Using ‘science laboratory interaction category’ instrument to assess laboratory behavior of grade-8th basic science students’ in Nigeria

Abstract

School Laboratory Environments are considered very important for learning to take place effectively. Using the Science Laboratory Interaction Category (SLIC) as instrument, this study assessed the behavior of high and low ability learners in two laboratory environments; the constructivist laboratory environment which served as experimental group and the transmissive laboratory environment which served as control group. 96 grade-8th students formed the study sample. This study employed the pre-test; post-test quasi-experimental design. The design is a 2 x 2 x 2 factorial design consisting of two laboratory environments (constructivist and transmissive); ability at two levels (high and low); and repeated testing (pre-test and post-test). The research instruments used to obtain data for which two research questions and one hypothesis was tested are the Science Laboratory Interaction Category (SLIC) and Basic Science Achievement Test (BSACT). The teaching content used was the same for both groups. Results show that the behaviors of both the ‘high and low’ constructivist students were more favorable than behavior of ‘high and low’ transmissive students in exhibition of acceptable laboratory behavior. Also, there was no significant difference in the exhibition of acceptable laboratory behavior between ‘high and low’ ability constructivist groups; but significant differences were found between the ‘high and low’ transmissive groups. Based on the results, recommendations were made to train teachers to assess laboratory behaviors using the SLIC instrument and encouraging teachers to create laboratory environment that foster better laboratory behavior.