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Action Research in Lab Arts and Scientific Research

Insufficiency of Laboratory Apparatuses and Equipment of Teaching Science Subject: A

Case Study of School Community at ELJ Memorial College

ABSTRACT

Laboratory experiences have been reported to promote central science education goals

including the enhancement of students' understanding of concepts in science and its applications;

scientific practical skills and problem-solving abilities; scientific ‘habits of mind’; understanding

of how science and scientists work; interest and motivation. This paper looked at the use of

laboratory method in teaching College school students: a key to improving the quality of

education. It highlighted the concept of science laboratory, quality education. It examined the

role of laboratory method of teaching in improving the quality of education, strategies for

effective use of laboratory method and the problems facing the effective use of laboratory

method in teaching science.

This study aimed at determining the impacts of insufficiency of laboratory apparatuses

and equipment in teaching science subjects. Specifically, the study focused on community of

College Schools in Singalat, Palayan City. The research comprised both quantitative and

qualitative approaches. Quantitative approach was used to investigate effects of teaching science

subjects in absence of science laboratory and to identify difficulties encountered by the students
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and teachers during teaching and learning science subjects in absence of science laboratory. This

gave numerical data, qualitative approach was used to examine if a students can master the

science concepts, knowledge and nature of science without practical work.

The study found that, it is true that there is difficulty in teaching and learning science

subjects in absence of well equipped science laboratory for both science teachers and students,

also the study found that most of science students claimed that without practical work they can

not master science concept, knowledge and nature of the science.

From the results obtained it can be concluded that teaching and learning practical work in

absence of well equipped science laboratory possibly hinder learning to occur as well as teaching

process also failure. Most of science teachers encountered difficulties in facilitating enquiry to

their science students this lead to failure of specific goals of practical work to attain, on other

hand students also account difficulties to interact with phenomena as well as materials in order to

enhance meaningful learning process.

INTRODUCTION.

Overview

This chapter is dealing with the Background of the study, Statement of the problem,

Research objectives, and Delimitation of the study and Definition of the key terms.
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Background of the study

Science educators have believed that the laboratory is an important means of instruction

in science since late in the 19th century. Laboratory activities were used in high school chemistry

in the 1880s (Fay, 1931). In 1886, Harvard University published a list of physics experiments

that were to be included in high school physics classes for students who wished to enroll at

Harvard (Moyer, 1976). Laboratory instruction was considered essential because it provided

training in observation, supplied detailed information, and aroused pupils' interest. These same

reasons are still accepted almost 100 years later.

Laboratory classes provide students with first-hand experience with course concepts and

with the opportunity to explore methods used by scientists in their discipline. Leading a

laboratory session has particular challenges and opportunities that differ from those in a standard

classroom environment. The use of laboratory method in science teaching originated from the

ideas of the early scientist. The 17th century is very significant in this respect. Taylor (1963)

claimed that “the ideas of experimental science began to have influence about 1590” (pg. 90)

when scientists started basing their work on deliberately contrived experiments. According to

him “Galileo Galilei (1564 – 1643) was the first to employ the modern scientific method in the

fullness” (pg. 91) in physics and astronomy. However, it was in the 17th century that scientists

paid the greatest attention to the scientific method that led to Revolution in science. Kalinga

(2007) has shown that : many schools lack laboratories and laboratories equipment and facilities

for science subjects (chemistry, biology and physics) practical which lead to newly established
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schools to follow art subjects. As results, there is a decreased number of graduates of science

subjects and majority having poor performance. Outlander and Crelsson (2006), showed that, the

role of practical is to help teachers to work together, with students, so that to build the

connection between theory and practice in real life situation and therefore increase motivation to

the side of the students. Absence of the laboratories hinders the students and teachers to work

together in a practical session and therefore students fail to connect the theory of what they learn

in the classroom with the practical, and then they are de-motivated. Wiley (2000), showed that

teachers perform practical and demonstrations when the school has laboratories, equipments,

chemicals and reagents. If the laboratories, equipments, chemicals and reagents are not present,

science teacher prefer lecture methods. The Ministry reports that it has also organized the supply

of science apparatus to a number of new schools, and local authorities are also building

laboratories and equipping then with apparatus in a variety of districts Chonjo et al (1995).

