INFLUENCE OF BIOLOGY PRACTICAL ACTIVITIES ON THE ACADEMIC ACHIEVEMENT OF SENIOR SECONDARY SCHOOL STUDENTS

TOPIC: INFLUENCE OF BIOLOGY PRACTICAL ACTIVITIES ON THE ACADEMIC ACHIEVEMENT OF SENIOR SECONDARY SCHOOL STUDENTS

THIS TOPIC IS ALSO SUITABLE FOR:
1. Department of  Education
2. Department of Biology Education
3. Department of Curriculum studies
This research material contains:
1-Chapter One to Five
2-Recent References/citations
3-Tables/Charts/Graphs in Chapter Four
4-Accurate Data Analysis
5-Table of Contents
6-Questionnare

ABSTRACT
This study was carried out to examine the influence of biology practical activities on the academic achievement of senior secondary school students in Akoka, Yaba, Lagos State. The study was specifically carried out to determine how frequently biology practical activities are conducted in senior secondary schools, identify the types of practical activities used in teaching biology, examine the factors preventing practical classes and determine the influence of biology practical activities on students’ academic achievement. The study employed the descriptive survey research design. The population of the study comprised 2,230 senior secondary school students from selected secondary schools in Akoka, Yaba, Lagos State. A sample size of 324 respondents was drawn using the Taro Yamane formula and selected through a multi-stage sampling technique involving stratified and convenience sampling methods. Hence, the questionnaire was used for data collection, while the data collected were analyzed using frequency tables, mean scores and standard deviation. The hypotheses were tested using Pearson Chi-square and independent samples t-test at 0.05 level of significance. From the responses obtained and analyzed, the findings revealed that biology practical activities were conducted fairly regularly in the selected schools with mean scores ranging from 3.15 to 3.35. The study also revealed that laboratory experiments, specimen observation, microscopic observation, dissection and group demonstrations were the common practical activities used, while field trips recorded a mean score of 2.89. Furthermore, the study established that inadequate laboratory equipment, insufficient laboratory materials, limited time allocation, large class size and poor maintenance of laboratory facilities were the major factors preventing effective practical classes with mean scores ranging from 3.16 to 3.46. The hypothesis test further revealed that biology practical activities had a significant influence on students’ academic achievement with r = 0.618, t = 14.12, p = 0.021, while a significant difference existed between students exposed to practical activities and those exposed to only theoretical studies with t = 3.84, p = 0.018. The study therefore recommends that school authorities should ensure the regular conduct of biology practical activities, while government and other stakeholders should provide adequate laboratory facilities and instructional materials to enhance effective teaching and improve students' academic achievement.
Keywords: Biology Practical Activities, Academic Achievement, Biology Education, Senior Secondary School Students, Practical Instruction.

