CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

It has been recognized that Science and Technology play a significant role in the
development of many societies. As such, Science is being scrutinized with the aim of
improving the lives of humans. In view of the above, Mashi, Inkani, and Yaro, (2014)
asserted that many developed countries of the world today achieved their level of
development through the adaptation of technology and development of an efficient Science
and technology capacity. Many breakthroughs that man has recorded in the quest to improve
his life were achieved through the knowledge of science. (Akambi and Kolawole, 2014).

Science according to the Academic American Encyclopedia as cited in Ugwuoke

(2017) is defined as the development and systematization of positive knowledge about the
physical universe. On other hand, technology is seen as the art of making things generally
useful to man. So, it can be clinched that Science generates the body of knowledge and
understanding which Technology depends on to produce goods and services.

Research conducted in sciences has led to the departmentalization of science into different
branches such as

i. Physical Science which looks at the physical aspects of how things work. The major
subsets are Chemistry, Physics and Astronomy
ii. Life Science also called Biology, explore how different life forms work. Common
subsets under it are Botany, Nutrition, Zoology, Genetics, Human Biology, and
Medicine.
iii. Earth Science have as its subset Geology, Paleontology, Meteorology, Oceanography
and Ecology.

However, to ensure that scientific growth and development in the nation it became
pertinent that Science be taught at all levels of education. At the senior secondary level
Science is departmentalized into Chemistry, Biology and Physics to encompass all branches
of science.

Chemistry is one of the major fields that spearhead the study of science for national
development. It is a natural Science which studies composition, structure, properties and
change of matter. (Arokoyu, and Charles-Ogan, 2017). Chemistry is typically divided into
several major sub-disciplines such as Analytical Chemistry, Biochemistry, Inorganic
Chemistry, Materials Chemistry, Nuclear Chemistry, and Organic Chemistry. Organic
Chemistry involves the scientific study of the structure, properties, and reactions of organic
compounds and organic materials, i.e., matter in its various forms that contain carbon atoms
(Clayden, Greeves, and Warren, 2012). Matter, from the chemical point of view, consists of
the substances encountered in daily life in whatever phase such as solid, liquids, gaseous and
plasma, as well as the atoms and molecules of which these substances are composed.

For Organic Chemistry to be studied as a scientific discipline one needs to be

continuously involved in a series of guided experimentation which can only be carried out
under the conditions of a well-equipped laboratory facility. However, despite the prime
position Chemistry occupies in our educational system in Nigeria and the efforts made by
researchers to enhance performance, students’ performance in Chemistry and Sciences, in
general, are still low. Two of the reasons identified for this failure are laboratory inadequacy
and the environment. The adequacy and use of educational resources like laboratory facilities
enhance the effectiveness of teachers’ lesson and understanding of abstract ideas and improve
performance. Chemistry teaching is supposed to be result oriented and student centered, and
this can only be achieved when students are willing, and the teachers are favorably disposed
to, using the appropriate methods and resources in teaching the students.

Students by nature are curious; they need to be actively involved in the learning
process in which they are continuously experimenting, testing, speculating and building their
own personal construct and knowledge. It is only by personalizing such knowledge that it
becomes valid, meaningful and useful to them. Knowledge is actively constructed through the
action of an individual. Clayden; Greeves, and Warren, (2012), propose that all Science must
be underpinned by evidence. According to Watts (2013), Practical work is formative as it
helps the students to understand Science and how the scientific ideas are developed. To
achieve the goals of science education, it is imperative that an attempt is made to balance
emphasis on both theory and experiments. The skills normally emphasized in science
practical include procedural and manipulative, observation, drawing and reporting and
interpretative skills. The purposes of practical work include:

i. motivation of students;
ii. excitement of discovery;
 iii. consolidation of theory;
iv. development of manipulative skills;
v. knowledge of standard techniques;
vi. general understanding of data handling;
vii. development of other skills like analytic, evaluative, planning, applied and
mathematical; and developing an understanding of how Science works through
concept of scientific process, collaborative working, reproducible results and fair
testing.

Experiments are the essence of science. And all such experiments must be performed
in the school Science laboratory.

