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EFFECT OF LABORATORY BASED INSTRUCTIONAL STRATEGY ON ACADEMIC PERFORMANCE ON BIOLOGY STUDENTS

EFFECT OF LABORATORY BASED INSTRUCTIONAL STRATEGY ON ACADEMIC PERFORMANCE ON BIOLOGY STUDENTS

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TABLE OF CONTENTS

Title Page

Certification

Approval Page

Dedication

Acknowledgements

 

Table of Contents

List of Tables

List of Appendices

Abstract

CHAPTER ONE:     INTRODUCTION

1.1       Background to the Study

1.2       Statement of the Problem

1.3       Purpose of the Study

1.4       Research Questions

 

1.5       Hypotheses

1.6       Significance of the Study

1.7       Scope of the Study

1.8       Definition of Terms

 

CHAPTER TWO:    REVIEW OF LITERATURE

2.1       Theoretical Framework

2.2       Conceptual Review

2.3       Review of Empirical Studies

2.4       Summary of Literature Review

CHAPTER THREE: RESEARCH METHOD                                                                

3.1       Research Design

3.2       Area of the Study

3.3       Population of the Study

3.4       Sample and Sampling Technique

 

3.5       Instrumentation

3.5.1    Validation of the Instrument

3.5.2           Reliability of the Instrument

3.6       Procedure for Data Collection

3.7       Method of Data Analysis

CHAPTER FOUR:  RESULTS AND DISCUSSION OF FINDINGS

4.1       Answering the Research Questions

4.2       Testing the Hypotheses

4.3       Summary of Findings

4.4       Discussion of Findings

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1       Summary

5.2       Educational Implications of the Findings

5.3       Conclusion

5.4       Recommendations

5.5       Limitations of the Study

5.6       Suggestions for further Study

References

Appendices

 

CHAPTER ONE

INTRODUCTION

1.1          Background to the Study

Without reservation, in contemporary educational paradigms, the quest to create effective learning environments has led educators to explore various instructional strategies that foster engagement, critical thinking, and deeper understanding among students. Moreover, among these strategies, laboratory-based instruction has emerged as a cornerstone in science education, offering students opportunities to engage in hands-on exploration, experimentation, and observation to grasp complex scientific concepts. However, in the realm of biology education, where concepts often involve intricate processes and systems, laboratory experiences play a pivotal role in bridging theoretical knowledge with practical application.

In fact, research spanning several decades underscores the positive impact of laboratory-based instruction on students’ academic performance and learning outcomes.

 

EFFECT OF LABORATORY BASED INSTRUCTIONAL STRATEGY ON ACADEMIC PERFORMANCE ON BIOLOGY STUDENTS

Hodson’s (2013) comprehensive meta-analysis, for instance, highlights the correlation between laboratory experiences and enhanced achievement in science education. Similarly, studies by Hofstein and Lunetta (2004) emphasize how laboratory activities cultivate critical thinking skills, scientific inquiry, and conceptual understanding among students, thus contributing to their overall academic success.

Furthermore, recent advancements in technology have revolutionized laboratory-based instruction, offering educators a myriad of tools and resources to enrich students’ learning experiences. Virtual laboratories, simulations, and online resources have not only expanded access to laboratory activities but also provided avenues for remote learning, particularly significant in times of crisis such as the COVID-19 pandemic (Schmidt et al., 2020).

Despite the clear benefits of laboratory-based instruction, its effectiveness is contingent upon various factors, including instructional design, pedagogical approaches, and the learning environment. For instance, research suggests that inquiry-based laboratory experiences, where students actively investigate scientific phenomena and formulate hypotheses, tend to yield better learning outcomes compared to traditional cookbook-style labs (Russell, 2003).

Moreover, the alignment between laboratory activities and curriculum objectives, as well as the provision of adequate support and guidance from educators, are critical determinants of the success of laboratory-based instruction (Roth, 1995).

Specifically, in the context of biology education, laboratory-based instruction offers unique advantages in cultivating essential scientific skills and competencies. By immersing students in authentic scientific practices, laboratories enable them to develop skills such as observation, data analysis, experimental design, and scientific communication, which are integral to success in the field of biology (National Research Council, 2009).

However, despite the wealth of research extolling the benefits of laboratory-based instruction, gaps remain in our understanding of its nuanced impact on students’ academic performance, particularly in the domain of biology education. Effect of laboratory based instructional strategy on academic performance on biology students.

 

Moreover, the advent of digital technologies and the evolving landscape of education warrant further exploration into innovative approaches to laboratory-based instruction and their implications for student learning.

Thus, this study seeks to contribute to the existing body of knowledge by investigating the effect of laboratory-based instructional strategies on the academic performance of biology students. In light of current observations regarding the evolving landscape of science education, there is a growing imperative to explore how modern instructional methodologies align with students’ academic performance in biology. Therefore, based on this background, this study aimed to examine the effect of laboratory based instructional strategy on academic performance on biology students.

 

1.2          Statement of the Problem

Undeniably, current observations on laboratory-based instructional strategies in biology education reveal a complex landscape characterized by evolving pedagogical approaches, technological advancements, and shifting student demographics. Moreover, despite the recognized importance of hands-on learning experiences in biology classrooms, there is a need to address persistent challenges and capitalize on emerging opportunities to enhance student academic performance.

However, recent trends suggest a growing demand for innovative instructional methodologies that integrate digital tools, foster inquiry-based learning, and accommodate diverse learning styles.

However, the extent to which these strategies effectively translate into improved learning outcomes remains a subject of inquiry, necessitating further investigation into the factors shaping the effectiveness of laboratory-based instruction in biology education. Effect of laboratory based instructional strategy on academic performance on biology students.

 

Moreover, the COVID-19 pandemic has brought to the forefront the urgency of reevaluating traditional laboratory practices and adapting to remote or hybrid learning modalities.

Observations during the pandemic period highlight the need for flexible and accessible approaches to laboratory instruction that ensure continuity of learning while addressing logistical constraints and disparities in resource access.

Additionally, disparities in educational opportunities, exacerbated by socioeconomic factors and institutional barriers, underscore the importance of equity considerations in designing and implementing laboratory-based instructional strategies. Thus, the current problem statement revolves around understanding how recent observations and trends inform the challenges and opportunities associated with laboratory-based instruction in biology education, with a focus on improving student learning outcomes and promoting inclusivity in science education. Therefore, this study aimed to examine the effect of laboratory based instructional strategy on academic performance on biology students.

 

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