CHAPTER ONE
INTRODUCTION (Preview)
1.1 Background to the Study
Education has long been a powerful tool to grow human and social development, and it has been used to help stimulate intellectual capacity, skill acquisition and socio-economic development in various spheres. Omosholape et al. (2021), perceived education as an organized process that learners would gain the knowledge, values and skills to become effective contributors to society. Uchenna et al. (2021) also highlighted that instructional approaches which fostered active learning and participation had an impact on learning outcomes. Abdussemiu (2022) noted that in recent times, the education system has shifted towards learner-centeredness to help students better understand and retain knowledge. Raheem (2025) also commented that academic achievement was a widely accepted parameter to measure the effectiveness of education, which is a reflection of how much the learner had achieved in the achievement of the predefined goals of instruction. In the general education field, there had been a focus on subject related and global deep learning in secondary education systems, respectively and globally.
As a core science field, Biology is heavily based on practical activities where the learner is able to relate the concepts learnt to what they see in the natural and laboratory environment. Based on the report from Sarkingobir et al. (2022), it could be seen that practical-based teaching in science education positively impacts students' conceptual understanding and engagement with biological processes. Laboratory activities gave learners chances to acquire the psychomotor skills and apply scientific methods in real context as revealed by Lasisi et al, (2025). Fadahunsi et al. (2025) pointed out that experiential learning in biology enhanced the students' capacity to interpret abstract concepts through hands-on learning. Oleka-John et al. (2023) reported that in secondary schools, learners' scientific reasoning and investigative skills were enhanced by regular engagement in laboratory activities. They all provided evidence of the increasing awareness of the role of practical work in biology in the provision of effective science teaching and learning. These activities always link theory to practice and improve the learners' motivation and achievement in other science subjects, which are usually seen as lacking in interest.
Practical involvement in biology has been linked to better performance in which students are able to understand, remember and apply the knowledge gained. Musa et al. (2025) found that students who received weekly laboratory workouts performed better in the biology tests than those who did not have laboratory workouts and were only instructed through lectures. According to Abubakar et al. (2026), the well-designed practical lessons enabled the learner in developing his analytical ability and understanding of biology concepts. Yakubu et al. (2026) noted that regular laboratory exposure was beneficial in the enhancement of cognitive development and positive impact for student's academic performance in science subjects. Namani et al. (2025) highlighted the importance of engaging learners in biology practical, noting that it helped to motivate them to remember scientific knowledge long-term. These empirical findings suggested that hands-on biology teaching and learning were positively associated with secondary education context. Hence, the consistent laboratory practice was always one of the factors that affected the measurable improvement of students' biology performance and the development of science competence overtime that was observed.
Biology education in Nigeria senior secondary schools is organized to equip students with basic scientific knowledge and skills that are necessary for their future studies and daily life. Raheem (2025) noted that the incorporation of practical activities in the classroom was a crucial aspect to enhance the effective implementation of science curricula. Similarly, Abubakar et al. (2026) reported that regular exposure to laboratory based learning environment helped to foster students' engagement and achievement in biology. Musa et al. (2025) also pointed out that students' academic performance in secondary schools with well-equipped biology labs was higher compared to those in secondary schools with poorly equipped biology labs. In this regard, more and more attention had been focused on the understanding of the impact of biology practical activity on achievement of senior secondary school students in educational setting of Abuja. This study thus laid the ground work for the study on the relationship between practical engagement and academic performance in biology in a contextual perspective. Laboratory-based instruction was still a critical need for enhancing learning quality and measurable learning outcomes of students in general school setting.

1.2 Statement of  the Problem    
Teaching and learning process in science education has been a long time focus of studies because of the importance of these processes at the secondary school level that produces cognitive and practical competencies of learners. Biology is one of the core subjects in science and aims to enable students to gain knowledge of living systems and develop scientific literacy through structured approaches to teaching and learning. The instructional effectiveness was better improved when learners actively participated in classroom processes that led to participation and interaction (Omosholape et al., 2021). The use of hands-on teaching methods in science teaching enhanced students' conceptual understanding of complex biological concepts as reported by Sarkingobir et al. (2022). In the same way, Uchenna et al. (2021) found that experiential learning approaches led to better understanding and retention of science knowledge. These views show the relevance of the practice oriented biology teaching in secondary education system at the instructional level and how it can enhance performance outcomes of learners in both settings.
However, many senior secondary schools have still remained with theoretical approach to biology where laboratory works are still poorly organized. As revealed by Musa et al., (2025), students who were given inadequate practical sessions exhibited low conceptual understanding and poor performance in the assessment of Biology. Likewise, Abubakar et al. (2026) noted that students have limited competencies in applying biological concepts due to lack of laboratory equipment and irregular practical sessions. This situation leaves a gap between the ideal teaching and learning in laboratories and the current practice in classrooms in many educational spheres. Yakubu et al. (2026) pointed out that if learners are not exposed to biology practical activities, they are not able to attain the expected learning targets. Namani et al. (2025) also pointed out that there is still a gap between theory and practice, which requires the study of practical approaches that might improve academic performance in biology. This requires specific enhancement of teachers' practice in schools.
The study is thus directed towards an investigation of the effects of biology practical work on the academic performance of senior secondary school students with a view to filling the identified gap between theory and practice in science education. Oleka-John et al. (2023) proposed that the use of structured laboratory engagement contributes to enhancing students' scientific reasoning and performance in biology. Fadahunsi et al., (2025) also stressed the importance of learning in a practical environment for better understanding and retention of biological concepts. Musa et al. (2025) proposed better utilization of the laboratory as one of the strategies to be employed in improving academic performance in biology. Abubakar et al. (2026) also called for a greater level of practical integration in biology curricula for measurable learning outcomes. Namani et al. (2025) and Yakubu et al. (2026) affirmed the need for continuous laboratory exposure, and Raheem (2025) pointed out that biology instruction can be effective if there is a continuous practical exposure in schools in all settings.
1.3 Research Questions
The study will attempt to address and examine the following research questions:
1. How often are biology practical activities conducted in senior secondary schools in Akoka,Yaba, Lagos State?
2. What types of practical activities are commonly used in teaching biology?
3. What are the factors preventing practical classes?
4. Does practical activities influence students academic achievement?
Other parts of chapter one include:
1.4 Research Hypothesis
1.5 Purpose of the Study
1.6 Significance of the Study
1.7 Scope of the Study 
1.8 Operational Definitions of Terms