Laboratory has been a distinctive feature in the teaching of science. Nbina (2013),
defined a Science Laboratory as an instructional facility used by science teachers to help the
students learn about science and how the scientists investigate the world around them. It is a
place set aside for scientific inquiry. To him the laboratory experiences provide opportunities
for students to interact directly with the material world or with data drawn from the material
world, using tools, data collection techniques, models and theories of science. Examining the
role of the laboratory and its potential for contribution to science education. The laboratory
can provide students with an understanding of procedures for scientific investigation,
including control of certain variables, careful observation and recording of data and the
development of conclusions. In summary, the study of science through laboratory experience
serves a dual function. The students learn the concepts of, and facts of the Science itself and,
in addition, learn how to grow in their knowledge and understanding of science.

A Chemistry Laboratory offers the environment and resources for teaching practical
Chemistry skills, which help students handle examination; and their day-to-day affairs. When
the students are given the chance to learn through more senses than one, they can learn faster
and easier. Indeed, the identification, manipulation, and overall use of laboratory equipment
are integral parts of the subject of Chemistry. Many, if not most of the concepts and
principles common in secondary school Chemistry, can be demonstrated or delivered through
experiments performed with simple apparatus. The Chemistry laboratory represents a
wonderful opportunity for making the connection between the unseen microscopic world and
the observable macroscopic world in which we live. Laboratory experiences provide
opportunities for team building, inquiry-based learning, hands-on activities, and exposure to
standard laboratory equipment and technology (Arokoyu, and Charles-Ogan, 2017).

The foundation of a child’s education is built from the primary and secondary level.
However, today more students are entering post-secondary education with diversity of
learning styles and varied stages of preparedness to further their studies and contribute to the
substantial development of the society. Teachers are therefore hard pressed to bridge this gap
that hampers equality in education for all children. The absence of properly equipped and
functioning Chemistry laboratories in many Senior Secondary Schools in Port Harcourt Local
Government Area of Rivers State, as well as the underutilization of the available ones as
identified earlier impede the proper teaching of Organic Chemistry which is one of the
requirements for science students to gain a certificate at this level. This results in a lot of
undergraduates finding it difficult to do well in Chemistry and its related discipline in the
Higher Institution. Therefore, an extensive investigation on the availability of Chemistry
laboratory facilities in senior secondary schools as well as its usability to teach Organic
Chemistry in schools becomes very necessary.

1.2 Statement of The Problem

When one has the knowledge of Chemistry you not only benefit yourself but also benefit the
people around you because Chemistry helps you to understand the world you live in.
Everything you touch, smell, or taste is Chemistry related. It explains the everyday things we
encounter like what causes water to solidify when cooled as well as dry up when heated, why
you fry egusi in palm oil before adding water and the other ingredients. In fact, knowledge of
Chemistry helps you to make educated choices about every day products that you use.

Our nation Nigeria has seen how necessary Chemistry is for our development.
Therefore, it is one of the essential subjects required for certification in Secondary Schools as
well as compulsory for admission into certain fields of study like Medicine, Science, and
Engineering in many Higher Institutions. Organic Chemistry being a sub-set of Chemistry is
very vital for building a solid foundation in Chemistry at the secondary level. However, there
are certain concepts in Organic Chemistry that may be difficult for the students to understand
fully if they were only taught theoretically. There are a few topics in secondary school
Organic Chemistry that require laboratory work. According to Ababio (2010), these topics
include:

i. fractional distillation of crude oil and testing the properties of each fraction;
 ii. cracking of medicinal paraffin;
iii. hydrolysis of an ester (ethyl ethanoate);
iv. preparation of soap from castor oil;
v. hydrolysis of starch by an enzyme;
vi. preparation of Perspex.

The Practical lab work conducted on these topics will make the concepts less abstract
and more real to the students. Emphasizing understanding by doing, in other words,
experiencing them through laboratory activities. This can only be achieved when the facilities
for these activities exist, are well equipped and utilized. Hence, the need to investigate the
availability and usability of Laboratory Facilities for the teaching of Organic Chemistry in
Secondary Schools.

1.3 Aim and Objectives

The study aims to investigate the availability and usability of Science Laboratory Facilities
for the practical teaching of Organic Chemistry in some selected Senior Secondary Schools in
Port Harcourt Local Government Area of Rivers State.

