MANAGING SCIENCE LABORATORIES FOR THE EFFECTIVE TEACHING AND LEARNING IN PUBLIC SECONDARY SCHOOLS IN ANKPA, KOGI STATE, NIGERIA

Abstract

This research explores the structure and utilisation of science laboratories in public secondary schools in Ankpa, Kogi State, Nigeria, highlighting the significant issues in this locality. The empirical study on scientific laboratories highlights scientific laboratory challenges in Ankpa, such as insufficient science laboratories, lack of essential equipment, not enough trained hands to run the science laboratory services, and teachers with insufficient laboratory skills, and with all of these lead to a theoretical mode of teaching in the schools which means students are not often experiencing what they have been taught. New laboratories have been built during this period, but science learning in Ankpa is still lagging far behind the ideal or acceptable level. The research advocates a holistic reform that includes improved infrastructure, ongoing professional development to equip teachers with relevant knowledge, financial support, and laboratory safety. The study adds that for schools to address the science laboratory challenges, it is critical to introduce a few of the strategies, which may include staff members implementing inquiry-based teaching methods; leveraging Information and communication technology (ICT); improved ways of operating and managing laboratory environments, and using improvised materials, which are correctly implemented. The findings of this study identify attributes that warrant re-examination and call for improvements or enhancements to policies and strategies for learning science in Ankpa and other areas of Nigeria. Pursuing effective strategies will improve scientific literacy, promote student engagement, and contribute to technological development.