Impact of Modified Laboratory Learning Environment on transformative Biology Process Skills among Secondary School Students in Osun State, Nigeria

Abstract

This study examined the impact a modified laboratory learning environment (MLLE) has on the Biology process skills of secondary school students. It compared the process skills of high and low achievers when taught in a modified laboratory learning environment and also determined how MLLE can improve achievement of students and their retention ability in Biology. 274 senior secondary class one (SSI) students were randomly selected from six intact classes for the study. A pre-test post-test quasi experimental design was adopted for the study. The students were taught plant and animal nutrition for six weeks. An Observation Checklist/Rating Scale containing 22-item exercises was used to assess the students’ process skills in an on-going manner during practical exercises. The instrument was adapted from the one used in the Faculty of Education, Obafemi Awolowo University, Ile-Ife, Nigeria for assessing student-teachers’ teaching skills during teaching practice. It was found that the process skills of the students improved when they were taught under a modified laboratory learning environment. It was also found that the biology process skills of low achievers improved significantly and the students’ retention was also significant. The study concluded that a modified biology laboratory environment is an effective way of improving students’ biology process skills, achievement and retention.

DOI: 10.5901/mjss.2015.v6n5s1p84