Availability Of Laboratory Facilities Research Articles

THE EFFECT OF AUTOMOTIVE LABORATORY INFRASTRUCTURE ON STUDENT LEARNING SATISFACTION IN DIESEL MOTOR PRACTICUM COURSE IN MECHANICAL ENGINEERING STUDY PROGRAM PALANGKA RAYA UNIVERSITY

In this study, regression analysis was used to examine the relationship between the availability of laboratory facilities and student satisfaction in the Mechanical Engineering Education program at UPR. The basic assumptions of the regression model were met, which included normality of residual distribution, homoscedasticity, and no autocorrelation. The test results showed that there was no heteroscedasticity and autocorrelation in this regression model, and the residual values had a normal distribution. In regression analysis, it is important to evaluate the significance of independent variables on the dependent variable. The test results showed that the predictor variable (availability of laboratory facilities) had a significant effect on the dependent variable (student satisfaction). An increase in laboratory facilities availability would contribute to a 1.162 increase in student satisfaction. The R-Square value of 0.637 or 63.7% indicates that 63.7% of the variation in student satisfaction can be explained by the availability of laboratory facilities, and the remaining is influenced by other variables not included in the model. This shows that the availability of laboratory facilities has a significant effect on student satisfaction. In conclusion, this study shows that the availability of laboratory facilities has a significant positive effect on student satisfaction in the Mechanical Engineering Education program at UPR. These findings can be used as input for the university to improve the availability of laboratory facilities to provide a better learning experience for students.

AVAILABILITY OF LABORATORY FACILITIES ON STUDENTS’ PERFORMANCE IN UPPER BASIC SCHOOLS IN KWARA STATE, NIGERIA

The study was carried out on the availability of laboratory facilities in teaching of Basic Science on the Students’ academic performance in Upper Basic Schools, Kwara State, Nigeria. This target population for the study was all Basic Science Teachers in Kwara State, Nigeria, four hundred and sixty-nine (469) Public Upper Basic Schools and three hundred and sixty two (362) private schools are available in the study area. The researcher designed teachers' questionnaire and was administered to two hundred and thirty six (236) Basic science teachers that were selected from forty-seven Upper Basic Schools (47) from both public and private schools in Kwara State. Researcher-designed validated questionnaire was used to extract data from the respondents on the teachers 'influence on the performance of students in Upper Basic Schools. Three research questions were raised with two hypotheses which were tested. Percentage and t-test statistics were used to analyze the facts collected. The finding showed that influence of Basic science teachers on the performance of students in Upper Basic Schools in Kwara State, Nigeria was significantly. It was also significant based on gender and on year teaching experience of Basic science teachers. According to the findings, it is suggested that; the educational authorities and the school system should encourage the use of available resources by providing for them, the necessary materials that will influence Basic Science performance and enhance students learning. Basic Science teachers should re-assess their classroom instructional practice because there is a need for them to shift from instructional practice that will give the male and female teachers’ equal opportunities to excel in instructional activities. The less-experienced Basic Science teachers should be allowed for cognate experience and help encourage the experience to acquire more experience.

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The Philippine K to 12 science curriculum is a learner-centered and inquiry-based discipline that requires learners to utilize learning materials and learning spaces needed for a meaningful understanding of the scientific concepts and for developing their scientific literacy. This is anchored to the constructivism theory that supports ‘learning by doing.’ A laboratory is an essential place for active learning and science teaching that would provide students with opportunities to think creatively and critically to solve real-world problems. This study assessed the current status of the science laboratory facilities in two public junior high schools in the province of Lanao del Sur. This is to assess the current condition and availability of laboratory facilities and to identify the challenges faced by science teachers. This study employed descriptive case study method, in which the participants were from two selected schools in Lanao del Sur. A researcher-made checklist of laboratory facilities and semi-structured interviews were used to gather the data. Frequency was used as a statistical tool for quantifying the number of available laboratory facilities and equipment. Based on the findings, both schools have inadequate laboratory facilities that hinder the performance of the activities in the science module designed by the Department of Education. The lack of a laboratory room, the inadequacy of laboratory facilities and science equipment, defective laboratory equipment, the inadequacy of learning materials, lack of water supply, lack of electricity are common issues in both schools. Teacherrespondents of this study have difficulty in teaching some science concepts and are not fully equipped on how to use some science equipment. Addressing the identified challenges is recommended to achieve quality education for all.

Teacher beliefs and attitudes about inquiry-based learning in a rural school district in South Africa

Despite growing consensus regarding the value of inquiry-based teaching and learning, the implementation of such a pedagogical practice continues to be a challenge for many South African teachers, especially at rural schools. The research reported in this article concerns the interaction between Grade 10 Physical Sciences teachers’ beliefs about inquiry-based learning, and their practice of inquiry in their classrooms. This research adopted a mixed methods design. In the first phase of the research, quantitative data were collected by distributing a validated questionnaire to Physical Sciences teachers in an education circuit in rural Mpumalanga, South Africa. The next phase of the research involving teacher interviews, provided a more in-depth explanation of some of the findings, which emerged from the questionnaire survey. It was found that sampled teachers from the rural district have a positive attitude towards inquiry in the teaching and learning of Physical Sciences, and recognise the benefits of inquiry, such as addressing learner motivation and supporting learners in the understanding of abstract science concepts. However, despite this positive belief towards inquiry-based learning, teachers are less inclined to enact inquiry-based learning in their lessons. Teachers claim that the implementation of inquiry-based learning is fraught with difficulty, such as availability of laboratory facilities, teaching materials, time to complete the curriculum, and large classes, which creates tension in their willingness to implement it. Keywords : inquiry-based learning; pedagogical practice; rural schools

School Facilities and Academic Achievement of Secondary School Agricultural Science in Ekiti State, Nigeria

The study looked at the provision of facilities as it relates to academic performance of students in agricultural science in Ekiti state of Nigeria between 1990 and 1997. The study population was results of the West African School Certificate Examinations (WASCE) conducted between 1990 and 1997 in 50 secondary schools in both rural and urban areas of the state. One validated instrument (S TQF ) was used for data collection. One hypothesis was formulated and answered. Data were analysed using mean and t – test. The results showed that there were no significant differences in the performance of students between rural and urban secondary schools in term of availability of library facilities (t = 1.79, p<0.05), availability of textbooks (t= 1.20; p <0.05) and availability of laboratory facilities (t= 1.83, p<0.05). It has been established that facilities are potent to high academic achievement of students; therefore, Ekiti State Government should provide adequate material resources to rural/urban locations to enhance teaching and learning processes. The Parent Teacher Association (PTA), philanthropist and other charitable organizations are also implored to compliment the effort of the government to boost the performance of students in SSCE.

Neonatal Alloimmune Neutropenia Due to Anti-HNA-1b

Neonatal Alloimmune Neutropenia Due to Anti-HNA-1b