

Conversion of resources for personal uses 371 2.7224 1.02983

lack of co-operation between students and lecturers 371 3.2210 1.00253

RESEARCH QUESTION 5: Biology Laboratory Resources Management

Assessment Scale (BLRMAS)
Frequency Table

Constant cleaning of used materials

Frequency Percent Valid Percent Cumulative Percent

Valid SD 33 8.9 8.9 8.9

D 40 10.8 10.8 19.7

A 90 24.3 24.3 43.9

SA 208 56.1 56.1 100.0

Total 371 100.0 100.0

clxxxvi
Appropriate storage of materials

Frequency Percent Valid Percent Cumulative Percent

Valid SD 22 5.9 5.9 5.9

D 45 12.1 12.1 18.1

A 82 22.1 22.1 40.2

SA 222 59.8 59.8 100.0

Total 371 100.0 100.0

Proper handling of laboratory materials

Frequency Percent Valid Percent Cumulative Percent

Valid SD 29 7.8 7.8 7.8

D 45 12.1 12.1 19.9

A 93 25.1 25.1 45.0

SA 204 55.0 55.0 100.0

Total 371 100.0 100.0

Avoidance of vandalization of laboratory materials

Frequency Percent Valid Percent Cumulative Percent

Valid SD 24 6.5 6.5 6.5

D 47 12.7 12.7 19.1

A 118 31.8 31.8 50.9

SA 182 49.1 49.1 100.0

Total 371 100.0 100.0

clxxxvii
Prompt repair of faulty materials

Frequency Percent Valid Percent Cumulative Percent

Valid SD 22 5.9 5.9 5.9

D 48 12.9 12.9 18.9

A 97 26.1 26.1 45.0

SA 204 55.0 55.0 100.0

Total 371 100.0 100.0

Being safety cautious in the laboratory

Frequency Percent Valid Percent Cumulative Percent

Valid SD 27 7.3 7.3 7.3

D 51 13.7 13.7 21.0

A 86 23.2 23.2 44.2

SA 207 55.8 55.8 100.0

Total 371 100.0 100.0

Improvisation of materials

Frequency Percent Valid Percent Cumulative Percent

Valid SD 39 10.5 10.5 10.5

D 45 12.1 12.1 22.6

A 64 17.3 17.3 39.9

SA 223 60.1 60.1 100.0

Total 371 100.0 100.0

Replacement/repair of damaged laboratory materials

Frequency Percent Valid Percent Cumulative Percent

Valid SD 40 10.8 10.8 10.8

D 63 17.0 17.0 27.8

A 94 25.3 25.3 53.1

SA 174 46.9 46.9 100.0

Total 371 100.0 100.0

clxxxviii
Constant monitoring of usage of materials

Frequency Percent Valid Percent Cumulative Percent

Valid SD 56 15.1 15.1 15.1

D 83 22.4 22.4 37.5

A 113 30.5 30.5 67.9

SA 119 32.1 32.1 100.0

Total 371 100.0 100.0

Proper documentation of laboratory materials

Frequency Percent Valid Percent Cumulative Percent

Valid SD 50 13.5 13.5 13.5

D 60 16.2 16.2 29.6

A 82 22.1 22.1 51.8

SA 179 48.2 48.2 100.0

Total 371 100.0 100.0

Training of staff and students

Frequency Percent Valid Percent Cumulative Percent

Valid SD 34 9.2 9.2 9.2

D 67 18.1 18.1 27.2

A 85 22.9 22.9 50.1

SA 185 49.9 49.9 100.0

Total 371 100.0 100.0

clxxxix
Planning, implementation and monitoring of BLR

Frequency Percent Valid Percent Cumulative Percent

Valid SD 37 10.0 10.0 10.0

D 79 21.3 21.3 31.3

A 87 23.5 23.5 54.7

SA 168 45.3 45.3 100.0

Total 371 100.0 100.0

Organizing students during laboratory practicals

Frequency Percent Valid Percent Cumulative Percent

Valid SD 65 17.5 17.5 17.5

D 93 25.1 25.1 42.6

A 104 28.0 28.0 70.6

SA 109 29.4 29.4 100.0

Total 371 100.0 100.0

Punctuality and regularity of staff and students to school

Frequency Percent Valid Percent Cumulative Percent

Valid SD 73 19.7 19.7 19.7

D 112 30.2 30.2 49.9

A 129 34.8 34.8 84.6

SA 57 15.4 15.4 100.0

Total 371 100.0 100.0

Providing accurate records of laboratory resources

Frequency Percent Valid Percent Cumulative Percent

Valid SD 40 10.8 10.8 10.8

D 61 16.4 16.4 27.2

A 69 18.6 18.6 45.8

SA 201 54.2 54.2 100.0

Total 371 100.0 100.0

cxc
Judicious payment of departmental dues

Frequency Percent Valid Percent Cumulative Percent

Valid SD 88 23.7 23.7 23.7

D 114 30.7 30.7 54.4

A 125 33.7 33.7 88.1

SA 44 11.9 11.9 100.0