However, all these efforts remain isolated and do not share the same vision of the science

education nor how the same long term goals. Therefore there is a need to conduct the research to

explore the effects of teaching science subjects in absence of science laboratory.

Statement of the problem

Despite the factor that the Provincial Government of Nueva Ecija put much efforts in

building community College schools for Novo Ecijanos who have a financial problem to support

their Education in College. Majority of community College school were lack functional

laboratories due to lack of equipment and materials, some of the schools have no laboratories at
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all and try to use a classroom which do not provide suitable setting for practical work. This has

led to difficult in understanding the science concepts which are revealed by poor performance of

science student’s in science subjects in final examination. Therefore the study explores the

effects of teaching science subjects in absence of science laboratory.

This study aims to determine the Impacts of Insufficiency of Laboratory Apparatuses and

Equipment of Teaching Science Subject in ELJ Memorial College in Palayan City.

Specifically, it seeks to answer the following:

i. To identify difficulties encountered by the students and teachers during teaching and learning

science subjects in absence of science laboratory.

ii. To examine if students can master the science concepts, knowledge and nature of science

without practical work.

Research questions.

 What difficulties encountered by the students and teachers during teaching science subjects in

absence of science laboratory?

 Can students master the science concepts, knowledge and nature of science without practical

work?
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Independent Variables Dependent Variables

Respondents Profile The Impacts Insufficiency of Laboratory

• Age;
• Sex Apparatuses and Equipment of Teaching
• Year and Course
Science Subject

Teaching and learning science subjects in

absence of well-equipped science
laboratory for both science teachers and
students

Input Process
-Development of the Questionnaire

- Validation of Survey Questions

- Survey Method

- Interview

- Application of Statistical Tools

Output
Recommendations/suggestions of the improvement and enhancing on Teaching

Science Subjects in insufficiency of Laboratory apparatuses and equipment to the

Learners and Teachers

Figure 1. Research paradigm on the relationship of independent and dependent variables.

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Delimitation of the study

The study was conducted at College schools only for General Science students who

taking science subjects and also Science Teacher who is an educator in ELJMC from 2019 to

2020. This area was selected purposely in order to reduce costs in both money and time.

Definition of the key terms.

Insufficiency; lack of an adequate quantity or number.

Effect; change is a result of an action or other cause or the extent to which something succeeds.

Science subjects; refers to the subjects which involve scientific procedure these are Biology,

chemistry and physics.

Science laboratory; is the room or building for scientific experiments or teaching or for making

drugs or chemicals.

Teaching is the professional work that involves highly stimulation to guard and lead the learning

process to occur.

LITERATURE REVIEW

Overview

This chapter comprised literature review (related literature) about the studied problem. The

chapter analyzed how other researchers reveal the problem and examine the knowledge gap not

touched by researchers and then Summary and Synthesis of the Literature review complete the

chapter.
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Importance of practical work and science laboratory

Despite the changes in the kinds of practical work done overtime, in all these studies

the following aims of practical work in College science education remained the most popular

(Watson, 2000).

 To encourage accurate observation and careful recording

 To make phenomena more real

 To arouse and maintain interest

 To promote a logical and reasoning method

On other hand science educators have been reviewed on the importance of science laboratory.

