ASSESSMENT OF AVAILABILITY OF RESOURCES FOR EFFECTIVE

TEACHING AND LEARNING OF BASIC SCIENCE IN EGOR LOCAL

GOVERNMENT AREA

ADENIRAN MARIAM OYEBOLA

EDU1903097

DEPARTMENT OF CURRICULUM AND INSTRUCTIONAL TECHNOLOGY

FACULTY OF EDUCATION
UNIVERSITY OF BENIN
BENIN CITY

JUNE 2024
 ASSESSMENT OF AVAILABILITY OF RESOURCES FOR EFFECTIVE
TEACHING AND LEARNING OF BASIC SCIENCE IN EGOR LOCAL
GOVERNMENT AREA

ADENIRAN MARIAM OYEBOLA

EDU1903097

A PROJECT WRITTEN IN THE DEPARTMENT OF CURRICULUM AND

INSTRUCTIONAL TECHNOLOGY, FACULTY OF EDUCATON, UNIVERSITY
OF BENIN, IN PARTIAL FULFILLMENT FOR AWARD OF THE DEGREE OF
BACHELOR OF SCIENCE EDUCATION, [Link]. (Ed), (INTEGRATED SCIENCE
EDUCATION) OF THE UNIVERSITY OF BENIN, BENIN CITY, NIGERIA

JUNE 2024

ii
 CERTIFICATION

We, the undersigned, certify that this work was carried out by ADENIRAN MARIAM

OYEBOLA in the department of Curriculum and Instructional Technology, Faculty of

Education, University of Benin City, Nigeria.

_______________________ _________________
Dr. Iniobong J. Umoh Date

Project supervisor

________________________ __________________
Dr. (Mrs.) Oyakhirome A. H Date
Project Coordinator

________________________ __________________
Dr. Festus O. Idehen Date
Head of Department

iii
 DEDICATION

This work is dedicated to God Almighty for granting me the privilege and grace to

carry out this study.

iv
 ACKNOWLEDGEMENT

My sincere gratitude goes to God Almighty for His blessings and guidance

throughout this journey.

I extend my profound appreciation to my supervisor, Dr. Iniobong J. Umoh, for

his invaluable guidance and meticulous supervision. I am also thankful to the other

faculty members who have positively influenced my academic journey. May God bless

them all.

I deeply appreciate my parents for their unwavering support, constant presence,

and invaluable advice, prayers, and resources that have sustained me. A special thanks

goes to my elder brother, Ibrahim Adeniran, for his support and guidance, you are not

just an elder brother but also a best friend. I am also grateful to my other siblings,

Oyewole, Opeyemi, Taiwo, and Kehinde.

I would like to express my gratitude to my friends and classmates, including

Martha Abiodun, Weird Dreamz, Nndubuisi Kudos, David Owonikoko, Blessing

Osemweigbe, Daniel, Amedu Aisha, Victor Anodoro, Oladipo Aisha, David, Anih

Favour, Olamilekan, my costumers and Annabel Olaide, who has become like a sister to

me. Thank you to everyone who has made my time in Uniben memorable.

Lastly, I commend myself for the hard work and dedication I have put into my

studies, contributing to my academic success.

v
 TABLE OF CONTENTS PAGE

Title Page ii
Certification iii
Dedication iv
Acknowledgments v
List of Tables viii
Abstract ix

CHAPTER ONE: INTRODUCTION

Background to the Study 1

Statement of the Problem 4

Research Questions 5

Purpose of the Study 6

Significance of the Study 6

Scope and Delimitation of the Study 7

Definition of Terms 7

CHAPTER TWO: REVIEW OF RELATED LITERATURE

Concept of Basic Sciences Resources 9

Teaching of Basic Science 12

Resources For Basic Science 14

Roles of Resources in Teaching and Learning Basic Science 18

Availability of Basic Science Resources 22

Challenges Facing the Effective Teaching and Learning Basic Science 24

Resolution To the Challenges Facing the Effective Teaching and Learning 26

vi
Basic Science

CHAPTER THREE: METHODOLOGY

Research Design 29

Population of the Study 30

Sample and Sampling Procedure 30

Research Instrument 30

Validity of the Instrument 30

Reliability of the Instrument 31

Method of Data Collection 31

Method of Data Analysis 31

CHAPTER FOUR: PRESENTATION OF RESULTS AND DISCUSSION OF

FINDINGS

Presentation of findings 32

Discussion of findings 36

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS

Summary 37

Conclusion 38

Recommendation 39

References 40

Appendices 42

vii
 ABSTRACT

The study investigated the availability of Resources for Effective Teaching

and Learning of Basic Science in Egor Local Government Area, Benin City.

Descriptive survey design was adopted for the study. The study was carried

out in secondary schools in Egor Local Government Area of Edo state,

Nigeria. The sample for the study consisted of 30 Basic Science Teachers in

8 Junior Secondary Schools. Both the schools and the teachers were

selected using random sampling techniques. Data for the study was

collected using Basic science resources checklist. Data for the study was

analyzed using mean statistics and frequency counts presented in tables.

The findings of the study revealed that majority of teachers understand and

are aware of various resources that can be use in science lessons. It was

also found based on the analysis of data collected that teachers believe

basic science resources are essential for effective teaching in areas where

resources are limited.

viii
 CHAPTER ONE

INTRODUCTION

Background To the Study

Basic science curriculum is to provide learning experiences that will enable students to

develop scientific literacy. So that students can participate actively in our rapidly

changing knowledge – based society, prepare for further studies or careers in fields where

the knowledge of science will be useful. Discoveries in nature are made easier through

integration of ideas, thoughts and concepts. To this end, science teaching in the modern

world ought to be interdisciplinary, unified, society based and aspire above all to achieve

scientific literacy (Arokoyu and Dike, 2009). These are essentially the characteristics,

components and elements of basic science in general. Willard (1995) describes basic

science as a program which offers students experiences which help them to develop an

operational understanding of the structure of science that should enrich their lives and

make them more responsible citizens in the society.

Basic science education involves the interdisciplinary approach to teaching science

subjects such as biology, chemistry, physics, and earth science as interconnected

discipline. it helps in providing a holistic understanding of scientific concepts and

promoting critical thinking skills. Basic science offers students the benefit of learning

science concepts from different science disciplines in contexts which are expected to

1
have enduring relevance to them in future. Through systematic inquiry, students develop

scientific knowledge and skills which help them to evaluate the impact of scientific and

technological developments.

