Effect Of Laboratory Method On Knowledge And Comprehension Cognitive Performance In Biology In Secondary Schools

Effect Of Laboratory Method On Knowledge And Comprehension Cognitive Performance In Biology In Secondary Schools

1.1 Background to the Study

There are a number of methods of teaching which are available for the teacher’s use in teaching Biology. These methods are classified under two major groups; traditional and contemporary methods. The traditional method popularly called teacher- centered is where the teacher dominates the teaching and learning process, with examples such as Lecture method, demonstration method, and descriptive method among others. Contemporary teaching method is referred to as students-centered teaching approach; in this case students are actively involved in knowledge generation. Examples are Laboratory method, computer-based approach, concept mapping, and cooperative learning among others.

The Laboratory Method is an instructional strategy that emphasizes hands-on, experiential learning by engaging students in active experimentation and observation of scientific phenomena. Unlike traditional lecture-based teaching, which relies primarily on passive information transfer, the laboratory method allows students to directly interact with the materials and equipment involved in scientific inquiry. By conducting experiments, making observations, and analyzing data, students develop a deeper understanding of scientific principles, improve critical thinking and problem-solving skills, and enhance their ability to apply theoretical concepts to real-world scenarios (Fatoba, 2015). According to Joshi (2013), laboratory method of teaching is a unique way of instruction and it forms an integral part of effective science teaching. In this method, the teacher does not take recourse to lecturing nor to demonstration of experiment. Rather, the students are encouraged to derive the laws and principles of science themselves by actually performing the experiments. The students are given all necessary materials and equipment’s in the laboratory along with their proper instructions for carrying out their experiments with their own initiative and effort. The observations are recorded and the results are inferred. It helps the students to understand complex abstract ideas and gives students an opportunity to participate in the process and have an appreciation for the methods of science. He further viewed that knowledge and skills acquired through laboratory method is more lasting and permanent as they learn by their own experience, observation, testing and verification.

Over time, there has been increasing recognition of how laboratory methods enhance cognitive engagement, knowledge retention, and deeper comprehension compared to traditional lecture-based instruction. This section delves into current pedagogical challenges, research findings, and their implications for science education. Biology, as a core science subject in secondary schools, encompasses both theoretical concepts and practical applications. Traditionally, biology instruction has relied heavily on lecture-based methods, which often fail to actively engage students in critical thinking or problem-solving activities. The passive nature of these methods results in students memorizing facts without a deep understanding of the processes involved. Studies show that students tend to perform poorly in standardized biology assessments, particularly in knowledge and comprehension areas, when these traditional teaching approaches are employed (Onyegegbu & Igbokwe, 2021).

By contrast, laboratory-based teaching methods provide an experiential learning environment where students can manipulate variables, test hypotheses, and observe biological phenomena firsthand. According to Joseph, Fatoba, and John (2021), laboratory instruction allows students to develop important scientific skills, such as observation, measurement, and interpretation of data, which not only aid in knowledge acquisition but also in deeper comprehension and application of biological concepts. The hands-on nature of laboratory learning aligns with constructivist learning theories, such as those proposed by Piaget, which emphasize that active learning fosters higher cognitive processes (Kang & Keinonen, 2017).

Laboratory teaching in biology is designed to bridge the gap between theory and practice by engaging students in inquiry-based learning. In this instructional model, students take on an investigative role, which encourages curiosity and enhances problem-solving skills. For example, a study by Fatoba (2015) revealed that students who engaged in laboratory activities performed significantly better on cognitive assessments in biology than their peers who were taught using the lecture method. Fatoba’s study, which involved senior secondary biology students, found that laboratory instruction improved both knowledge retention and understanding of ecological and nutritional concepts. This improvement was attributed to the active involvement of students in the learning process and their ability to directly relate theoretical concepts to real-world phenomena.

Moreover, a key benefit of the laboratory method is its ability to cater to different learning styles. Visual learners benefit from the direct observation of experiments, kinesthetic learners from handling materials, and auditory learners from discussions and explanations during the practical sessions. This multimodal approach supports more comprehensive cognitive development and helps students who may struggle with lecture-based instruction (Chibabi, Umoru, & Onah, 2018).

