| dc.description.abstract | The main purpose of this study was to find out the influence of the management of science laboratories on the academic performance of science students in physics in senior secondary schools in Sokoto North Local Government Area. The objectives were sought to determine how planning of science laboratory, organizing of science laboratory equipment and staffing of science laboratories influences academic performance of physics students in secondary schools in Sokoto North Local Government Area. A cross sectional survey design was used to gather detailed information from the respondents, purposive sampling was used in selecting sample of 302 out of 1341 students and of 19 teachers were selected using KREJCIE and MORGAN (1970) table, questionnaire entitled influence of the management of science laboratories on the academic performance of students in physics (IOTMOSLOTAPOSIPQ) was developed by the researcher after the establishment of its psychometric properties such as validity and reliability and the end of year promotion examination results of ss1 and ss2 were used. Reliability of (IOTMOSLOTAPOSIPQ) was established with the use of test-retest reliability value of 0.76 for students and teachers respectively. And validity was determined through face and content validity with a CVI value of 0.91 and 0. 73 for students and teachers respectively. Findings of the study revealed that that there is statistically insignificant relationship between planning of science laboratory equipment, organizing of science laboratory equipment, and staffing of science laboratories with students’ academic performance (r = .049, .269 and .138 respectively > 0.5). However, it was concluded that there is no influence of planning of science laboratory equipment, organizing of science laboratory equipment, and staffing of science laboratories on students’ academic performance in secondary schools of Sokoto North Local Government Area. Based on these finding it was recommended that Physics teachers should carry out appropriate planning before practical are conducted. This can be done by carefully selecting what should be taught. Effective planning can also be achieved by adopting an effecting model for planning of task, Physics teachers should organize materials to be used during physics practical. Laboratory precautions should also be taken into consideration. Physics teachers should be punctual so as to cover their scheme of work before the end of term examination begins. In general, schools should provide safety rules and manuals to all the students in order to avoid both intentional and unintentional risks. | en_US |
