Abstract
The purpose of this study was to evaluate the laboratory skills performance of undergraduate biology students in Ethiopian universities based on skill performance rubric. Individual laboratory practical skill performance test was implemented with 55 randomly selected third year biology students from three universities in a laboratory setting under supervision of the raters. Five level scale questionnaires were administered to 208 third year biology students, 26 biology instructors and 2 laboratory assistants. The results showed that the laboratory skill performance test score was below the midpoint with significantly different between the old and the middle as well as the new university. Correlation and multiple regression analyses showed that teachers’ experience had significant positive regression weight. From the results of the analysis, it is recommended that in biology laboratory, performance-based assessment needs to be undertaken in placement to written exam and instructors need much more assistance and professional development of biology laboratory performance skills as well as pedagogies of how to assess the laboratory performance skills of their students. DOI: 10.5901/ajis.2016.v5n3p113
Highlights
There is a need to have graduates who have the appropriate practical skills, attitudes and experiences to create work for their own and the communities as well; fit to be employed in different biological disciplines
This study investigates whether the intended objectives have been attained or not, the major factors that affect the biology laboratory skill performance of undergraduate biology students and whether there is a relationship between availability of laboratory equipments and students’ skill performance in biology laboratory work
Ten Likert scale questions on a scale of 1 to 5 about the acquisition of competencies and skills were administered to 208 students in the sample universities. Students perceived that they have the ability to perform the competences and skills prescribed on the undergraduate biology curriculum
Summary
There is a need to have graduates who have the appropriate practical skills, attitudes and experiences to create work for their own and the communities as well; fit to be employed in different biological disciplines. Improving the standard and quality of biology education is essential in improving the quality of life in a society and to ensure their competitiveness in the globalized world (Turiman, et al, 2011). To overcome the challenges of the twenty first century in science and technology, students need to be equipped with 21st century skills in general and university students in particular should be prepared to have sufficient knowledge, skills and attitudes for better developments of the society. Practical classes form an essential part of the learning experience for biology students, cultivating both their subject-specific and generic skills that will be of value throughout their university lives and future careers. Biology laboratory is the primary place to develop these skills and competences
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