The idea of teaching as a provision of learning opportunities has become prominent in

educational research, classroom teaching practices that are provided by the teacher can

thus be viewed as opportunities for learning that can or cannot be utilized by their

students. The ideas of learning opportunities and the use of instruction both emphasize

the students’ learning processes and the multiple goals of education (Kunter 2005). The

impact of teaching behavior on students’ cognitive and motivational affective outcomes

depends on the active engagement and cooperation of the learners. Their willingness to

get involved in the learning opportunities provided by the teacher influences both their

learning processes and cognitive and non-cognitive outcomes. From this point of view,

the effectiveness of teaching variables on students’ outcomes is constrained, due to the

mediating (learning) processes of the students and their active construction of knowledge.

“RESOURCES” generally refer to the materials, tools, and support systems that

educators and students utilize to facilitate teaching and learning. These resources can

vary widely depending on the subject, grade level, and educational objectives.

Resource refers to all the materials available in our environment which are

technologically accessible, economically feasible and culturally sustainable and help us

to satisfy our needs and wants. Wikipedia. According to Owoko (2010), the term

2
resources refer not only to teaching methods and materials but also the time available for

instruction, the knowledge and skills of teachers acquired through training and

experience. Resources encompass a wide range of materials, tools, and strategies utilized

by teachers to enhance instruction and student engagement in basic science. Oyugi and

Nyaga (2010) note that teaching and learning resources include peripatetic services,

support staff (sign language interpreters and Braille transcribers), community

involvement, regular and special teachers.

Instructional resources which are educational inputs are of vital importance to the

teaching of any subject in the school curriculum. In each society there are facilities other

than classroom that can contribute in no small measure to teaching and learning process.

For learning to take place learners must have access to necessary information material

and resources. They have to interact with tangible and intangible resources for an

instruction to ensure some level of performance. Maduabum (1998) as cited by Miebaike,

(2008), in his investigation on how to teach basic science effectively suggested that

whatever a teacher seeks to achieve with students or, his aspiration will be influenced or

limited in some instance by the teaching and learning resources available to him. Limited

budgets or competing priorities may hinder efforts to provide educators with the

necessary tools and materials to effectively teach basic science, Insufficient or inadequate

resources may limit students' opportunities to engage with interdisciplinary concepts and

develop critical thinking skills, potentially widening achievement gaps and hindering

academic success. Investing in professional development for educators, funding research

3
on effective instructional practices, and supporting the creation of open educational

resources (OER) that are freely accessible to all helps in the development and

dissemination of resources for basic science

The National Policy on Education (NPE, 2004), Stated that the aim of education is to

inculcate in the child, the spirit of inquiry and creativity through the exploration of

nature. That education should equip students with skills with which to live effectively in

our modern age of science and technology. Resources or teaching materials as they may

be called are classified into five categories (Adobel, 2000). They are as follows:

1. People: teachers and students

2. Materials: textbook, models

3. Tools and equipment: chalkboard, slide projectors computer-based instruction etc.

4. Settings: school building, garden, space, library

5. Activities: games, field trips, excursions etc.

Stahl (2009) and Anyachebelu (2005) observed that majority of teachers are not well

groomed and equipped for the task of teaching even at this age of information

technology. Some teachers do not have the knowledge of the operational functionalities

of some of these resources. Lack of funds also affected the production of some of these

resources in which they are produced in an insufficient quality or quantity which makes

them not readily available for effective teaching and learning of basic science. Resources

costs are often described based on their timing or their applicability. The teacher was to

4
consider this while trying to compare the cost of instructional resources, It has to be less

expensive and affordable but beneficial and make sure that the resources selected are fit

or the student. These resources should be free of bias, stereotypes, distortions and

prejudices for effective and efficient assessment, and it could be used to determine the

success or failure of a lesson based on the instructional objective.

Statement of the Problem

In spite of the desire for technological development, couple with the fact that basic

science is a very vital subject for technological development and as such, its teaching and

learning and learning as well as student’s poor academic performance have become a

source of concern to all stakeholders. The problem of the present study is to assess

available resources in the teaching of basic science in Egor local government area, Edo

state. Since basic science was introduced into the syllabus in 1970 without proper study,

so many problems like in competency of the teachers, lack of teacher, lack of teaching

materials, improper teaching approach and rest of them have evolved leading to non-

learning interest by students.

Salami (1992) stated that adequate provision of facilities and equipment and their proper

utilization have always been positively correlated to good performances have been

blamed on in adequacies and ineffective utilization. The teaching of basic science should

be dynamic, practical oriented and activity based. This would only be possible when the

necessary instructional materials are adequately provided in the secondary schools. This

5
would make the teaching and learning of basic science to be effective, motivating and

capture students’ interest. The benefit from the use of resources are only realized when

the available materials/facilitates are utilized by teachers in teaching-learning process.

Udosen (1993) said that most teachers have formed the habit of adopting the verbalistic

and theoretical method as a way of teaching subjects in secondary schools; this could be

as result of unavailability of instructional materials in the schools. Mkpa (1990), reported

that even when instructional materials are available in schools, most teachers still do not

use them in teaching. The non-utilization of instructional materials in the teaching

learning process by teachers, according to Eshiet (1996), result to rote learning with all

kinds of misconceptions, poor motivation, dampening of aspirations, killing of morals

and poor skill development.

Research Questions

The following research question were raised to guide the study

1. What is the level of availability of resources for effective teaching and learning of

basic science in secondary schools in Egor local government area?

2. Is there a difference in the availability of basic science resources between public

and private schools?

3. Is there a difference in the availability of basic science resources between rural

and urban schools?

6
 4. Is there a difference in the availability of basic science resources between mixed

and single sex schools?

Purpose of the Study

The study's primary aim is to evaluate the accessibility of resources necessary for the

effective teaching and learning of integrated subjects. These subjects amalgamate diverse

disciplines into a cohesive curriculum, fostering interdisciplinary comprehension and

skill development among students. The specific objectives include:

1. Assessing the availability of resources for effective teaching and learning of basic

science in secondary schools within the Egor local government area.

2. Contrasting the availability of basic science resources between public and private

schools.

3. Investigating differences in the availability of basic science resources between

rural and urban schools.

4. Examining disparities in the availability of basic science resources between

mixed-gender and single-gender schools.

Significance of the Study

The study aims to identify areas where resources are lacking or insufficient, offering

valuable insights to educators and school administrators to recognize the obstacles they

face. It also tackles inequalities by examining resource availability across different types

7
of schools—public versus private, rural versus urban, and mixed-gender versus single-

gender—highlighting disparities within the educational system. Acknowledging these

distinctions can drive efforts to minimize inequalities and foster fairness in education.

