Effects of inadequate laboratory resources on academic achievement and learning attitudes in Biology among senior secondary school students in Kontagora, Niger State, Nigeria

Abstract

This study investigates the effects of inadequate laboratory resources on academic achievement and learning atti tudes in Biology among senior secondary school students in Kontagora, Niger State, Nigeria. A descriptive survey design was employed, combining quantitative assessments of students' academic performance with qualitative analysis of their perceptions toward Biology education. The sample comprised 160 respondents randomly selected from two private and two public schools. Data were collected using a self-designed questionnaire, validated by a PhD holder in Biology. The questionnaire was divided into four sections; with responses rated on a 4-point Likert scale (Strongly Agree, Agree, Disagree, Strongly Disagree).Findings indicate that students in schools with well equipped laboratories achieved significantly higher academic performance than those in under-resourced schools. Additionally, 46.9% of respondents reported that inadequate laboratory equipment hindered their understanding of Biology concepts. The study concludes that insufficient laboratory resources negatively affect both cognitive and affective learning outcomes in Biology. To address these challenges, the study recommends that government au thorities, school administrators, and relevant stakeholders prioritize the provision, maintenance, and upgrading of Biology laboratory facilities. Such improvements would enhance students' academic performance and foster a more positive attitude toward the subject. These findings highlight the critical role of adequate laboratory resources in promoting effective science education and cultivating students' enthusiasm for Biology.