Select Currency
Translate this page


Format: MS WORD  |  Chapter: 1-5  |  Pages: 75  |  492 Users found this project useful  |  Price NGN3,000






Each country develops its own education system, which evolves to meet the challenges of changing times. The Indian education system must also face several new choices, opportunities and challenges to ensure the implementation of a modernized, advanced and quality education system at all levels. The report of the National Indian Knowledge Commission reiterates its commitment to provide excellence in the education system to meet the 21st century knowledge challenges and enhance India's competitive advantage in the field of knowledge (NKC). , 2009). Secondary education at all levels serves as a link between basic education and higher education. Therefore, it plays a very important role, because the future of a child depends to a large extent on the type of education he receives at the secondary level. In addition to strengthening the roots of parenting, secondary education can help lead the child to a bright future. The National Education Policy (NPE, 1986) called for strengthening secondary education by promoting environmental awareness and training in science and laboratory equipment.

They share a common but important goal in creating an educational environment that is considered effective for teaching and learning science, recognizing that scientific breakthroughs are the key to progress in all areas of life. Science gives students the means to better understand the world around them. This promotes curiosity and critical thinking. It highlights the relationship between man and nature and reminds us that natural resources are limited and very valuable. Science permeates all areas of activity around us. We are surrounded by its products, from audio players to digital instruments to computers. We all need a scientific culture to survive in this fast-growing world (Eurydice European Unit, 2006). Researchers also believe that effective science education is essential for: a) Ensuring a satisfactory level of scientific literacy in society as a whole and preparing the next generation of scientists and engineers for the advancement of higher education and higher education. beyond (Committee on Laboratory Science and Equipment, 2006); b) Ensure the future of practical science in schools by discouraging inappropriate methods (Broers, 2006). Secondary science sometimes shows a more "stereotyped" approach to practical activities that should lead to binding or obvious conclusions. Science education addresses seven aspects. Innovation in science education: (future) teachers and teacher educators, development of scientific thought through research, contextual dimensions of science learning, use of information laboratory equipment, science teachers and " common sense, "response to gender differences and the role of evaluation in determining what is taught

The link between teachers' knowledge and scientific abilities, the way they teach science and the consequences for students, depends on the development of scientific thought and the teachers themselves (Eurydice European Unit, 2006). On the other hand, laboratory equipment is also very important because it is used in all areas of life, including education. The educational system, which is the most important factor for development, is increasingly in a hurry to use new technologies to prepare our future generations for the knowledge and skills they will need in the years to come. Our educational system strives to use a variety of laboratory equipment in all fields, including science, administration and research. Laboratory equipment continues to impact academic transactions involving teaching, learning, research and extension activities at universities, colleges and other institutions. The use of mobile phones, televisions, computers, the Internet and machines is part of our daily lives. In fact, we use laboratory equipment for instruction, communication, transportation, information navigation, entertainment and all types of life needs. Due to scientific and laboratory equipment, most processes in human life have been either simplified, adapted and cost-effective Laboratory equipmentis used in providing learning experiences and self-directed instructions to a learner using tutorial and simulation packages, with assistance from an attendance in. In developed countries, the use of modern lab equipments as a teaching tool has reached an advanced stage (Akundeye,2005).

Statement of theProblem

Teachers continue to stick to the traditional method of chalking and speech; the practice that leaves them in the current demand for an improved learning system in the science curriculum. Among the perceived benefits of using laboratory equipment in schools, it is interesting to teach and learn. Distance learning assistance; help teachers be up to date; Improve the quality of work of teachers and students. Capacity development of laboratory equipment staff in secondary schools is low. This affects the performance of high school students in science. It is evident that most schools in the study areas lacked computer teachers. The shortage of computer science teachers may be related to the lack of laboratory equipment and the motivation of teachers to take training programs in laboratory equipment. The use of laboratory equipment in secondary schools poses other problems, including the provision of less standard laboratory equipment, the high cost of standard laboratory equipment, the lack of adaptability to the use of laboratory equipment, laboratory equipment in teaching and learning, lack of constant feeding and lack of perspective The use of laboratory equipment for science teaching in secondary schools is responsible for performance academic objectives of the program. The above comments therefore emphasize the need to examine the impact of laboratory equipment on the academic performance of upper secondary students.


The study was mainly focused on the following research questions

. To what extent does comprehension level of the group of secondary school students learning science through laboratory equipment vary as compared to their comprehension level when they learn general science through conventional method?