Additionally, the study's importance lies in its potential to enhance student outcomes. By

ensuring that schools have the necessary materials and facilities for basic science

education, it can contribute to improving academic performance and skill development

among students.

Moreover, the study's findings can provide valuable direction to educational

policymakers regarding the sufficiency of resources for basic science education. This

insight can influence future policy decisions related to curriculum development, resource

distribution, and enhancements in educational infrastructure.

Scope and Delimitation of the Study

These covered the extent of use of resources in effective teaching and learning of basic

science in Egor local government area. It identified the various resources available,

assessed their adequacy and extent of utilization by teachers in the schools, determined

factors constraining provision and measures for improving utilization of resources for

teaching and learning basic science.

8
Definition of Terms

ASSESMENT: In the context of education, assessment often involves measuring

students' understanding, skills, or performance, as well as evaluating teaching methods,

curriculum effectiveness, or the availability and suitability of resources.

RESOURCES: "Resources" refer to the materials, tools, facilities, and human capital

available for use in achieving a particular goal or completing a task. Resources can

include textbooks, laboratory equipment, digital learning platforms, teaching aids,

facilities like classrooms and libraries, as well as the expertise of teachers and other

educational professionals.

BASIC SCIENCE: "Basic science" refers to an interdisciplinary approach to science

education that combines elements from various scientific disciplines, such as biology,

chemistry, physics, earth science, and environmental science.

SCHOOLS: "Schools" are educational institutions where teaching and learning take

place. They can vary in size, structure, and educational philosophy, ranging from small

local community schools to large public or private institutions.

9
 CHAPTER TWO

REVIEW OF RELATED LITERATURE

The chapter focuses on the review of literature on the assessment of availability of

resources for effective teaching and learning of basic science in Egor local government

under the following subheading;

 Concept of Basic Sciences Resources

 Teaching of Basic Science

 Resources For Basic Science

 Roles of Resources in Teaching and Learning Basic Science

 Availability of Basic Science Resources

 Challenges Facing the Effective Teaching and Learning Basic Science

 Resolution To the Challenges Facing the Effective Teaching and Learning Basic

Science

Summary of Reviewed Literature

Concept of Basic Sciences Resources

Basic Science Resources

'The concept of resources has been applied in diverse realms, with respect to Geography,

Economics, Science, Management, Human Resources, and material resources, and is

10
linked to the concepts of availability, adequacy and utilization. Basic science resources

are materials utilized in educational settings to support students' learning and facilitate

their acquisition of knowledge. These resources are specifically crafted to strengthen

understanding, simplify complex ideas, and enhance interest in the subject matter.

Objective of Basic science

According to the Nigerian Basic science Project (1979), the objectives of basic science

aim to develop a curriculum that is relevant to students' needs and experiences,

emphasizes the unity of scientific principles, establishes a strong foundation for

specialized studies, and incorporates cultural perspectives into science education. To

achieve these objectives and based on the principles of basic science, students should

acquire the following skills:

i. Carefully and thoroughly observing phenomena.

ii. Reporting observations accurately by organizing acquired information.

iii. Generating ideas based on acquired information.

iv. Predicting outcomes and making generalizations.

v. Designing experiments, including control experiments to validate predictions.

vi. Using models to explain phenomena when applicable.

11
Availability, Adequacy and Utilization of Basic Science Resources in Secondary

Schools

The availability of science resources in secondary schools within Egor Local

Government Area (LGA) refers to the provision of essential materials and tools needed

for effective teaching and learning. According to Olatunde-Aiyedun, Ogunode, and

Ohiosumua (2021), ensuring the provision of educational science resources should be a

priority when establishing new secondary schools. These resources encompass a wide

range of teaching and learning materials, including charts, models, textbooks, maps,

internet access, and various electronic and audio-visual resources such as tape recorders,

radios, televisions, laptops, cell phones, overhead projectors, and computers.

Additionally, writing resources like erasers, pens, crayons, exercise books, chalk,

notebooks, rulers, pencils, wookbooks, slates, and paper supplies are essential for

enhancing the learning experience (Blazar & Kraft, 2017; Yeboah, Abonyi, & Luguterah,

2019).

The absence of these facilities in secondary schools can lead to poor learning outcomes in

subjects like Agricultural Science and can also affect the effectiveness of teachers

(Olamoyegun, Olatunde-Aiyedun & Ogunode, 2022). Adequate availability and proper

utilization of equipment and facilities have been linked to better performance in

examinations, while inadequacies in these areas contribute to poor academic results.

12
The National Policy of Education outlines criteria for determining the adequacy of

educational facilities in secondary schools. For instance, a standard chemistry laboratory

should ideally serve a maximum of 50 students at a time to ensure optimal learning

conditions. Uzoechina (2014) noted that the Ministry of Education conducts resource

visits to new public or private secondary schools in Egor LGA to assess the availability

of educational teaching facilities required for their programs. Therefore, school

proprietors, both public and private, must ensure the provision of these facilities to obtain

accreditation from bodies like the National University Commission (NUC) in Nigeria.

Utilization of these resources in secondary schools refers to the proportion of available

time that teaching facilities or instructional materials are actively used for educational

purposes (Aboyade, 2018). Science educational resources, such as teaching and learning

materials, are employed in secondary schools within Egor LGA to facilitate active

learning experiences that make learning engaging and interesting (Machaba, 2013;

Yeboah, Abonyi, & Luguterah, 2019). These resources include textbooks, visual aids like

wall charts, audio materials such as tape recorders and radios, and audio-visual materials

like computers, movies, and television.

Ultimately, science educational resources in secondary schools within Egor LGA should

equip learners with problem-solving skills and critical analytical thinking abilities

necessary for personal growth and institutional support (Saad & Sankaran, 2020). The

13
effective utilization of these materials can significantly enhance the overall learning

experience and academic outcomes for secondary school students in Egor LGA.