Tobin (1990), wrote that laboratory activities appeal as the way of allowing students to learn

with understanding and at the same time engage in a process of constructing knowledge by doing

science (p 405). Also Lunetta (1998), suggested that laboratory activities have the potential to

enable collaborative social interaction and cognitive growth. Once a student’s failures to conduct

practical work in science lab experience many problems few of them are explained above by

science educators.
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Practical work vs. science laboratory

For the purpose of this study, we use the term ‘practical work’ as defined by Millar, Le

Mare chal and Tiberghien (1999, pg 33). That ‘practical work’ as all those teaching and learning

activities in science which involve students at some point in the handling or observing the

objects or materials they are studying. In their definition, they place no 5 restriction on where the

work in carried out, practical work might carry out in a laboratory or outside in the or in an

ordinary classroom. Teaching and learning activities are those activities in which students watch

someone else (often the teacher) handle objects of materials as well as those in which they

handle for themselves. That is it includes teacher demonstrations as well as student practical

work.

Relationship between science laboratory and science subject performance.

According to (Fisher, 1990), say that the more time offered to an academic work the

better the student’s performance. This implies that for better performance, student should be

provided with enough time for them to interest with the subject matter content hence learning to

take place. According to Bennett and Kennedy (2001), end of the course practical examinations

are economical in terms of time and could be described as more objectives in the sense that the

teacher is not involved in making the assessment. However this type of examinations runs the

risk of not providing the students more opportunities to demonstrate their abilities they have

developed over the course.

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Difficulties encountered by the students and teachers during teaching and learning science

subject.

According to Bradley et al (1998), notes that teachers competences to do practical work

(e.g. confidence and abilities to use equipment and chemicals in a variety of ways). Class size

and motivation are important, factors for effective practical work. They argue that in many cases

where teachers lack competence in practical work, the implementation of it is likely to be

minimal and less effective even when resources are available. To improve the quality of practical

work, pre-service and in-services teacher education course need to focus more sharply on the

role of practical work in education and creating opportunities to learn science, learn science

about science and do science.

Effort of the Government toward improving educational quality.

Over the last decade, the Government of the Philippines has embarked on an ambitious

education reform program to ensure that all Filipinos have the opportunity to obtain the skills

that they need to play a full and productive role in society. The government has backed up these

reforms, particularly over the last five years, with substantial increases in investment in the

sector.

While there have been improvements in education sector outcomes, significant challenges

remain if the government’s goals for the education sector are to be realized. Addressing these

challenges will not only require further increases in education spending but also improvements in

the systems that manage and govern these resources.

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Therefore there’s a need to conduct a research to explore effects of teaching science subject in

absence of science laboratory.

Other related literatures

Teachers

·        The availability of teachers in schools has improved as a result of recent teacher hiring

efforts. However, there are signs of growing inefficiency in teacher deployment because of

weaknesses in teacher allocation systems.

·        Teacher absenteeism rates in elementary and high schools are generally low compared to

other countries. However, they tend to be high in highly urbanized cities.

·        There have been big improvements in the hiring process but significant delays still exist.

·        Teacher performance on content knowledge assessments is poor and professional

development systems are inadequate.

School infrastructure

·        The availability of key facilities has improved but classroom deficits still remain.

·        Public infrastructure improvement systems suffer from many problems which result in

poor quality and incomplete classrooms and water and sanitation facilities.

School funding and management

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·        Schools have only limited discretionary funding to implement their own school

improvement plans.

·        While most discretionary funding is provided by the national government, a significant

portion fails to reach schools.

·        Schools face difficulties in using public funds because of burdensome management and

reporting requirements.

·        Transparency and accountability for fund use is relatively weak at the school level.

·        School level accountability through School Governing Councils is generally weak.

·        Parental awareness of the existence of School Governing Councils is limited. However,

parents are more aware and participate more actively in Parent Teacher Associations.

Local government funding

·        Local government funding to basic education is relatively low, declining and unequal.

·        Poor record-keeping and reporting makes it difficult to assess the distribution and

effectiveness of local government funding for education.

Equity

·        Significant differences in levels of education spending and the quality of the learning

environment exist across regions and provinces.

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·        Even though urban schools tend to serve wealthier populations, they tend to perform poorly

compared to rural schools.

·        Schools serving poorer communities tend to be more resource-constrained than wealthier

schools.