Total 371 100.0 100.0

Prompt supervision of staff and students

Frequency Percent Valid Percent Cumulative Percent

Valid SD 41 11.1 11.1 11.1

D 61 16.4 16.4 27.5

A 96 25.9 25.9 53.4

SA 173 46.6 46.6 100.0

Total 371 100.0 100.0

Accepting departmental responsibilities

Frequency Percent Valid Percent Cumulative Percent

Valid SD 56 15.1 15.1 15.1

D 102 27.5 27.5 42.6

A 124 33.4 33.4 76.0

SA 89 24.0 24.0 100.0

Total 371 100.0 100.0

cxci
Prompt payment of salaries and allowances

Frequency Percent Valid Percent Cumulative Percent

Valid SD 33 8.9 8.9 8.9

D 37 10.0 10.0 18.9

A 89 24.0 24.0 42.9

SA 212 57.1 57.1 100.0

Total 371 100.0 100.0

Avoidance of excessive duplication of courses

Frequency Percent Valid Percent Cumulative Percent

Valid SD 14 3.8 3.8 3.8

D 57 15.4 15.4 19.1

A 85 22.9 22.9 42.0

SA 215 58.0 58.0 100.0

Total 371 100.0 100.0

Co-ordinating academic activities of students

Frequency Percent Valid Percent Cumulative Percent

Valid SD 69 18.6 18.6 18.6

D 92 24.8 24.8 43.4

A 107 28.8 28.8 72.2

SA 103 27.8 27.8 100.0

Total 371 100.0 100.0

cxcii
Giving awards to deserving staff and students

Frequency Percent Valid Percent Cumulative Percent

Valid SD 31 8.4 8.4 8.4

D 43 11.6 11.6 19.9

A 52 14.0 14.0 34.0

SA 245 66.0 66.0 100.0

Total 371 100.0 100.0

Controlling and counseling staff and students

Frequency Percent Valid Percent Cumulative Percent

Valid SD 40 10.8 10.8 10.8

D 78 21.0 21.0 31.8

A 157 42.3 42.3 74.1

SA 96 25.9 25.9 100.0

Total 371 100.0 100.0

Evaluating laboratory human and material resources adequately

Frequency Percent Valid Percent Cumulative Percent

Valid SD 32 8.6 8.6 8.6

D 54 14.6 14.6 23.2

A 47 12.7 12.7 35.8

SA 238 64.2 64.2 100.0

Total 371 100.0 100.0

Directing academic activities of staff and students

Frequency Percent Valid Percent Cumulative Percent

Valid SD 63 17.0 17.0 17.0

D 108 29.1 29.1 46.1

A 119 32.1 32.1 78.2

SA 81 21.8 21.8 100.0

Total 371 100.0 100.0

cxciii
RESEARCH QUEST ION 5: MEAN AND STANDARD DEVIATIONS

N Mean Std. Deviation

constant cleaning of used materials (sd .97531) 371 3.2749 .975

appropriate storage of materials 371 3.3585 .91137

proper handling of laboratory materials 371 3.2722 .95508

Avoidance of vandalization of laboratory materials 371 3.2345 .90733

prompt repair of faulty materials 371 3.3019 .90969

being safety cautious in the laboratory 371 3.2749 .95572

improvisation of materials 371 3.2695 1.03590

replacement/repair of damaged laboratory materials 371 3.0836 1.03246

constant monitoring of usage of materials 371 2.7951 1.05322

proper documentation of laboratory materials 371 3.0512 1.08805

training of staff and students 371 3.1348 1.01510

planning, implementation and monitoring of BLR 371 3.0404 1.03244

Organizing students during laboratory practicals 371 2.6927 1.07423

Punctuality and regularity of staff and students to school 371 2.4582 .97551

providing accurate records of laboratory resources 371 3.1617 1.05561

judicious payment of departmental dues 371 2.3369 .96826

prompt supervision of staff and students 371 3.0809 1.03398

accepting departmental responsibilities 371 2.6631 1.00389

prompt payment of salaries and allowances 371 3.2938 .97117

Avoidance of excessive duplication of courses 371 3.3504 .87371

co-ordinating academic activities of students 371 2.6577 1.07493

giving awards to deserving staff and students 371 3.3774 .98526

controlling and counseling staff and students 371 2.8329 .93525

evaluating laboratory human and material resources

371 3.3235 1.01500
adequately

directing academic activities of staff and students 371 2.5876 1.01062

cxciv