Despite its numerous advantages, the implementation of laboratory methods in biology instruction faces significant challenges, especially in resource-constrained environments. In many developing regions, schools lack adequate laboratory facilities, equipment, and materials necessary for conducting experiments. The limited availability of resources often forces schools to resort to lecture-based methods, which, while cost-effective, are less effective in fostering student engagement and deep understanding (Ngala, 2020). Additionally, the effectiveness of laboratory teaching is dependent on the teacher’s ability to guide students through the scientific process. Therefore, teacher training and support are crucial for the successful implementation of laboratory methods in biology education. Several empirical studies underscore the importance of laboratory instruction in improving cognitive performance in science subjects. For instance, Kang and Keinonen (2017) argue that laboratory activities stimulate higher-order thinking, which is essential for students’ comprehension and retention of biological concepts. Their research suggests that students who participate in laboratory activities demonstrate greater improvement in both conceptual understanding and problem-solving abilities compared to those taught using traditional lecture-based methods.

Furthermore, gender-based studies on the effectiveness of laboratory methods have yielded interesting results. For instance, a study by Chibabi et al. (2018) found that while female students generally performed better in lecture-based settings, the laboratory method seemed to eliminate this performance gap, resulting in more equitable outcomes between male and female students. This finding suggests that the laboratory method not only improves cognitive performance but also promotes inclusivity and equity in the classroom. The laboratory method’s emphasis on experiential learning aligns with global educational trends that advocate for student-centered, active learning environments. Recent educational reforms in countries like Finland and Singapore have emphasized the importance of practical science education, encouraging more schools to integrate laboratory methods into their curricula (Kang & Keinonen, 2017).

Researchers, Aniodoh, (2011), Babajide, (2010) Cengiz, (2010) have found out that students encounter some problems in laboratory works, such as lack of acquisition of desirable skills (poor observation of specimens, poor identification of specimens, drawing of specimens and poor recording or reporting of practical works). These problems make it difficult for students to understand laboratory practical work and theoretical knowledge acquired during classroom teaching and learning processes. In view of the above-mentioned problems faced by students in the laboratories, if the laboratory practical will be reorganized in a proper manner it will promote good teaching and learning processes in the classroom or laboratory. Hence, there is need for the development of appropriate approaches in the laboratory. Nakhleh & Krajcik, (2015) opined that investigative approaches used in carrying out experiments in the laboratory are based upon active learning, such as problem-based investigation, inquiry-based investigation, project- based investigation and cooperative investigations. In these approaches students interact with materials and with one another during laboratory practical work. According to Johnson and Johnson (2012) there are different types of interaction that take place in the classroom and laboratory such as cooperative, collaborative and competitive interactions but for the purpose of this study group and individual modes of interaction in laboratories will be investigated. It is on this premise that the researcher intend to carried out this study to ascertain the effect of laboratory method on knowledge and comprehension cognitive performance in biology in secondary schools in Etinan Local Government Area.

 

1.2 Statement of the Problem

In recent years, there has been growing concern over the declining cognitive performance of secondary school students in biology, particularly in areas of knowledge acquisition and comprehension. Traditional teaching methods, such as lectures, have proven insufficient in fostering deep understanding and retention of biological concepts. Despite extensive research advocating for the laboratory method as an effective instructional strategy, many schools continue to underutilize it due to resource constraints, lack of teacher training, or poor implementation. This gap in practical application raises critical questions about the impact of laboratory-based instruction on students’ cognitive outcomes.

The problem is particularly significant given the increasing demand for scientifically literate individuals capable of critical thinking and problem-solving. However, without consistent use of hands-on laboratory methods, students’ understanding of complex biological processes remains superficial, limiting their ability to apply knowledge in assessments and real-world contexts. Furthermore, disparities in access to laboratory resources and adequate guidance further exacerbate the achievement gap, with students in underfunded schools often performing worse than their counterparts in better-equipped institutions. Therefore, this study aimed to examine the effect of laboratory method on knowledge and comprehension cognitive performance in biology in secondary schools in Etinan Local Government Area

1.3 Purpose of the Study

The main purpose of the study is to examine the effect of laboratory method on knowledge and comprehension cognitive performance in biology in secondary schools in Etinan Local Government Area. Specifically, the study intended to:

1. examine the effect of the laboratory method on knowledge and comprehension cognitive performance in biology among secondary school students.
2. compare the effectiveness of the laboratory method and lecture method in enhancing students’ cognitive performance in biology.
3. assess the impact of the laboratory method on students’ cognitive performance in urban and rural secondary schools.
4. investigate the difference in cognitive performance between male and female students taught biology using the laboratory method.