Detailed policy suggestions are provided in the main report for each of the topics covered.

Common policy suggestions include:

·        Increase public spending on education.

·        Improve allocation of education inputs through better planning.

·        Give schools greater authority in planning and resource management decisions and

simplify reporting requirements.

·        Improve transparency of fund allocation and resource use across the system.

·        Strengthen the role of School Governing Councils and Parent Teacher Associations.

·        Address funding and quality inequalities through improved financing mechanisms and

focused interventions for schools serving disadvantaged groups.

The main findings and policy suggestions of the study are presented as a series of policy notes on

specific issues as well as a combined report. In addition to the policy notes, the report provides

an overview and a detailed description of the study and its approach.

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Summary and Synthesis of literature review

From the literature review, many researchers have reported the usefulness of science subjects in

the development of any state or country, the application of science and technology reveal the

development of a country. Also they reported on the importance of practical work and science

laboratory in secondary science education and the relationship between science subject and

performance, they argue enough time for the students to interest with subject matter content this

implies for better performance. Basing the stated literature review above this study examining

the effects of teaching science subjects in absence of science laboratory particularly on

understanding and mastering the science concepts, knowledge and nature of science without

practical work. Also the issue of difficulties in teaching and learning for both teachers and

students practical work in classroom sitting as alternative for science laboratory.

CHAPTER THREE

METHODOLOGY

Overview

This chapter comprised Research approach and Design, Area of the study, Target population,

Study sample, Sampling procedures, Methods and Instrument for data collection, Data

processing and Analysis and Ethical considerations.

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Research approach and design

The research comprises both quantitative and qualitative approaches. Quantitative

approach was used to investigate effects of teaching science subjects in absence of science

laboratory and to identify difficulties encountered by the students and teachers during teaching

and learning science subjects in absence of science laboratory. This gave numerical data,

qualitative approach was used to examine if a students can master the science concepts,

knowledge and nature of science without practical work.

Target population

The target population was involved students, teachers and head of the schools. The population

was comprised 100 populations of people.

The study sample

The sample size comprises three (3) schools cut of twenty one (21) secondary schools

population. The sample size was ten (10) teachers, three (3) heads of the schools and 87 students

from the three (3) sampled schools to make a total of 100 sample sizes. It believed that the

sample chosen gave reliable information about the problem under the study.
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Research design

The study was used case study design. This design used to shade light the problem ahead and

results used to make judgment in all such situation in the country this design helps to get useful

data for the study.

Area of the study

The study was conducted in Brgy. Singalat, Palayan municipal, it located 5° 32' North, 121° 5'

East, in the island of Luzon.The reasons for choosing this area as area of the study were:

 It’s near and this reduces research costs

 Researcher familiarity to the area

Sampling procedures

Sampling procedure that was employed to obtain the sample size was as followed:

Schools and teachers were selected through simple random because the population of the

teachers and schools were small. The sampling procedure yield research data that generalized to

a large population. Science Teachers/Instructors were selected by purposive sampling in order to

give reliable information of the problem under the study. Students were selected by systematic

sampling because the study requires a fixed number of students 9 of 87 from the population. The

students were selected from form three (3) and for four (4) in orders to give the reliable

information.
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Method and instruments for data collection

Close ended questionnaire was employed, these questionnaires were administered to

students closely because students were less knowledgeable and to keep them as the subject. For

teachers and headmaster of the schools open ended questionnaires were used. This type of

questionnaire enabled teachers and students to respond on questionnaire by their own words. The

advantage of using questionnaire helped to meet many respondents at the same time and serve

resources.

Data processing and Analysis

Data processing and analysis were based on descriptive analysis technique. The findings

from the questionnaires were analyzed, tabulated and drawn appropriately and displayed in

compact form in presenting the information that were collected to give image of the situation.

Ethical considerations

During the research, the following ethics were considered

 Requesting the permission from the university administrations.

 Confidentiality of data was considered and the data were used only for this study.