Teaching of Basic Science

In Nigeria, Basic Science is compulsory for all children at the basic education level. The

subject's curriculum is structured around themes to prevent content duplication and

unnecessary repetition across different science disciplines. This approach aims to spark

curiosity and cultivate scientific attitudes and skills in students. The goal is to foster

reflective thinking and instill good habits essential for applying the scientific method and

succeeding in future endeavors (Agogo & Ode, 2011). Basic Science aims to equip

students with specific science process skills, including observation, information

organization, generalization based on acquired knowledge, prediction derived from

generalizations, and the ability to design experiments to test predictions (Federal

Republic of Nigeria, 2013). The Basic Science curriculum encompasses a wide range of

scientific subjects, including Biology, Chemistry, Physics, Astronomy, Geology, and

Environmental Science, which are integrated and synthesized to present a comprehensive

understanding of science (Federal Republic of Nigeria, 2013). This multidisciplinary and

industry-oriented approach places students at the core of learning and helps dispel

apprehensions associated with studying science. Basic Science is an integral part of the

National Curriculum at both lower and upper basic levels, combining elements of science

14
and technology. It is considered a core subject that reflects the fundamental unity of

scientific concepts (Maduabum, 2011). Basic Science provides essential training in

scientific skills necessary for human survival, sustainable development, and societal

transformation. Despite its fundamental nature, Basic Science remains a distinct science

subject within the curriculum.

Basic Science holds significant importance and is taught at the Upper Basic Education

level, while core science subjects like Biology are introduced at the Senior Secondary

level. The goal is to ensure that every Nigerian student gains foundational knowledge and

understanding of scientific principles and innovations occurring around them through

Basic Science education at the basic level (Federal Republic of Nigeria, 2013). This

aligns with the objectives of science education at the Upper Basic level, which aims to

prepare individuals to thrive in the modern era of science and technology and contribute

to national development.

Basic Science is introduced at the primary school level to engage young learners and

foster their interest in science early on. It continues at the upper basic education level to

allow students to deepen and solidify their scientific knowledge gained in primary school

and to lay the groundwork for advanced study in core science subjects such as Biology at

the senior secondary level. The objectives, contents, materials, and methods of the nine-

year basic education curriculum have been influenced significantly by initiatives such as

the Millennium Development Goals (MDGs) and the National Economic Empowerment

15
and Development Strategies (NEEDS) (Odili, Ebisine & Ajuar, 2011). Despite these

influences, the importance of Basic Science education remains profound

The significance of basic science cannot be overstated. In recognition of the pivotal role

of science and technology, subjects like Basic Science are included in the curriculum of

Upper Basic schools in Nigeria to establish a foundation for scientific and technological

advancements. Ekundayo (2012) emphasizes that Basic Science equips students with an

understanding of scientific concepts, principles, theories, and laws, which serve as the

building blocks for further exploration in core scientific disciplines. Ogunjobi (2016)

advocates for exposing children to the basics of science and technology education,

emphasizing the importance of subjects like Basic Science and Technology. According to

Chukwuneke and Chikwenze (2012), Basic Science and Technology prepares students at

the upper basic level for the study of core science subjects such as biology, chemistry,

and physics at the senior secondary school level. This preparation is crucial for

preventing mankind from being marginalized or facing extinction while still inhabiting

the earth. Basic Science serves as the foundation for acquiring essential scientific skills

necessary to address the evolving needs of society. The fundamental knowledge acquired

through Basic Science education at the upper basic level drives transformative

advancements across various fields, including medicine, engineering, electronics, and

aeronautics, among others.

Resources For Basic Science

16
In a school context, the availability of resources is crucial for effective teaching and

learning. This study focuses on material resources used in basic science education, which

include audio, visual, and audio-visual aids, as well as various reference materials such as

pictures, maps, graphs, charts, textbooks, magazines, newspapers, and articles. These

resources are essential for supporting classroom instruction and enhancing student

learning

1. Audio Teaching Resources

These teaching devices appeal mostly to auditory sense. They consist of radio

programs, audio recordings such as cassettes, compact disc records and mp3. Some

examples of these media are devices like the telephone and radios walkie-talkie. Since

audio aids appeals mostly to the auditory sense, for them to be effective, pupils must not

be auditory impaired. Radios, record players, tape recorders, and MP3 players, which are

increasingly prevalent household items, can also be valuable tools in the classroom

(Doosuur & Sandra, 2013). Radios, especially those that operate without electricity, offer

particular utility. For instance, radio broadcasts can be recorded and played back at any

time for educational purposes.

The tape recorder is identified as one of the most valuable pieces of equipment. Its ability

to replay recordings repeatedly is highly advantageous. For example, speeches delivered

by guest speakers can be preserved and accessed by other students at different times.

17
Likewise, panel discussions, debates, or cultural performances like music and drama can

be recorded, stored, and reused as needed (Anzaku, 2011)

2. Visual Teaching Resources

These are educational tools primarily designed to engage the visual sense in teaching

and learning. They encompass various types of aids, including:

Simple Visual Devices: These are basic tools like pictures, slides, film strips, and

transparencies that visually convey information. They are straightforward and effective in

illustrating concepts or ideas.

Three-Dimensional (3D) Objects or Projects: This category involves physical objects or

models that can be manipulated or examined. Examples include models of cells or

historical artifacts, providing hands-on learning experiences.

Instructional Material: This includes textbooks, real objects, and maps that serve as

foundational resources for learning. Real objects, such as biological specimens, enhance

understanding by offering tangible examples.

Projected Material: These are visuals like film slides or strips that are displayed using

projection equipment. They allow for larger-scale presentations and can be dynamic in

nature.

18
Non-Projected Materials: These materials, such as maps and globes, do not require

projection and are used directly in the classroom. They are cost-effective and

straightforward tools for visual learning.

Overall, these visual aids are valuable because they are affordable, easy to use, and

enhance presentations by making information clear and impactful. They play a crucial

role in engaging learners and facilitating comprehension of educational content.

3. Audio-Visual Teaching Resources

These are educational tools that combine both audio and visual components to deliver

a richer learning experience. According to Doosuur and Sandra (2013), examples of such

tools include television, video recordings, sound films, film strips, and slides with

synchronized sound. Audio-visual resources engage students' auditory and visual senses

simultaneously, enhancing their understanding and retention of educational content.

In secondary school settings, there is a diverse array of specialized equipment used for

teaching and learning within this category, which can encompass a wide range of items.

Generally, instructional materials are categorized into three main groups: Visual

resources, Audio resources, and Audio-Visual resources (Doosuur & Sandra, 2013).

These materials are often commercially produced and can be expensive for educational

19
institutions to acquire, including projectors such as opaque projectors and overhead

projectors.

Research suggests that effectively using audio-visual materials can lead to improved

academic achievement, better retention of knowledge, and increased interest in science

education (Ojelade, Aregbesola, Ekele, Aiyedun, 2020).