. Does a change in attitudes towards science take place among secondary school students when these students who are used to learning general science through conventional method are made to learn general science through laboratory equipment technique?

. What are the attitudes of teachers towards laboratory equipmenttechnique?

. What is the nature of teacher and student interactions in laboratory equipmentsituations?

. How do sub-groups of students formed on the basis of age, gender and grade differ from each other in terms of achievement and attitudes while learning general science through laboratory equipmenttechnique?

. How do students perceive the overall effectiveness of laboratory equipment after learning general science through laboratory equipmenttechnique?

 Objectives of theStudy

The present study was undertaken with the following objectives:

. To study the effectiveness of laboratory equipment at secondary school level for teaching science as compared to conventional classroom teaching.

. To compare the attitudes and comprehension levels of students learning science through conventional teaching and laboratory use respectively.

. To study the differences in comprehension and attitudes of the students on the basis of age, gender and grade when learning science through conventional teaching and use of equipped laboratory.

. To assess students’ perception of their interactions with their teachers teaching with laboratory equipment.

. To study the attitudes of the teachers towards the use of laboratory equipment while teaching science at secondary schoollevel.

. To assess the effectiveness of modern laboratory equipment’s for teaching science at senior secondary level in terms of comprehension ofstudents.

1.5 Significance of study

The investigator noted that in Jammu and Kashmir, the introduction of laboratory equipment and its use in schools with other parts of the country could not compete. Countries. It was also noted that school authorities and teachers were unwilling to use these tools due to a lack of training, knowledge and sluggishness. In schools, the subject General Natural Sciences (a combination of physics, chemistry and biology) was usually taught as a lecture. Moreover, the use of multimedia to create imagination, to provide scientific concepts, and to provide up-to-date information to enrich the students' knowledge has hardly been underlined. In fact, the use of modern laboratory equipment to promote science education at school had not reached the state of Jammu and Kashmir. Only a handful of institutions have managed to introduce teaching materials for science education.

With regard to the use of laboratory equipment, it has been found that the media are not very innovative when considered individually or separately. For this reason, the investigator opted for this research study to experiment with laboratory equipment as an innovation in science education at secondary level. The main objective was to examine the possibility of integrating various modern devices available in the field to teach science in the secondary classroom in Nigerian schools. The main assumption for this integration was the belief that a combination of multiple technologies rather than the use of a single laboratory equipment would have a greater impact on classroom science learning in general. Another reason for the integration of laboratory equipment was the need for students and teachers to have knowledge of the 21st century. The most important skill is to know how and when to use the laboratory equipment and select the most appropriate tool for the job. In this study, the examiner assessed the effectiveness of integrating laboratory equipment into learning situations through a well-planned approach in the form of laboratory equipment for teaching general science at secondary level. In local schools, no experimental studies of this kind have been conducted or reported.

1.7 Operational Definitions Effectiveness

Laboratory: A work place for the conduct of science research

Equipment: An instrumentality needed for an undertaking or to perform a service.

Delimitations of the study

The following were the delimitations of the present study:

The present study being experimental in nature was conducted in some senior secondary schools in Nigeria. These schools were selected since the basic laboratory equipment facilities were already in position and the school authorities had assured to provide full support for the conduct of presentresearch. The study was delimited to the teaching of general science at the 7th, 8th and 9th grades. Students studying in 10th grade were excluded in the study since they were busy preparing for their annual Boardexaminations. The present study was delimited to the extent that impact of laboratory equipment was measured after teaching two units of content over a period of threemonths. The measurement of achievement was limited to scores obtained on teacher made tests since no standardised test was available pertaining to the content selected forteaching. The present study was delimited to studying the effectiveness of laboratory equipment on students in terms of their achievement, attitudes and perceptions of their interactions with the teachersrespectively. The present study was delimited to studying the effectiveness of laboratory equipment on teachers in terms of their attitudes towards laboratory equipment.

Organization of the study.

This study is divided into five chapters. Chapter one of the dissertation deals with the general description of the study, the definition of the problem, the research question, the objectives of the research and the importance of the study. Chapter 2 presents all the relevant bibliographical research on waste management and related concepts. Chapter 3 deals with the identification of the most appropriate research methodology for this research, and Chapter 4 provides an analysis of the data of the lessons learned in this field. Finally, Chapter Five summarizes the findings, conclusions and recommendations.