1.4       Significance of the Study

It is hoped that the findings of this study shall be useful to the following:

1. The study will help students improve their cognitive performance in biology through effective learning methods.
2. Teachers will gain valuable strategies for enhancing students’ knowledge and comprehension using the laboratory method.
3. School administrations can use the findings to allocate resources for science labs, improving teaching outcomes.
4. Government can leverage the results to develop education policies that promote active learning in schools.
5. The study will foster equitable access to quality biology education across urban and rural schools, benefiting all stakeholders

1.5 Research Questions

The following questions will guide the study in line with the objectives of the study.

1. To what extent does the laboratory method affect knowledge and comprehension cognitive performance in biology among secondary school students?
2. How does the laboratory method compare to the lecture method in enhancing students’ cognitive performance in biology?
3. To what extent does the laboratory method impact students’ cognitive performance in urban versus rural secondary schools?
4. How does cognitive performance differ between male and female students taught biology using the laboratory method?

1.6       Research Hypotheses

The following null hypotheses will guide the study in line with the objective of the study

1. There is no significant effect of the laboratory method on knowledge and comprehension cognitive performance in biology among secondary school students.
2. There is no significant difference in students’ cognitive performance between those taught using the laboratory method and those taught using the lecture method.
3. There is no significant impact of the laboratory method on students’ cognitive performance in urban versus rural secondary schools.
4. There is no significant difference in cognitive performance between male and female students taught biology using the laboratory method.

1.7 Delimitation of the Study

This research work will be restricted to the effect of laboratory method on knowledge and comprehension cognitive performance in biology in secondary schools in Etinan Local Government Area. Only senior secondary two (SS2) Biology students in public secondary schools in Etinan Local Government Area will be involved in the study.

 

1.8 Definition of Terms

The following terms will be defined in the study:

Laboratory method: The laboratory method of teaching is an instructional approach that emphasizes hands-on, experiential learning through direct engagement with materials, tools, and scientific processes.

Knowledge and Comprehension: Knowledge is about acquiring facts and information.

Comprehension involves understanding those facts and being able to manipulate them meaningfully.

Cognitive performance: Cognitive performance refers to the mental processes that are involved in acquiring knowledge and understanding through thought, experience, and the senses. In this study cognitive performance refers to the assessment of cognitive functions—such as memory, attention, problem-solving, and decision-making—under controlled experimental conditions.

Biology: Biology is the scientific study of life and living organisms, encompassing various aspects such as their structure, function, growth, evolution, distribution, and taxonomy.

 

CHAPTER TWO

REVIEW OF RELATED LITERATURE

This chapter shall be discussed under the following sub-heading:

2.1       Conceptual Framework

2.1.1     The concept of laboratory method

2.1.2     The concept of Biology

2.2       Theoretical Framework

2.3       The effect of the laboratory method on knowledge and comprehension cognitive performance in biology among secondary school students

3.4       The effect of the laboratory method on students’ cognitive performance in urban and rural secondary schools.

2.5       Empirical Studies

2.6       Summary of Literature Review

 

CHAPTER THREE

RESEARCH MEIHOD

This chapter discussed the procedure that will be use in conducting the research. It will be discuss under the following sub-headings:

3.1       Research Design

Quasi-experimental research design was adopted in the study. This was adopted since the researcher will manipulate the independent variable to check it effect on the dependent variable (laboratory method will be manipulated to check its effect on knowledge and comprehension cognitive performance in biology in secondary schools).