 Gender biases and race was considered in the study.

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CHAPTER FOUR

DATA PRESENTATION, ANALYSIS AND DISCUSSION

Overview

This chapter will comprised the Results and Discussion for the specific objectives of the study

where as the results are tabulated for each specific objective followed by corresponding

discussion for each case.

Difficulties encountered by the students and teachers during teaching and learning science

subjects in absence of science laboratory.

The study found that most of science teachers and science students encountered

difficulties in teaching and learning science subjects’ especially in the absence of well equipped

science laboratory.

Table 1: Students and teacher’s responses concerning with difficulties during teaching and

learning science subjects in absence of science laboratory.

Respondents Is there difficulties?

YES % NO %
Teachers 13 100 0 0
Students 85 98 2 2

The findings showed that 100% of teachers encountered difficulties during teaching

science subjects especially practical work in absence of well equipped science laboratory. Most

of the teachers analyzed the following difficulties encountered during teaching practical work in

absence of well equipped science laboratory:-

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(i) Difficulties in facilitating Inquiry that enables students to construct scientific concepts.

This is due to the fact that inquiry requires identification of assumption use of critical and logical

thinking and consideration of alternative explanations. It is widely accepted that science is better

taught using the discovery method (guided or unguided Inquiry) or experimental approach. For

example Piaget, (1969) encouraged children to discover for themselves through spontaneous

interaction with environment.

(ii) Difficulties in assessing specific objectives

Many of teachers claimed that the assessment methods aimed at assessing their students

understanding and performance in practical work is not corresponding to the specific objective of

the practical work because students do not engaging directly with materials and phenomena as

way of allowing students to learn with understanding and at a same time engage in a process of

constructing knowledge by doing science (Tobin, 1990).

On other hand 98% of students agreed that there are difficulties in learning practical work

in absence of well equipped science laboratory while 2% only of the students disagreed that there

is no any difficulties in learning science subjects especially practical work in absence of science

laboratory.

Based on the results obtained most of the students identified the followings difficulties

encountered during learning science in a classroom setting instead of being in well equipped

science laboratory:
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(i) Poor social interaction:

Science laboratory act as a unique learning environment in which students can work

cooperatively in small groups to investigate scientific phenomena and relationship also

laboratory activities have the potential to enable collaborative social relationship as well as

positive attitude toward science and cognitive growth, (Lunetta, 1998).

(ii) Poor performance in science subject:

According to (Fisher, 1990), argue that the more time offered to an academic work the better the

student’s performance, this implies that for better performance students

should be provided with enough time for them to interest with the subject matter content hence

learning to take place also on the other hand science educators found that students who learned

biology in small cooperative groups scored higher in achievement and on several Inquiry skills

than did students who learned in large group class setting.

Student mastering in science concepts, knowledge and nature of science without practical

work.

The study found that most of science students claimed that without practical work

they can not master science concept, knowledge and nature of the science while most of the

science teachers suggested that science students fail to master science concept, knowledge and

nature of science when taught science subject without practical work. Osborn and Collins, (2001)

suggested that, some of the activities should be done as demonstrations and some as pupils
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activity, although there is possible overlap, depending on time equipment and so on. Topic such

as Acids and

Table 2, Students and teachers Can the students master concepts,

responses on whether students can knowledge and nature of the

master the science concepts, science?

knowledge and nature of science

without practical work.

Respondents
YES % NO %
Students 12 14 75 86
Teachers 1 8 12 92

It can be seen from the findings of this study that 86% of the students claimed that

without practical work they cannot master science concepts, knowledge and nature of science,

this was supported by the research findings of Watson (2000) who summarized the most popular

aims of practical work in secondary science are as:

- To encourage accurate observation and careful recording

- To make phenomena more real

- To arouse and maintain Interest

- To promote a logical and reasoning method.