CHAPTER TWO
LITERATURE REVIEW (Preview)
This chapter critically examines relevant literature that would assist in explaining the research problem and, furthermore, recognizes the efforts of scholars who had previously contributed immensely to similar research. The chapter intends to deepen the understanding of the study and close the perceived gaps. This chapter, therefore, focuses on the concept of Biology practical activities, the concept of academic achievement, types and importance of Biology practical activities, challenges associated with Biology practical activities, and the influence of Biology practical activities on students’ academic achievement, etc. The chapter is sub-grouped into the following major headings:
2.1 Conceptual Framework
2.2 Theoretical Framework
2.3 Empirical Review
2.4 Summary of Literature Review

CHAPTER THREE
RESEARCH METHODOLOGY (Preview)
Presented below is a snapshot of key areas of the study methodology, the full and detail chapter three methodology is contained in the instant download document.

Research Design: The study adopted a descriptive research design.
Population of the Study: The population of the study comprises senior secondary school students offering Biology in selected senior secondary schools in Akoka, Yaba, Lagos State.
Sample Size Determination: The study adopted the Taro Yamane formula to determine a sample size of 339 participants.
Sampling Technique: The study employed a multi-stage sampling technique using stratified and convenience sampling to select the individual respondents.

Research Instrument: The study utilized a structured questionnaire titled “Influence of Biology Practical Activities on the Academic Achievement of Senior Secondary School Students” as the instrument for data collection.
Methods of Data Analysis: The collected data were analyzed using frequencies, percentages, means, and standard deviations to summarize and present the demographic characteristics of the respondents and their responses. Inferential statistics, such as Pearson Chi-square and T-test, were used to test the hypotheses.
Full outline for chapter three;
3.1 Research Design
3.2 Area of the Study
3.3 Population of the study
3.4 Sample and Sampling Technique
3.5 Instrument for Data Collection
3.6 Validity of the Instrument
3.7 Reliability of the Instrument
3.8 Method of Data Collection
3.9 Method of Data Analysis

CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
MAJOR FINDINGS (Preview)
The analysis results were presented in tables and charts. Based on the results obtained from the analysis, the following major findings were made:

i. The study found that biology practical activities are conducted fairly regularly in senior secondary schools in Akoka, Yaba, Lagos State, as evidenced by the grand mean of 3.22, which is above the acceptance benchmark of 3.00.

ii. The study found that observation of preserved specimens, laboratory experiments, microscopic observation, dissection of plants or animals, and group practical demonstrations are commonly used in teaching biology, while field trips are not commonly used, as evidenced by the overall mean of 3.18, which is above the acceptance benchmark of 3.00.

iii. The study found that inadequate laboratory equipment, insufficient laboratory materials, lack of adequate time in the school timetable, large class size, and poor maintenance of laboratory facilities constitute major factors preventing effective biology practical classes, while lack of teacher commitment was not considered a major hindrance, as evidenced by the overall mean of 3.21, which is above the acceptance benchmark of 3.00.

iv. The study found that biology practical activities have a positive influence on students' academic achievement in senior secondary schools in Akoka, Yaba, Lagos State, as evidenced by the grand mean of 3.29, which is above the acceptance benchmark of 3.00. The corresponding hypothesis test further showed a correlation coefficient (r) of 0.618, t-value of 14.12, and p-value of 0.021 (p < 0.05), leading to the rejection of the null hypothesis.

v. The study found that there was a significant difference between the academic achievement of students exposed to biology practical activities and those exposed to only theoretical studies. This was evidenced by the mean score of 3.36 for students exposed to practical activities compared to 3.01 for those exposed to theoretical studies only, with a calculated t-value of 3.84 and p-value of 0.018 (p < 0.05), leading to the rejection of the null hypothesis.

CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter covers the following outline:
5.1 Introduction
5.2 Summary
5.3 Conclusion
5.4 Limitations of the Study
5.5 Recommendations
5.6 Suggestions for further studies
Reference
Appendix

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