4. Reference Materials

 Pictures and Maps

Pictures also provide data that can be critically analyzed alongside carefully

observed maps. While instructors typically use various types of maps, many schools in

rural areas, particularly primary schools, lack them altogether. Consequently, even where

maps are accessible, they may not be suitable for use. Therefore, it's crucial to ensure that

up-to-date and relevant maps are included among the reference materials in schools,

classroom libraries, or in the personal libraries of every teacher (Ballad, 2010). Map is a

symbolic depiction emphasizing relationships between elements of some space, such as

objects, regions, or themes. Many maps are static, fixed to paper or some other durable

medium, while others are dynamic or interactive

 Graph And Chart

Graphs and charts are effective tools for visually presenting information in a

compelling manner. They come in various forms such as bar graphs, line graphs, pictorial

20
graphs, and circle (pie) graphs, which can be displayed on notice boards, whiteboards, or

chalkboards. These visual aids are valuable for communicating data clearly and concisely

 Reading Material

The essence of education often begins with reading materials, which are foundational

resources for academic success. Teachers play a critical role in selecting books and

materials that align with subject objectives, with textbooks being commonly used but

having both advantages and disadvantages due to potential over-reliance.

Anzaku (2011) emphasizes that students learn best when motivated by various teaching

aids that engage their senses and create an interesting learning environment. Shukla

(2021) stresses the importance of diverse resources, including reference books essential

for all schools, especially at the primary level. Teachers are encouraged to curate

personal and classroom libraries with magazines and articles to promote broad research

and student engagement.

In the context of modern education, instructional materials are essential tools for teaching

and information dissemination, ranging from traditional textbooks to innovative

resources like worksheets, 3D models, and infographics. The shift to online platforms

like Zoom, Skype, and Microsoft Meetings reflects the evolution of the classroom, with

lectures, notes, and books now predominantly accessed digitally.

21
Overall, teaching aids, instructional materials, and resources have evolved significantly

in the digital age, requiring educators to adopt a broader and more adaptable approach to

meet the needs of modern learners.

Roles of Resources in Teaching and Learning Basic Science

Resources for learning encompass various forms of support systems, instructional

materials, and environments that aid individuals in acquiring knowledge and skills.

According to Seels and Richey (1994), human resources refer to support staff and subject

matter experts who assist both teachers and learners with specialized learning needs.

These individuals possess advanced knowledge and experience in utilizing specific

learning tools such as textbooks, chalkboards, computers, and audiovisual equipment,

among others. These resources, when effectively employed, help alleviate issues like

classroom overcrowding. Gagne (1984) categorized learning media into four types:

printed, graphic, photographic, and electronic. Similarly, Onasanya and Adegbija (2007)

classified media resources as printed, projected (electronic), and non-projected. Well-

designed and validated learning media can effectively cater to individual learners as well

as large groups, serving as invaluable aids in educational process

Kemp and Smellie (1989), Akinpelu (1992), Obainwu and Azubike(1994), Ogunmosule

(1995), Ajelabi (2000), Otunla (2005), Onasanya and Adegbija (2007), Salawu (2007),

Ajayi (2008), Ojukurolola (2009) and Olajide (2010) identified some roles and

importance of resources. Some of their views and others are highlighted below:

22
 i. Instructional resources ensure extension of students’ imagination beyond what

they can easily think about or appreciate. Students are better positioned to think

beyond their immediate environment when teachers make use of instructional

resources thereby bring no limitation to their imaginative power and more

learning will be achieved.

ii. It makes abstract issue become concretized and the impression of the students are

reinforced and retain for further use in other subject areas. They can even be

transferring it to their day- to –day life

iii. As some of these resources are products of specialist who are more

knowledgeable than the regular classroom teachers, they can easily replace the

teacher. For instance, documentaries are produced with high professionalism,

therefore, there are enough teachers with or without any teacher

iv. Education is more productive and useful when there is adequate use of

instructional resources because students acquire more skills and gain deeper

insight into the concept unlike when they are taught abstractly or verbally

v. Students are exposed to real educational experience through the use of

instructional resources which develop their sense of self confidence that help

them to face such circumstances later in life

vi. It makes learning to be immediate by bringing distance events to the school or

learning centre environment without exposing the students to hazards or delay

23
vii. Good utilization of instructional resources enable learners to learn at their own

pace by working individually. The slow learners will not be in a hurry, thereby

preventing them from effective learning and the fast learners will not be delayed

thereby occasioning boredom

viii. It does not reckon with human short comings like, bias, discrimination,

temperament and fatigue which can impede learning

ix. Mastery of skills is also made possible by the use of instructional resources most

Impact of Basic science Resources on Students’ learning Outcome

The impact of basic science resources on students' educational achievements is

significant within Egor Local Government Area, influencing various aspects of their

academic development. These resources comprise instructional materials, tools, and

methods that blend different scientific disciplines into a cohesive curriculum. Here's how

these resources can affect students' educational outcomes:

i. Enhanced Understanding: Basic science resources provide a holistic perspective

on scientific concepts across multiple disciplines such as biology, chemistry,

physics, and earth sciences. This approach fosters a deeper and more

comprehensive understanding of how scientific principles interconnect within

real-world contexts.

ii. Conceptual Connections: By integrating diverse scientific topics, resources help

students recognize and appreciate the relationships between different scientific

24
 phenomena. This promotes a more cohesive learning experience, enabling

students in Egor LGA to apply knowledge across various disciplines.

iii. Encouragement of Critical Thinking: Basic science resources challenge students

to analyze complex problems from multiple angles, fostering critical thinking

skills. Students learn to approach issues using scientific principles from various

fields and draw well-informed conclusions.

iv. Development of Problem-Solving Skills: Exposure to basic science resources

equips students with diverse problem-solving strategies. They learn to apply

knowledge from different disciplines to solve intricate problems, preparing them

for real-world challenges that demand interdisciplinary solutions.

v. Stimulation of Curiosity: Engaging and interactive basic science resources ignite

students' curiosity and interest in scientific exploration within Egor LGA. By

exploring interconnected concepts and conducting hands-on experiments, students

are motivated to delve deeper and cultivate a passion for scientific inquiry.

vi. Fostering Collaboration: Basic science often involves collaborative learning

experiences where students work together to investigate complex phenomena.

This promotes teamwork, communication skills, and the ability to exchange ideas

and perspectives among peers within the local government area.

vii. Alignment with Practical Applications: Basic science resources bridge the gap

between theoretical concepts and practical applications. Students in Egor LGA

25
 gain insights into how scientific knowledge is utilized in various industries and

fields, preparing them for future careers that require interdisciplinary expertise.

