Chemistry Laboratory Signage and Identification of Design Guidelines: Challenges of Visual Literacy

Abstract

This study x-rayed chemistry laboratory signage and identification of designed guidelines. Its   investigation premised on the challenges of visual literacy in senior secondary schools in Rivers State. A total of sixty(60) chemistry students from twelve (12) selected secondary schools were obtained via purposive sampling technique and were administered Chemistry Students Laboratory Signage Structured Questionnaires (CSLSSQ). The reliability co-efficient of the instrument was 0.68. The results achieved from the study were analysed using simple percentage and the results underscored some problems occasioned by the inability of students to acknowledge and identify chemistry laboratory signage correctly. Consequent upon this, recommendations were made.

Keywords: Signage, Laboratory, Challenges, Visual Literacy.