Simulated Laboratory and Enriched Laboratory Guide Material Experiments as Catalysts for Improving Basic Science Students’ Achievement

Abstract

Laboratory experiments promote conceptual understanding and enhance achievement in science. Inadequate exposure of students to basic science practical has weakened the foundation in science teaching and learning at the basic education level in Nigeria. Thus, students’ achievement in basic science failed to significantly predict later achievement in Biology, Chemistry, and Physics. Therefore, the study determined how achievement in basic science of male and female students with different future career interests in science are affected by simulated laboratory (SL) and enriched laboratory guide material (ELGM) experiments which were developed. Bruner’s constructivism provided the framework while the study utilised quasi experimental design having the pre-test-post-test control group with a 3 x 2 x 2 factorial matrix. The sample comprised 277 (130 males and 147 females; ± 17 years old) junior secondary three (JSIII) students randomly selected from six secondary schools of which equal number have functional Computer and Physics laboratories or without. Data were collected using Achievement test in basic science (r = 0.87) and future career interest in science (FCIS) (r = 0.99), while seven hypotheses were tested at 0.05 level of significance with the aid of analysis of covariance, estimated marginal means (EMM), and Scheffé post-hoc analysis. The findings of the study reveal that treatment and FCIS were significantly effective while gender had no significant effect on students’ achievement in basic science. It is, therefore, recommended that SL and ELGM experiments be used to teach basic science practical taking cognizance of students’ FCIS.