Not What You Are Looking For?

For QUICK Help Call Us Now!

+234 813 2926 373

+234 701 5050 881

Here's what our amazing customers are saying

Emmanuel Essential
Kogi state University
I actually took the risk,you know first time stuff But i was suprised i received as requested. I love you guys 🌟 🌟 🌟 🌟
Very Good
Azeez Abiodun
Moshood Abiola polytechnic
I actually googled and saw about iproject master, copied the number and contacted them through WhatsApp to ask for the availability of the material and to my luck they have it. So there was a delay with the project due to the covid19 pandemic. I was really scared before making the payment cause I’ve been scammed twice, they attended so well to me and that made me trust the process and made the payment and provided them with proof, I got my material in less than 10minutes
Very Good
Gbadamosi Solomon Oluwabunmi
Swift delivery within 9 minutes of payment. Thank you project master
Ajayi Crowther University, Oyo
I was scared at first when I saw your website but I decided to risk my last 3k and surprisingly I got my complete project in my email box instantly. This is so nice!!!
Ahmadu Bello University
I wish I knew you guys when I wrote my first degree project, it took so much time and effort then. Now, with just a click of a button, I got my complete project in less than 15 minutes. You guys are too amazing!
Temitayo Ayodele
Obafemi Awolowo University
My friend told me about iprojectmaster website, I doubted her until I saw her download her full project instantly, I tried mine too and got it instantly, right now, am telling everyone in my school about, no one has to suffer any more writing their project. Thank you for making life easy for me and my fellow students... Keep up the good work
Very Good
Stancy M
Abia State University, Uturu
I did not see my project topic on your website so I decided to call your customer care number, the attention I got was epic! I got help from the beginning to the end of my project in just 3 days, they even taught me how to defend my project and I got a 'B' at the end. Thank you so much iprojectmaster, infact, I owe my graduating well today to you guys...
Ibrahim Muhammad Muhammad
Usmanu danfodiyo university, sokoto
It's a site that give researcher student's to gain access work,easier,affordable and understandable. I appreciate the iproject master teams for making my project work fast and available .I will surely,recommend this site to my friends.thanks a lot..!
Dau Mohammed Kabiru
Kaduna State College of Education Gidan Waya
This is my first time..Your service is superb. But because I was pressed for time, I became jittery when I did not receive feedbackd. I will do more business with you and I will recommend you to my friends. Thank you.
Very Good
Joseph M. Yohanna
Thanks a lot, am really grateful and will surely tell my friends about your website.


  • Select 3 Project Topics of your choice from your Department.
  • Submit the 3 topics to your Supervisor for Approval.
  • Call Our Instant Help Desk on 0813-292-6373 and Get Your Complete Project Material Instantly.
  • All project materials on this website are well researched by professionals with high level of professionalism.


How do i choose a Project Topic?

Look for your department and select any topic of your choice

I have a fresh topic that is not on your website. How do I go about it?

How fast can i get a complete project from your website?

Within 15 minutes if the exact project topic is on our website

Is it a complete research project or just materials?

It is a Complete Research Project i.e Chapters 1-5, Abstract, Table of Contents, Full References, Questionnaires / Secondary Data

One of your topics suites my project, but the case study is different. What do i do?

Call Our Instant Help Desk Now: (+234) 813-292-6373 and you will be responded to immediately

How do i get my complete project?

Your Complete Project Material will be sent to your Email Address in Ms Word document format

Can I get my Complete Project through WhatsApp?

Yes! We can send your Complete Research Project to your WhatsApp Number

What if my Project Supervisor made some changes to a topic i picked from your website?

Call Our Instant Help Desk Now: (+234) 813-292-6373 and you will be responded to immediately

Do you assist students with Assignment and Project Proposal?

Yes! Call Our Instant Help Desk Now: (+234) 813-292-6373 and you will be responded to immediately

What if i do not have any project topic idea at all?

Smiles! We've Got You Covered. Chat with us on WhatsApp Now to Get Instant Help: (+234) 813-292-6373

How can i trust this site?

We are well aware of fraudulent activities that have been happening on the internet. It is regrettable, but hopefully declining. However, we wish to reinstate to our esteemed clients that we are genuine and duly registered with the Corporate Affairs Commission as "PRIMEDGE TECHNOLOGY". This site runs on Secure Sockets Layer (SSL), therefore all transactions on this site are HIGHLY secure and safe!