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On other hand a good laboratory environment promotes student’s curiosity; rewards

creativity encourages a spirit, of healthy questioning, avoids dogmatism and promotes

meaningful understanding if a teacher enable the students to engage intellectually with

meaningful investigative experiences up on which they can construct scientific concepts within a

community of learners in their classroom more over this ability can cause student to grow sense

that learning is contextualized and that learner construct knowledge by solving genuine.

However 14% of the students agreed that possibly they can master science concepts, knowledge

and nature of science without practical work instead they conduct alternative to practical work

where as a teacher could provide more classification on concepts and nature of science, this will

work if a teacher is well skilled with teaching methodology in science subjects.

Furthermore, the results of the study showed that 92% of science teachers suggested that the

science students failure to master science concepts, knowledge and nature of science when taught

science subjects without practical work because practical work always make perfect and involve

action whereas students cannot forget the knowledge, concepts and nature of science easily

compared to theory alone does not, make the two ends to meet.

8% of science teachers argued further that once the science students learn by alternative to

practical work as a means / method of learning science concepts, knowledge and nature of

science can master the science concepts, knowledge and nature of science. If they will be given

much time to work hard and interact with the subject matter content hence learning can take

place, (Fisher, 1990).

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CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

Overview

This chapter will comprised the Summary, Conclusion and Recommendation of the study.

Summary and conclusion.

The study found that, it is true that there is difficult in teaching and learning science

subjects in absence of well-equipped science laboratory also students cannot master science

concept, knowledge and nature of the science. Most of science teachers encountered difficulties

in facilitating Inquiry to their science students this lead to failure of the specific goals of practical

work to attain on other hand students also account difficulties to interact with phenomena as well

as materials in order to enhance meaningful learning process.

Furthermore, mastering of science concepts, knowledge and nature of science is the major aims

of science practical work once students learning theory throughout possibly they could lack those

skills as a result the national would end up with incompetence science students from secondary

schools as a final products of the national.

From the results obtained, it can be concluded that teaching and learning practical work

in absence of well-equipped science laboratory possibly hinder learning to occur as well as

teaching process also failure.

RECOMMENDATIONS
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 The collaboration of stakeholders such as Government, Community and private sectors

should take their part to help to build well equipped science laboratories such as chemistry lab,

biology lab, physics lab etc.

Government should take effort to train enough laboratory technicians and distribute them to all

secondary schools and also Tertiary school.

 Government should purchase enough science apparatus as well as teaching and learning

materials for science subjects to provide conducive environment to learn science subjects in

secondary school especially community secondary school.

REFERENCES:

BEST, (2000); Education data analysis: Dar es salaam, University; Ministry of Education and

Culture.

Bradley et all (1998); Hands On practical Chemistry for All-Why and How?: ( Journal of

chemistry Education): 75 (11), 1406-1409.

Chonjo, P.N., Osaki, K.M., Possi, M., & Mrutu, S. (1995) Situational Analysis of Science

Teaching in Tanzania Government secondary schools. Report of study sponsored by GTZ and

MOEC . Dar es Salaam.

Cooksey and Mmuya, (1999); Availability of Learning and teaching Materials and

curriculum: Unpublished Doctoral Dissertation: Umai Sweden.

Fisher, R. (1990); Teaching Children to think: Stanely thrones ltd: UK

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Kalinga, E.A. (2007). An Interactive e learning Management system, a solution to Tanzania

secondary schools education. DSM; International Conference.

Lujara, S.K. et al. (2006) (International Journal of Social Science). Pearson Inc : USA.

Lunetta, V. (1998); The school science Laboratory: Historical perspective and contexts for

contemporary teaching:. In B.I Fraser and K.G Tobin (Eds): The International Handbook of

science education (pp 249-262):. Oxford: Pergamon.

Millar, R, Le Mare’chal J-F, and Tiberghien, A (1999); “Mapping” the varieties of practical

work: In J. leach and A. chr Paulsen (Eds): Pr work in science education recent research studies

(pp. 33-59), Roskilde: University.