Availability of Basic Science Resources

The availability of basic science resources presents a significant challenge that

impacts science education within the region. Similar to other areas in Nigeria, encounters

difficulties related to accessing and obtaining the necessary resources for effective

teaching and learning of basic science

In Egor LGA, schools often face limitations in acquiring physical resources essential for

basic science education, such as laboratory equipment, scientific instruments, textbooks,

and teaching aids. Factors like insufficient funding and infrastructure constraints

contribute to these resource shortages, particularly affecting schools in rural or

underserved parts of the LGA. These limitations can compromise the quality of science

education delivered to students.

Furthermore, laboratory facilities in Egor LGA schools may be inadequate, lacking

essential equipment and supplies needed for conducting practical demonstrations and

experiments in subjects like Biology, Chemistry, and Physics. The absence of well-

equipped laboratories can deprive students of valuable hands-on learning experiences

crucial for grasping scientific concepts. Access to current textbooks and instructional

materials may also be a challenge in Egor LGA schools, impacting the effectiveness of

26
teaching basic science subjects. Additionally, there may be insufficient support and

training for science educators in Egor LGA, affecting their ability to utilize available

resources optimally and deliver engaging science lessons.

Addressing the availability of basic science resources in Egor LGA requires targeted

interventions, including increased investment in educational infrastructure, provision of

necessary equipment and materials, and enhanced support for teacher development.

Collaborative efforts involving community engagement and stakeholder participation are

essential for mobilizing resources and improving access to essential educational materials

across the region.

Problems of Availability of Basic Science Resources

In Africa, there is a widespread shortage of educational resources, particularly affecting

rural schools more than urban ones (Quansah, Sakyi-Hagan, & Essiam, 2019; Yeboah,

Abonyi, & Luguterah, 2019). The World Bank (2012) highlighted that numerous African

countries struggle to meet the educational resource demands. This issue was documented

in a report from the Sub-Saharan Conference on Education for All (Obara & Were,

2020). Both teachers and students benefit from access to teaching and learning materials,

which facilitate self-discovery and child-centered educational methods (Machaba, 2013).

27
Effective use of educational resources contributes to academic success, with ICT

integration in classrooms enhancing student engagement and cognitive recall (Ashiono,

Mwoma, & Murungi, 2018). Additionally, teaching resources play a crucial role in

improving instructional efficiency, accommodating diverse student needs, and enriching

lesson planning, thus positively impacting student and school performance (Lyimo, Too,

& Kipngetich, 2017). Despite adequate staffing, schools without sufficient educational

materials face significant obstacles in achieving their educational objectives, such as

excelling in Basic science education (Saad & Sankaran, 2020). Various instructional

resources can promote development by captivating and stimulating student interest in

science.

In Nigeria today, there is a pressing need for a robust educational system that prioritizes

technical education and doesn't sideline the role of technical educators. The National

Policy on Education emphasizes the importance of aligning education with the nation's

culture and development trajectory (Omotosho, 2000). Unfortunately, the current

situation in our country reflects the opposite scenario, leading us to fall short of our

educational aspirations.

Challenges Facing the Effective Teaching and Learning of Basic Science

The obstacles encountered in delivering effective basic science education in secondary

schools within Egor Local Government Area (LGA), as identified by Aleburu (2003) and

the Science Teachers Association of Nigeria (2008), encompass various critical issues:

28
1. Insufficient Financial Support: Basic science education in secondary schools

within Egor LGA often faces challenges due to inadequate funding, resulting in a

lack of resources for acquiring essential equipment, materials, and infrastructure.

2. Deficiencies in the Curriculum: The basic science curriculum may be incomplete

or outdated, failing to cover necessary topics and skills relevant to modern

scientific understanding in the context of Egor LGA.

3. Shortage of Trained Science Educators: There is a scarcity of qualified teachers

and instructors proficient in basic science within secondary schools in Egor LGA,

impacting the quality of instruction and mentorship available to students.

4. Lack of Infrastructure: Schools in Egor LGA offering basic science courses may

lack the requisite infrastructure, such as laboratories and specialized facilities,

limiting hands-on learning experiences for students.

5. Limited Access to Equipment and Materials: Students often encounter challenges

accessing modern scientific equipment and teaching resources, hindering their

ability to comprehend theoretical concepts and develop practical skills.

6. Issues with Equipment Installation and Maintenance: Even when equipment is

available, difficulties with installation, maintenance, and repair can persist due to

technical complexities or resource constraints within secondary schools in Egor

LGA.

7. Traditional Teaching Methods: The reliance on conventional teaching approaches

within basic science education may prioritize rote learning over experiential and

29
 inquiry-based methods, impacting student engagement and understanding in Egor

LGA schools.

8. Overcrowded Classrooms: Large class sizes can impede individualized attention

and interaction between students and teachers, affecting the effectiveness of basic

science instruction in secondary schools across Egor LGA.

9. Inadequate Planning in Curriculum Implementation: Poorly executed curriculum

implementation may result in disjointed or ineffective delivery of basic science

content, affecting student comprehension and retention in Egor LGA schools

10. Challenges with Spare Parts and Costs: Difficulties in accessing spare parts for

scientific equipment and the associated high costs can lead to prolonged

equipment downtime, disrupting practical training activities within secondary

schools in Egor LGA.

11. Unsuitable Educational Policies: National or institutional policies that do not

prioritize or adequately support basic science education can create systemic

barriers to improvement and innovation in this field within the context of Egor

LGA secondary schools.

Resolution To Challenges Facing the Effective Teaching and Learning of Basic

Science

To effectively address the challenges facing basic science education in secondary schools

within Egor Local Government Area (LGA), a holistic approach is necessary. This

30
approach should involve various strategies and actions aimed at improving different

aspects of the educational system.

Firstly, securing increased funding specifically allocated to basic science

education is crucial. Adequate funding will enable schools to acquire modern equipment,

materials, and infrastructure necessary for quality teaching and learning.

Secondly, there is a need to revise the basic science curriculum collaboratively.

The curriculum should be updated to align with local contexts and industry needs within

Egor LGA, ensuring that it remains relevant and practical for students.

Additionally, efforts should be made to train and recruit more qualified science

educators. Professional development programs will enhance teachers' instructional skills,

ensuring they are well-equipped to deliver effective basic science education.

Investing in infrastructure improvement is also essential. Upgrading school

facilities like laboratories and classrooms will create conducive environments that

support basic science teaching and learning.

Establishing partnerships with industry and research institutions is another critical

step. These partnerships will ensure schools have consistent access to modern scientific

equipment and teaching materials needed for practical learning experiences.

31
 Encouraging the adoption of innovative teaching methods, such as student-

centered and inquiry-based approaches, will enhance engagement and deepen students'

understanding of basic science concepts.