3.2       Research Area

This research was carried out in Etinan Local Government Area. Etinan local government area is found in Akwa Ibom state, South-south geopolitical division of Nigeria. The LGA shares boundaries with the Onna, Nsit Ibom, Mkpat Enin, Abak, and Uyo local government areas. Several towns and villages make up Etinan LGA and these include Ikot Ebo, Ikot Abasi, Oto Akpan, Ekom, Ikot Ekan, Ikot Ese, Nkana, and Oniong. Etinan LGA has an estimated population of 80, 556 inhabitants with the majority of the area’s populace made up of people from the Imam Ibom tribe. The widely spoken language in Etinan LGA is the Ibibio language while the most practiced religion in the LGA is Christianity. Etinan LGA has an average temperature of 25 degrees centigrade with average wind speed of 13 km/h. The LGA witnesses two major seasons which are the dry and the rainy seasons while total annual rainfall in the area is put at 3,250 mm. Farming is an important economic engagement in Etinan LGA with crops such as Yam, cocoyam, and maize grown in the area. Other important economic enterprises undertaken by the inhabitants of Etinan LGA include palm wine tapping, woodwork, sculpture and trade. The LGA is also rich in minerals such as crude oil, clay, and sharp sand. There are several markets in Etinan LGA where the dwellers of the area go to buy and sell a plethora of commodities and these include the popular Udua Etinan market.

3.3 Population of the Study

            The population of the study will consists of biology students in senior secondary two (SS2) class in all public secondary schools in Etinan Local Government Area.

3.4 Sample and Sampling Techniques

A random sampling method will be use to select the sample schools and the respondents in this study. Four (4) secondary schools will be randomly selected out of the available secondary schools, thirty (30) students will be selected to give a total of one hundred and twenty (120) respondents which will form the sample size of the study.

3.5 Instrument for Data Collection

The instrument to be used in this study is biology achievement test (BAT) which will be constructed by the researcher.

3.6 Validation of the Instrument

The items will be given to the supervisor for proper checking and approval to ensure content validity.

3.7 Administration of the Instrument

Lesson notes will be prepared using laboratory method and another using lecture method to teach the students by the researcher for three weeks. The concept of osmosis and diffusion will be in topics. The instrument will be administered personally by the researcher to the students who were guided on how to complete the achievement test.

3.9 Method of Data Analysis

The data collected will be analyzed using independent t- test statistics.

 

 

CHAPTER FOUR

 

DATA PRESENTATION AND DISCUSSION OF FINDINGS

 

This chapter contains will be the presentation and analysis of data collected in the study. It is arranged according to the research hypotheses in relation to the research questions of the study.

 

CHAPTER FIVE

 SUMMARY, RECOMMENDATIONS AND CONCLUSION

This chapter will deals with the summary, recommendations and conclusion of the research findings.

References

APA referencing style will be used in this study.  The author-date referencing system published by the American Psychological Association. This form of writing research papers is used mainly in the social sciences, like psychology, anthropology, sociology, as well as education and other fields.

 

References

Chibabi, A. A., Umoru, S. E., & Onah, D. O. (2018). Effect of Laboratory Method on Students’ Achievement And Retention In Senior Secondary Schools Biology In Kogi East Senatorial Zone. IOSR Journal of Research & Method in Education, 8(2), 44-50.

Fatoba, J. O. (2015). Effects of Laboratory and Lecture Teaching Methods on Cognitive Achievement in Biology. Zenodo. https://doi.org/10.5281/zenodo.3529189

Fatoba, J. O. (2015). Effects of Laboratory and Lecture Teaching Methods on Cognitive Achievement in Biology. Zenodo. https://doi.org/10.5281/zenodo.3529189

Joseph, O., Fatoba, J. O., & John, O. O. (2021). Impact of Laboratory-Based Teaching on Biology Students’ Knowledge Retention. Journal of Educational Research and Development, 45(2), 134-145.

Joshi, S. R. (2013). Teaching of Science. APH Publishing Cooperation.

Kang, J., & Keinonen, T. (2017). The Effect of Inquiry-Based Learning on Students’ Knowledge Acquisition and Attitudes. International Journal of Science Education, 39(1), 1-19.

Ngala, J. S. (2020). The Impact of Laboratory-Based Teaching Method on Secondary Schools Biology Students’ Acquisition of Science Process Skills. International Journal of Current Advanced Research, 9(7), 22534-22540.

Onyegegbu, N., & Igbokwe, G. (2021). The Challenges of Implementing Inquiry-Based Learning in Secondary Schools in Nigeria. Journal of Educational Science and Technology, 3(5), 87-98.