INTRODUCTION 1.0 BACKGROUND OF STUDY Research on the correlation between study habit and students academic performances has for long received attention from scholars and educational agencies. 1.0.1 WHY IS THIS STUDY NECESSARY In every school setting, students are perpetually in search of academic success, the success of academic performance is their ultimate goal. However studies of school performances indicates that most students are under achievers, Dizney 2003 and Okegbile 2007. A major reason for students under developed potentials may be in their lack of learning strategies. This study therefore is to investigate the influence of study habits on academics performances of students using secondary schools in Mushine Local Government as a case study. 1.0.2 IMPORTANCE OF PHYSICS The relative importance of teaching and learning physics has increased dramatically over the years. The importance of Physics cannot be over-emphasized as it forms the basis for technological advancement of any nation. (Jubril 1986) said science is most powerful tool for man’s development. it has been identified as an instrument per excellence in solving socio-economic problems of good health facilities, agriculture, employment, poverty and many other problem betting development in under-developed nation like Nigeria. Physics is a branch of science that deals with energy and matter and their interactions. It is sometimes referred to as the science of measurement and its knowledge has contributed greatly to the production of instruments and devices of tremendous benefits to the human race. The study of physics can lead to several scientific fields and professions such as engineering, manufacturing, mining and construction industries. Apart from this, knowledge of physics plays a very significant role in the development of any nation. Much as Nigeria advocates for and pursuing development in technology, the results has been both unsatisfactory and encouraging (Adebayo 2008). The drastic drive in Nigeria towards technology is contained in her National polocy in Education(2004) 1.0.3 CHALLENGES IN LEARNING PHYSICS Some of the challenges that physics education is facing in our society today are as follows; i. Lack of competent teachers to the profession: one of the greatest problems faced by physics teachers is that of recruitment and retention of competent people into the teaching profession(Adeyinka2010). The future of any nation lies in the hand of effectively trained and professional teachers. But now, teaching is considered as the last hope of the hopeless, i.e the profession of those who do not have better things to do(Aliyu2011) ii. Inadequate laboratory facilities: laboratories in our schools are not well equipped. iii. Poor students’ motivation: the enrolment figure of most student in our schools are in social sciences and humanities which surpasses that of student of physics and other core science courses. Other factors limiting effective learning of physics include; – Lack of teaching aid – Poor/un-committed students – Lack of good textbooks – Curriculum – Lack of proper orientation to the students 1.0.4 WHAT ARE PAST RESEARCHER’S EFFORTS TO CURB THESE CHALLENGES? Education is known to have always played important roles in the life of man. Aggrawal(1997) says, “Education is a continous and lifelong process. It is the process of development from infancy to maturity. It includes the effect of everything which influences human personality” Iram (1999) quoted the definition of education from Singh (1997) as , “Education is broad term, the life long process of acquiring new knowledge and skills through both formal and informal exposure to information, ideas and experiences” Some psychologists thought that a child’s mind was a clean state and a teacher could write anything on it . Others were of the view that a child was just like a lay and a teacher like a porter who could make anything out of it. It is an understatement to say that the standard of education in Nigeria has fallen. However it has been realized that the students who possess mental abilities sometimes do not perform well in their academic work either because they do not know how to study effectively or do not use the most effective method of studying. Many questions have raised by teachers, parents and students themselves on why students perform so poor academically. Even the state government have shown some concern over this in recent time by introducing low cost books for primary and secondary schools. Although this was meant to create the desire to study by the students, it has not helped the situation much because students do not read this books. Many of the students complained of lack of understanding. There is no doubt that these complaints evidently point to one fact, that is lack of effective study habits. It is this problem however I wish to investigate as it appears to be one of the root causes of dwelling standard of our educational system today. The extent of the student’s learning in academics may be determined by the grades a students earns for a period of learning. It is believed that a grade is a primary factor that indicates such learning. However, many experiences and study found out that there are also several factors that would affect grades. Not a single factor can definitely point out as predicting grades. It has been interplay of so many factors – gender, IQ, study habits, age, year level, parents educational attainment, social status ,number of siblings ,birth order, etc. infact almost all of the existing environmental and personal factors are a variable of academic performance. studying is important in our lives, especially to the lives of students. Each student as a unique individual has different abilities, approaches and way of thinking, interests and way of studying lessons. these individual differences have significant