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Relationship between Biology Teachers’ Awareness and Utilization of Laboratory Management Techniques in Senior Secondary Schools in Ondo State
Subject area: Science,Engineering and Technology · Area of research: Science Education
Abstract
This study investigated the relationship between biology teachers’ awareness and utilization of laboratory management techniques in senior secondary schools in Ondo State, Nigeria. The study was anchored by two theories Jean Piaget (1930) of Constructivist Learning Theory, and David Kolb (1984) of Experiential Learning Theory. This study adopted a correlational survey research design. A sample of 616 respondents was selected using multi-stage sampling techniques from the population of 577 biology teachers in senior secondary schools and 41,848 Senior Secondary II (SS II) students across 281 schools in Ondo State. The data collected were analyzed using Statistical Package for Social Sciences (SPSS). Data were also gathered using the Biology Teachers’ Laboratory Management Awareness and Utilization Scale (BTLMAUS). The Biology Teachers’ Laboratory Management Awareness and Utilization Questionnaire measured ten awareness domains and ten corresponding utilization practices and yielded Cronbach’s α = 0.89. Data were analyzed using Pearson product-moment correlation at the 0.05 level of significance. Descriptive analysis indicated high awareness (M = 3.20, SD = 0.62) and comparatively high utilization (M = 3.01, SD = 0.71). Pearson product-moment correlation showed a strong positive relationship between awareness and utilization, r = 0.72, p = 0.001. The study concludes that awareness is a critical prerequisite for effective utilization, but awareness alone does not automatically translate to practice. Thus, teachers with higher awareness scores tended to report higher levels of practical utilization. The finding helps clarify the awareness–practice relationship in school laboratory management: awareness is not merely a theoretical attribute but is strongly associated with implementation behavior. It is recommended that continuous professional development programs be organized for biology teachers to bridge the gap between awareness and actual utilization of laboratory management techniques. Nevertheless, the cross-sectional and self-report nature of the data prevents causal interpretation. Professional development should also combine conceptual laboratory management knowledge with observable practice, coaching and institutional support.
Keywords
Biology education; teacher awareness; teacher practice; laboratory management; utilization; secondary schools; Ondo State
References
[1] Christian-Ike C (2024). Science teachers’ awareness and utilization of innovative teaching strategies in Nigeria. International Journal of Educational Research, 10(3), 101–112.
[2] Eze EU (2014). Effective management of school science laboratories for better teaching and learning of science subjects. Journal of Education and Practice, 5(6), 95–100.
[3] Isijola OA, Alfred TO (2022). Measures of science teachers’ awareness and utilization of assessment modes in classroom learning in Ondo State, Nigeria. Journal of Science Education and Research, 10(2), 98–110.
[4] Nworgu BG (2015). Educational research: Basic issues and methodology. 3rd ed. University Trust Publishers.
[5] Okebukola PA (2012). Teaching science in the laboratory: The importance of effective management for student success. Journal of Science Education and Technology, 21(5), 497–510.
[6] Onu CI, Osuafor MA, Obialor BO (2021). Analysis of biology teachers’ awareness and utilization of laboratory management techniques in secondary schools in Enugu State. Nigerian Journal of Science Education, 13(1), 102–119.
How to cite this paper
@article{1724575,
author = {Dr. Robert Goebognaan Dajal, Prof. Charles George Ekpo, Dr. Adamu Umar Mohammed, Deborah Ihinrere Odunyemi},
title = {Relationship between Biology Teachers’ Awareness and Utilization of Laboratory Management Techniques in Senior Secondary Schools in Ondo State},
journal = {Iconic Research And Engineering Journals},
year = {2026},
volume = {10},
number = {5},
pages = {408-414},
issn = {2456-8880},
url = {https://www.irejournals.com/formatedpaper/1724575.pdf},
abstract = {This study investigated the relationship between biology teachers’ awareness and utilization of laboratory management techniques in senior secondary schools in Ondo State, Nigeria. The study was anchored by two theories Jean Piaget (1930) of Constructivist Learning Theory, and David Kolb (1984) of Experiential Learning Theory. This study adopted a correlational survey research design. A sample of 616 respondents was selected using multi-stage sampling techniques from the population of 577 biology teachers in senior secondary schools and 41,848 Senior Secondary II (SS II) students across 281 schools in Ondo State. The data collected were analyzed using Statistical Package for Social Sciences (SPSS). Data were also gathered using the Biology Teachers’ Laboratory Management Awareness and Utilization Scale (BTLMAUS). The Biology Teachers’ Laboratory Management Awareness and Utilization Questionnaire measured ten awareness domains and ten corresponding utilization practices and yielded Cronbach’s α = 0.89. Data were analyzed using Pearson product-moment correlation at the 0.05 level of significance. Descriptive analysis indicated high awareness (M = 3.20, SD = 0.62) and comparatively high utilization (M = 3.01, SD = 0.71). Pearson product-moment correlation showed a strong positive relationship between awareness and utilization, r = 0.72, p = 0.001. The study concludes that awareness is a critical prerequisite for effective utilization, but awareness alone does not automatically translate to practice. Thus, teachers with higher awareness scores tended to report higher levels of practical utilization. The finding helps clarify the awareness–practice relationship in school laboratory management: awareness is not merely a theoretical attribute but is strongly associated with implementation behavior. It is recommended that continuous professional development programs be organized for biology teachers to bridge the gap between awareness and actual utilization of laboratory management techniques. Nevertheless, the cross-sectional and self-report nature of the data prevents causal interpretation. Professional development should also combine conceptual laboratory management knowledge with observable practice, coaching and institutional support.},
keywords = {Biology education; teacher awareness; teacher practice; laboratory management; utilization; secondary schools; Ondo State},
month = {November},
}