Addressing classroom overcrowding through strategic measures will improve

individualized student-teacher interaction and enhance the effectiveness of basic science

instruction.

Strengthening coordination and monitoring mechanisms for curriculum implementation

is vital. This ensures that the revised basic science curriculum is successfully

implemented across schools in Egor LGA,

Summary of Reviewed Literature

The review of literature underscores the crucial role of basic science resources in

secondary education within Egor Local Government Area (LGA). It emphasizes the

significance of access to a diverse array of educational materials, including textbooks,

laboratory equipment, digital tools, and other resources essential for teaching basic

science effectively. These resources play a pivotal role in enhancing students'

comprehension of scientific concepts, fostering critical thinking skills, and facilitating

hands-on learning experiences through experimentation.

Despite the benefits associated with basic science resources, challenges related to

their availability persist, stemming from issues such as insufficient funding, inadequate

32
infrastructure, and limited access to modern technology. It is imperative to align resource

provision with national education policies and accreditation standards to ensure that

schools meet curriculum requirements and deliver quality basic science education.

Collaborative efforts among stakeholders, including government agencies, school

administrators, teachers, and community members, are essential for addressing resource

gaps and improving the overall quality of basic science education in Egor LGA. Regular

monitoring and evaluation of resource utilization are recommended to maximize the

impact of available resources on students' learning outcomes and educational

experiences.

CHAPTER THREE

METHODOLOGY

This chapter deals with the methods used to collect the data. It is organized into

the following subheadings:

 Research Design

33
  Population of the Study

 Sample and Sampling Procedure

 Research Instrument

 Validity of the Instrument

 Reliability of the Instrument

 Method of Data collection

 Method of Data Analysis

Research Design

The study utilizes a descriptive survey design, involving the distribution of a specific set

of questions to a representative sample selected from a larger population. This approach

allows the researcher to gauge the attitudes of the entire population towards the research

issue by gathering responses from the sample. Surveys, often conducted using checklists

or interviews, are widely used in quantitative research. One benefit of surveys is their

ability to yield standardized data, as each participant responds to identical questions.

Population of the Study

The population of study consists of (14) senior secondary schools in Egor local

Government area of Edo state. The respondents are two-hundred and sixty teachers of

senior secondary school and 28 teaching Integrated science in secondary schools in Egor

Local Government Area of Edo state.

Sampling and Sampling Procedure

34
The sample is the fraction of a population used in representing the entire population. For

the purpose of this study, the researcher tends to use 100 as the sample population.

Random sampling technique will be used for this study. The 100 respondents will be

selected from public, private, rural, urban, mixed and single secondary schools.

Research Instrument

To gather information from participants, a structured checklist was evenly and randomly

distributed among the chosen schools. The checklist comprised two sections: Section A

aimed to collect personal details about the respondents, while Section B contained

inquiries aligned with the research questions.

Validity of the Instrument

The tool underwent validation by the supervisor. The feedback, recommendations, and

adjustments provided by the supervisor will enhance the development and final version

of the instrument.

Reliability of the Instrument

The reliability of the instrument was assessed using the test-retest method, and the result

was computed using the Pearson correlation coefficient formula. The instrument

demonstrated a Pearson correlation coefficient of 0.78, indicating a satisfactory level of

reliability.

35
Method of Data collection

To minimize the risk of instrument attrition, the researcher personally distributed and

collected the checklists.

Method of Data Analysis

For the purpose of this study, the researcher will utilize the percentage statistics to

analyze the data gathered from the field. This approach allows for the appropriate

interpretation of the collected data. Scores above 50% will be considered acceptable,

whereas scores below 50% will be deemed unacceptable.

CHAPTER FOUR

PRESENTATION OF RESULTS AND DISCUSSION OF FINDINGS

Presentation of Results

This chapter deals with data analysis and presentation of results and discussion of data

collected for the study. The methods explained in chapter three (3) were used in the

36
analysis. The checklist were administered across schools, and the responses were

returned as analyzed below:

Table 1: Breakdown of the total Checklist administered and returned

No. of Checklist No. Returned Percentage

Administered Returned

Public School 20 20 20%

Private Schools 20 20 20%

Urban School 20 20 20%

Rural School 10 10 10%

Single Sex School 10 10 10%

Mixed Sex School 20 10 20%

Total 100 100 100%

From the table 1 above showing a breakdown of the total checklist administered among

ownership of schools, checklist administered were successfully filled by respondent and

returned. Thus, representing a total 100% return rate

Research Question One: What is the level of availability of resources for effective

teaching and learning of basic science in secondary schools in Egor local government

area?

Table 2: Percentage Analysis of the level of availability of Basic Science Resources

in secondary schools in Egor Local Government Area.

37
 VARIABLE Required Available % Remark
Facilities Facilities Available

Private Schools 103 76 73 High

Public Schools 103 46 44 Low

Urban Schools 103 33 32 Low

Rural Schools 103 7 6 Very Low

Single-Sex 103 15 14 Very Low

Schools
Mixed-Sex 103 86 83 Very High
Schools
Mean Total 103 43.8 42

According to the data in Table 2, the Level of availability of Basic Science Resources is

very high in Mixed-sex school (83 Percent) and just relatively High in Private Schools

(73 percent); but low in public schools (44 percent) and Urban schools (32 percent) and it

is seen to be very low in Rural schools (6percent), single-sex schools (14 percent).

Research Question Two: Is there a difference in the availability of basic science

resources between public and private schools?

Table 3: Percentage Analysis of the difference in availability of Basic Science

Resources between Public and Private schools.

Sources Required Available % Available Remark

38
 Quantity Quantity

Private Schools 103 46 42 Low

Public Schools 103 75 69 High

According to the data in Table 3, the Level of availability of Basic Science Resources is

Low in Public schools (42 percent) but High in Private schools (69 Percent)

Research Question Three: Is there a difference in the availability of basic science

resources between rural and urban schools?

Table 4: Percentage Analysis of the difference in availability of Basic Science

Resources between Rural and Urban schools.

Sources Required Available % Available Remark

Quantity Quantity

Rural Schools 103 45 43 Low

39
 Urban Schools 103 9 8 Very Low

According to the data in Table 4, the Level of availability of Basic Science Resources is

Low in Urban schools (43percent) and very low in Rural schools (8 percent).

Research Question Four: Is there a difference in the availability of basic science

resources between mixed and single sex schools?

