Evaluating Science Laboratory Classroom Learning Environment in Osun State of Nigeria for National Development

Akinbobola, Akinyemi Olufunminiyi


The study evaluates the science classroom learning environment in Osun State of Nigeria. Stratified random sampling technique was used to select students from the eight (8) educational zone in Osun State. A total of 24 science teachers and 200 science students were used for the study. Ex-post facto design was adopted for the study. Science Achievement Test (SAT) with reliability coefficient of 0.84 using Kuder Richardson-21 and Science Laboratory Environment Inventory (SLEI) with a reliability coefficient of 0.87 using Cronbach alpha were the two instruments used for gathering data. Pearson Product Moment Correlation (PPMC) and t-test were used to analyze the data. The results showed that the science laboratory environment has a significant effect on students’ academic achievement in science. Also, there is a significant difference between students’ preferred and actual laboratory environments in terms of students’ cohesiveness, open-endedness, integration, rule clarity and material environments. The results also indicated that there is no significant difference in the way students and teachers perceived the same laboratory environment. It is recommended that students should be given the opportunity to work cooperatively, provided with frequent laboratory activities which are integrated with the regular science class sessions and be encouraged to be creative by allowing occasionally to pursue their own science interests and design their own experiments. Also, standard laboratory spaces should be provided in schools with materials and equipment needed for the laboratory activities.

Keywords: Science Laboratory, Learning Environment, Students’ Achievement, National Development.

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