Maximizing the Use of Mathematics Laboratory for Effective Understanding of Basic Science and Mathematics Concept

Abstract

The study sought to investigate the maximal use of the mathematics laboratory for effective understanding of basic science and mathematics concepts. To achieve the purpose of this study, one null hypothesis was formulated. An experimental design was employed for this study. Fifty (50) SS2 students were obtained across six (6) senior secondary schools in Akamkpa local government area of cross river state. Using a simple random sampling technique they were divided into two groups of twenty five (25) students each. The first group was called the experimental group; these groups of students were taught basic science and mathematics concepts using the laboratory; the second group was called the controlled group; these groups of students were taught basic science and mathematics concept in a conventional or normal classroom. The instrument for data collection was a self-structured practical test questionnaire title: EFFECTIVE USE OF MATHEMATICS LABORATORY TEST (EUMLT).With reliability index of 0.87. The hypothesis was tested using the independent t-test analysis at p>0.05 level of significance, the result showed a mean score of 10.09 of the experimental group which was higher than the mean score of 8.02 for the controlled group. The analysis reveals that students who were taught mathematics and basic science using the laboratory were better than those who were not taught. Several recommendations were posed on the need for the use of mathematics laboratories in teaching and learning of basic concepts in our secondary schools.

Keywords : Laboratory, Basic concepts, mathematics , Basic science