Table 5: Percentage Analysis of the difference in availability of Basic Science

Resources between mixed and single sex schools

Sources Required Available % Available Remark

Quantity Quantity

Mixed-Sex Schools 103 85 81 Very High

Single-Sex Schools 103 11 10 Very low

According to the data in Table 5, the Level of availability of Basic Science Resources is

very high in Mixed-Sex schools (81 percent) and very low in Single-Sex schools (10

percent).

Discussion of Findings

An analysis of Table 2 reveals that the availability of basic science resources varies

across different types of schools, with mixed-sex and rural schools having a higher level

of resources. This indicates that mixed-sex and private schools have more than 50%

40
availability of basic science laboratory resources, while single-sex, urban, rural, and

public schools have less than 50%.

The data indicates that private schools possess more basic science resources compared to

public schools. Consequently, students in private schools are likely to have better access

to scientific knowledge and technology.

To enhance the learning of basic science, it is essential to provide adequate resources in

both urban and rural schools.

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

Summary

This research study on The Availability of Resources for Effective Teaching and

Learning of Basic Science in Secondary Schools in Egor Local Government Area of Edo

state. In other to achieve the purpose of the study, further research questions were raised,

and they are:

41
  The level of availability of basic science resources is very high in mixed sex

school and jut relatively high in private schools but low in public schools and

urban schools and it seen to be very low in rural schools and single sex schools

 The level of availability of basic science resources is high in public school and

low in private school

 The availability of basic science resources is low in urban schools and very low in

rural schools

 The availability of basic science resources is very high in mixed sex schools and

very low in single sex school

To be able to explore and get answers to these research questions raised, the survey

research design was used. The instrument used for the research was a checklist, of which

hundred copies were distributed to a sample population of six selected secondary schools

in Egor Local Government area of Edo State, the same number of hundred checklist were

retrieved and used for this study, frequency count and simple percentage was used for

analyzing and interpreting the variables from schools’ ownership. The findings of our

study demonstrate the positive impact of basic science resources on teaching and learning

in basic science. These resources enhance the efficiency and effectiveness of the

educational process.

Schools equipped with basic science resources facilitate easier teaching and learning.

Supporting this, Anzaku (2011) highlights that students learn best when motivated by

42
engaging teaching aids that stimulate their senses and create an interesting learning

environment. The implication is that students may underperform if they lack these

stimulating resources, even if they were previously considered bright and above average.

Furthermore, the effective use of educational resources significantly contributes to

academic success. Integrating ICT in classrooms enhances student engagement and

cognitive recall (Ashiono, Mwoma, & Murungi, 2018). Teaching resources are crucial

for improving instructional efficiency, meeting diverse student needs, and enriching

lesson planning, which positively impacts student and school performance. However,

basic science education in secondary schools in Egor LGA faces challenges due to

inadequate funding, leading to a shortage of essential equipment, materials, and

infrastructure

Lastly, the study indicates that both private school owners and the government have a

role in providing basic science resources. This includes supplying more laboratory

equipment to support the effective teaching and learning of laboratory-related basic

science topics.

Conclusion

The research findings indicate that government-owned schools have significantly fewer

resources compared to private schools. This resource disparity is more pronounced in

43
rural areas, where inadequate infrastructure and basic equipment have a greater impact on

teaching and learning compared to urban schools.

Recommendation

Based on the findings of our study, the following recommendations have been made on

how best to access the availability of basic science resources considering its effects on

teaching and learning of basic science.

Government should provide more basic science resources to public schools knowing well

more students are in public schools in Egor local government area than in private

schools.

Infrastructures such as laboratory should be built in rural areas for student in rural areas

should be educated in the uses of equipment in laboratories.

Basic science equipment/resources should be provided in single sex schools as well as

mixed-sex schools.

The main challenge is the school ownership not providing adequate infrastructure and

resources to schools. Providing more basic science resources to schools will make study

more easy for future researcher.

REFERENCES

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89.

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Aleburu, M. (2003). Challenges in integrated science education in Egor LGA. Journal of
Science Education, 17(3), 89-98.
Aleburu, M. (2003). Challenges in integrated science education in Egor LGA. Journal of
Science Education, 17(3), 89-98.
Anyachebelu, F. E. (2005). Teacher preparedness for information technology in
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Anzaku, J. (2011). The role of tape recorder in education. Journal of Educational

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Arokoyu, A. A., & Dike, C. O. (2009). Science teaching in the modern world:
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Ashiono, B., Mwoma, T., & Murungi, C. (2018). ICT integration in classrooms for
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Ballad, S. (2010). Enhancing geography education through the use of maps. Geography
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Doosuur, F., & Sandra, R. (2013). Audio-visual resources in secondary school education.
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Machaba, F. (2013). Self-discovery and child-centered educational methods. Education

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National Policy on Education (NPE). (2004). Federal Republic of Nigeria. Lagos:
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Obara, C., & Were, D. (2020). Educational resource challenges in Sub-Saharan Africa.
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Udosen, G. (1993). The impact of verbalistic teaching methods. Journal of Instructional
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APPEDIX

Department of Curriculum and Information Technology

University of Benin,

47
 Benin City, Nigeria.

Dear Respondents,

I am an undergraduate student in the above Department carrying out research on the

topic: The Availability of Resources for Effective Teaching and Learning of Basic

Science in Secondary Schools in Egor Local Government Area of Edo state. It is for this

reason the attached checklist is designed. You are kindly requested to therefore indicate

the available facilities for teaching Basic Science in your school. The information given

by you will be treated with utmost confidentiality and your assistance highly appreciated.

Thank you.

Adeniran Mariam

(Researcher)

BASIC SCIENCE TEACHING FACILITIES AVAILABILITY

CHECKLIST (MATACHECK)

48
SECTION A (DEMOGRAPHIC DATA)

Year of Establishment: ___________

Name of School: __________________________________________

Ownership of School: Private [ ]

Public [ ]

School Location: Urban [ ]

Rural [ ]

School Type: Single [ ]

Mixed [ ]

SECTION B (Required Facilities for Teaching Basic Science)

Instruction: Please indicate the quantity of the follow facilities available in your school
for teaching and learning Basic Science.

49
 BASIC SCIENCE TEACHING FACILITIES SITUATION

S/N LABOURATORY SAFETY QUANTITY QUANTITY

EQUIPMENT
AVAILIABLE REQUIRED
PROCTECTIVE GEAR

1. Safety Google 06

2. Lab Coats 20

3. Gloves 40

EMERGENCY EQUIPMENT

4. Fire Extinguisher 06

5. First Aid 05

6. Eye Wash Station 08

GENERAL SAFETY SUPPLIES

7. Safety Signs 02

8. Spill Containment Kit 10

9. Ventilation system 06

50