Description

ABSTRACT

This study examines the effect of insufficient laboratory equipment on the teaching and learning of biology in senior secondary schools within Oshimili South Local Government Area, Asaba, Delta State.

Employing an experimental design, the research investigates the condition of laboratory facilities, their influence on students’ academic performance, the challenges faced by teachers, and potential strategies for improvement. Data were collected through a structured questionnaire administered to biology teachers across selected schools.

The findings reveal that laboratory equipment in most schools is insufficient, outdated, and poorly maintained, limiting students’ opportunities for hands-on learning and negatively affecting their academic performance. Teachers face significant challenges, including difficulties in engaging students and conducting effective practical lessons. The study underscores the importance of well-equipped laboratories in enhancing students’ comprehension of theoretical concepts and developing critical scientific skills. To address these challenges, the study recommends increased funding for laboratory infrastructure, regular maintenance of facilities, teacher training programs, and the integration of virtual laboratory tools. Collaborative efforts involving schools, government agencies, and private stakeholders are also suggested to ensure equitable resource distribution and sustainable improvements. This study contributes to the growing discourse on the need for adequate laboratory resources in science education and highlights practical solutions to enhance the teaching and learning of biology in secondary schools.