influences on one’s learning style and acquisition. Each students has different method and ways of studying and this methods are sometimes helpful but some are not as effective as the others(Oppapers,2010). These ways of studying are the routinely or habitual way of studying the learner. It accustomed method of approach to units of students learning with its consistency in ignoring, destruction of his effectiveness to the specific materials being studied and the effects which he exerts throughout the process. Every year, there are a lot of comments from educators, schools administrators and parents who are a loss on how to improve their students and children study habits. This require the teacher to promote a new mindset of learning style theories to appreciate each students as a unique individual, instead of trying to force all students into one fixed or pre-set model. Good study habits help the students to gain much affective learning that profit even more. Students who perform well in classes and who are academically outstanding are proofs that they have good study habits. This is because study habits involves using organizational techniques of learning which exercise the particular talents and aptitudes of the students. However, at this point I would like to investigate the possible relationship of study habits and factors affecting it to the academic achievement of secondary school students in few selected secondary schools in Mushin local Government area. The investigation of this area thus becomes a real and compelling motivation for me to conduct this study. 1.1 STATEMENT OF THE PROBLEM This study is intended to find out the factors affecting study habit of a few selected secondary schools in Yaba local Government area in Lagos state. It is also aimed at answering the following questions 1] What is the profile of the respondents according to a] Time management b] Learning skills c] Study skills 2] What extent of influence did the independent variable have on students study habits 3] Did the independent variables significantly influence students study habits Due to the increasing nature of poor academic performance of secondary school students, especially in external examinations like WAEC and JAMB, many educationist tend to shift the blame on the teaching methodology adopted by the teachers and lack of fund from the government to provide quality textbooks. However, these might not be the main reasons why students perform poorly in examinations. It is clear from all indication that most secondary school students have poor study habit which might lead to poor academic performance. As true as this might sound, it is yet to gather adequate research evidence to prove that it is a key factor on why students fail 1.2 PURPOSE OF STUDY The primary aim of this study is to examine the effect of study habit on students academic performance. This general aim is expressed in the following specific objectives which are to; 1) Assess the study habit of students in secondary school. 2) Compare the academic performance of students who have developed a study habit and those who do not have a study habit. 3) Examine factors influencing students study habit. 4) investigate the effect of study habit on students academic performance. 1.3 RESEARCH QUESTION The following questions were raised to guide the study: 1. Is there any relationship between students study habit and academic performance of students? 2. What is the nature of relationship between students study habit and their family background? 3. How important is the method of study on academic performance of students? m4. does the school environment, student personally and peer group affect the study of habit of students? 1.4 RESEARCH HYPOTHESES Three hypotheses were formulated based on the research questions Ho1: There is no significant relationship between students study habit and academic performance. Ho2: There is no significant relationship between method of study and academic performance of students. Ho3: There is no significant relationship between the school environment, student personality and peer group and the study habit of students. 1.5 SIGNIFICANCE OF STUDY This will be useful to many people who may not know the factors that could make or mar student’s academic performance. There the study is significant in this regard. -It attempts to combine study skills with study habits and how they both affect academic performance of students. -It will provide valuable information about the effects of poor study habit on the academic performance of students – It will serve as resource materials for others who want to carry out research in related field 1.6 SCOPE AND LIMITATION OF THE STUDY This study centers on the effects of study habits on academic performance of student in senior secondary schools. The scope of this research project is restricted to yaba local government area of Lagos state. Availability of time and sourcing of good materials posed as hindrance to the timely completion of this project work. 1.7 DEFINITION OF TERMS STUDY HABIT: This is a behavior style that is systematically formed by students towards learning and achievement. STUDY SKILLS These are peculiar strategies developed by the students in studying. ACADEMIC: This has been variously defined but for the purpose of this study, horn by (1991) define academic as that which has to do with school college studies or learning in other words designate the intellectual; aspect of education particularly the final subject deals with organized knowledge. ACADEMIC PERFORMANCE. This refers to the performance that falls within specified standard is usually called pass mark and the pass mark is score above average which student are considered having passed and below which students are considered having failed STUDENT: A person who is learning or studying at a place of higher or further education.
Table Of Contents
Thesis Abstract
The study tried to find out if laboratory facilities are available and used in teaching biology. In carrying out this study, 60 respondents were selected from different schools and Questionnaire on Science Practical Facilities in Schools (QSPFS) was developed Percentage, mean and chi-square at 0.05 level of significant were used to test the hypotheses. The results of the study showed that there are inadequate laboratory facilities in senior secondary schools in Lagos State and teachers have a positive attitude towards the conduct of practical activities. The implication for policy and practice respectively drawn from the study are that inadequate science laboratory facilities will hamper teachers’ job performance;teaching without laboratory facilities is an abstract teaching which can cause poor academic achievement among students in biology.
Thesis Overview
INTRODUCTION
1.1 Background to the Study
Within the science education community and beyond practical work is carried out by students as an essential component of science education program (Bajah, 2004). Questions have, however, been raised by some science educators about its effectiveness as a teaching and learning strategy. Practical work was generally effective in getting students to do what is intended with physical objects, but much less effective in getting them to use the intended scientific ideas to guide their actions and reflect upon the data they collect.
According to Abimbola (2008), the use of the laboratory method of teaching science in general, Biology in particular has become a dogma among science educators and teachers. On the one hand, they extolled the importance of the use of the laboratory method in science teaching while on the other hand, they only pay “lip service” to its use in practice. Science teachers do not usually find it convenient to make laboratory work the centre of their instruction. They usually complain of lack of materials and equipment to carry out practical work. At the same time, it is possible that some of these materials and equipment may be locked up in the school laboratory store without teachers being aware of their existence.
The conditions under which many teachers function do not engender any enthusiasm to use the laboratory method of teaching science even where they know that these materials and equipment are available. Class size in urban schools is getting larger and this does not usually encourage teachers to use the laboratory method to teach Biology. In some states of the country, teachers go for months without salary owing to shortage of funds (Daramola, 2004). Biology teachers who fall in this category cannot reasonably be expected to give off their best to their students (Ndu, 2008).
Higher institutions in Nigeria charged with the responsibility of training science teachers at all levels, are increasingly turning out teachers without requisite laboratory experience. In the view of Abimbola (2008), a common reason usually given is shortage of laboratory facilities. Such trained science teachers especially the Biology teachers usually lack the necessary confidence to conduct practical classes with their students. Peirce (2008) opines that government seems to have given up on their capacity to equip all school laboratories. They have therefore resorted to designating selected schools as “science schools” that they equipped with their meager resources. They usually use the traditional help received from the Federal Government in equipping school laboratories for these science schools.
According to international standard, science laboratory for junior secondary science labs should provide a minimum of 1,000 net square feet, while secondary school labs should provide a minimum of 1,100 net square feet. Each laboratory and each science classroom should be provided with an instructor’s or demonstration desk with acid resistant top, sink and utility connections; however, when a science classroom is provided and laboratory work only is planned for the laboratory, the instructor’s or demonstration desk may be omitted from the science classroom.
Fume hoods should be installed in all laboratories where flammable or toxic vapors or airborne particulates are generated. Eye wash facilities, fire blanket, and safety deluge shower, portable ABC rated fire extinguishers, and master shutoff controls for gas and electricity should be provided in all laboratories.
Gas outlets should be placed in science rooms where required by the program. Middle and high science rooms should provide gas only to the demonstration table.
Each science laboratory should have at least one fixed or portable work station that provides access to students in wheelchairs and all areas should be adequately ventilated so that exposure to hazardous or toxic materials is eliminated. Hoods shall exhaust directly to the outside and should be located away from building air intake or other openings.
In Nigeria settings, the white paper on science laboratory requires secondary school laboratory to have a standard room size /dimension Lab size-36.5ft.x20ft with capacity to accommodate a group of 25 students in a practical class with entrance hydrolytic door. Laboratory stools at least 25 Stackable seminar chairs should be of suitable height to provide ample leg space under the table and should have broad leg area for stability. Floor with non-skid tiling resist strong acid and alkali, but also resist scratch, fading, ageing, and strain resistant. It is free from solvent and non-toxic. Teacher’s table and chair must be slightly higher in height than routine school furniture for better monitoring and demonstrations. Marble plate and ceramic plate not only resist strong acid and alkali but also resist starch, fading, ageing, high temperature(below1200c) and stain resistant. Proper drainage with covered dustbins below the table with proper electric points, fitted with water supply. Water supply Lab must have at least four outlets and four wash basins. Fire Extinguisher at least one meant for all types of fires. White boards and magnetic white boards located at suitable height to be easily visible.
In 1988, a report published in the Florida Science Teachers Magazine, Spring Edition, 1988, by Phillip Horton entitled “Class Size and Lab Safety in Florida” documented that over 55% of the science classes had enrollments teachers considered to be “potentially unsafe” for lab work. The average class size in these “unsafe” classrooms was 31 students. Of the 45% of the science classrooms teachers considered to be “safe”, the average class size was 23 students. One high school teacher surveyed had two classes where the number of students was within the designed enrollment capacity and three classes where enrollments exceeded the room capacity.
Contrasting the number of accidents between the first two periods and the last three class size does make a significant difference in traffic flow, individual monitoring, and understanding of the students!” The facts are clear, increasing the number of students in a science laboratory increases the likelihood of accidents. A high pupil/teacher ratio constitutes a threat to laboratory safety.
There was little evidence that the cognitive challenge of linking observables to ideas is recognized by those who design practical activities for science lessons.
Tasks rarely incorporated explicit strategies to help students to make such links, or were presented in class in ways that reflected the size of the learning demand. The analytical framework used in this study offers a means of assessing the learning demand of practical tasks, and the effects on students’ academic performance.
1.2 Statement of Problem
The roles of practical class in science subjects during teaching and learning process are often been overlooked in secondary education. The attitude of schools towards science practical have not been positive in the recent times as a lot of schools have science equipment which have never been used or are hardly used. In some cases, school laboratories are underequipped while some schools do not even have science laboratories and this may be the reason for general poor performance in science related courses (Esan, 2005).
Practical work follows the basic principle of Learning by doing. Students get opportunity to actively participate in the learning process. But difficulties in organizing practical classes for students have made the learning abstract (Ojo, 2009). Some teachers have been discovered to be good in theoretical aspect of teaching but they often fall short of expectation when it comes to practical aspect due to their unfamiliarity with nature of the work.
1.3 Purpose of Study
The purpose of this study is to find out if:
1. Practical facilities are adequate in senior secondary schools based on Nigerian minimum standard.
2. Teachers have a positive attitude towards the conduct of practicals.
1.4 Research Questions
The following questions guided the study:
1. Are there adequate laboratory facilities in senior secondary schools?
2. What are the teachers’ attitudes towards the conduct of practicals?
1.5 Research Hypotheses
The following hypotheses guided the study:
1. There are inadequate laboratory facilities in senior secondary schools
2. Teachers have a negative attitude towards the conduct of practicals
1.6 Significance of Study
The finding of this study should be taking as positive contribution to plant planning in secondary school. The study will also encourage the state ministry of education, state primary education board, the Heads of private schools and school managers in provision of science facilities that will stimulate a high level of participation in the students in practicals and increase their knowledge of the subject matter since knowledge is better appreciated from active participation.
This study will also allow students know the importance of practicals in biology and this will help to improve their participation in the class.
The curriculum planners will use the result of this study to evaluate the existing curriculum in line with the available facilities in the biology laboratory, with a view of reviewing same to meet the realities on ground and setting obtainable curriculum for biology practicals in senior secondary school.
This study will bring to fore the attitude (positive or negative) of teachers towards the conduct of biology praticals in senior secondary schools.
1.7 Scope of the Study
The study covered senior secondary schools in Orile Agege Local Council Development Area of Lagos State. Both secondary and primary source of data were available for use.
1.8 Definition of Terms
The following terms have been defined operationally as follows:
Perception: the way you think about or understand something
Laboratory: has to do with performing experiment
Attitude: a state of mind or disposition
Practical: of or concerned with the actual doing or use of something rather than with theory and ideas.
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