The specific objectives of the study are to:

1. investigate the availability of Chemistry laboratory facilities in the senior secondary

schools in Port Harcourt Local Government Area of Rivers State, Nigeria;
2. evaluate the extent to which Chemistry laboratory is utilized by Chemistry teachers
to teach Organic Chemistry in the Senior Secondary Schools;
3. explore the extent to which Chemistry laboratory facilities are utilized by Chemistry
students in the senior secondary schools; and
4. determine the challenges facing the availability and use of laboratory facilities for
teaching Organic Chemistry.

1.4 Research Questions

The research questions were centered on the above rationale of problems and facts inherent to
laboratory experiences, and they include:

1. Are Chemistry Laboratory Facilities available for teaching of Organic Chemistry in

Senior Secondary Schools in Port Harcourt Local Government Area?
2. To what extent are Chemistry Laboratory Facilities available in the Senior
Secondary Schools in Port Harcourt L.G.A.?
 3. What is the extent of use of Laboratory Facilities by Chemistry teachers and students
in the Senior Secondary Schools?
4. What are the challenges facing the availability and usability of Laboratory Facilities
for the teaching of Organic Chemistry?

1.5 Significance of the study

This study will be of immense importance to Teachers, Curriculum Planners, Comparative
Educationists, the Government and Society at large. This present research will help in
obtaining useful information concerning the availability and usability of Chemistry laboratory
facilities for teaching Organic Chemistry in Senior Secondary Schools. The result obtained
will provide relevant information on factors that influence the availability and usability of
Chemistry laboratory facilities for teaching Organic Chemistry in senior secondary school. It
will greatly increase our knowledge about what happens in schools.

In the case of Teachers, it will help them to know the importance of using available
Chemistry laboratory facilities for the teaching of Organic Chemistry. To School
Administrators it will give room for amendment or correction in availability and usability of
Chemistry laboratory facilities for teaching Organic Chemistry. To Comparative
Educationists the statistical information can easily be used for comparison while studying
different areas during research and can therefore be used to improve on the education system
of the country. It will be of benefit to Government towards distributing necessary resources
that will help in the effective teaching of Organic Chemistry using laboratory facilities. It will
produce statistical information about aspects of education that interests policy makers and
educators. This work will also add on to the existing literature on the availability of
laboratory facilities for teaching Organic Chemistry in senior secondary schools.

1.6 Scope of the study

The study was limited to investigating the availability and usability of Chemistry laboratory
facilities for teaching Organic Chemistry in secondary schools. The study was limited to the
sampled schools in Port Harcourt Local government area of Rivers State.

1.7 Area of the study

The research study was conducted in Port Harcourt Local Government Area of Rivers State
in southern Nigeria. It is situated 52 kilometers (32 miles) southeast of Ahoada and about 40
kilometers (25 miles) northwest of Bori. It is bounded to the south by Okrika, to the east by
Eleme, to the north by Obio-Akpor and to the west by Degema. It has a total size of 109
square kilometers (42 sq. miles). Port Harcourt local government area is included in the
Greater Port Harcourt region.

It consists of the following Towns, urban communities and neighborhoods:

Abuloma, Amadi Ama, Borokiri, D-line, Diobu, Eagle Island, Elekahia, New GRA, Nkpogu,
Nkpolu Oroworukwo, Ogbunabali, Old GRA, Old Port Harcourt Township, Oroabali,
Oroada, Orochiri, Orogbum, Orolozu, Oromeruezimgbu, Oroworukwo, Oromineke, Rebisi,
Rumukalagbor, Rumuobiekwe, Rumuwoji, Tere-Ama, Trans-Amadi, Okuru-Ama.

The total population in the area was last recorded at 638,360 people in 2011 from
538,558 in 2006. ("Port Harcourt (local government area)". City population, 2015.)
Currently, the Rivers State University (RSUST) has its main campus at Nkpolu Oroworukwo,
although plans are in progress to relocate the institution to a new 524-acre (212 ha) site
within the Greater Port Harcourt urban center (Howard ,1974). Many private schools
including some government schools are in and around this area. Primary education in many
cases starts at the age of four (4) for majority of Riverian. Students spend five or six years in
primary school and graduate with a first school leaving certificate. At the secondary level,
students spend six years, that is 3 years of JSS (Junior Secondary School), and 3 years of SSS
(Senior Secondary School).

The following are primary (elementary) and secondary schools (high schools)
operating within the Port Harcourt local government area:

Baptist High School, Borokiri; Bereton Montessori Nursery and Primary School, Old GRA;
Emarid College; Faith Baptist College, Old GRA; Government Comprehensive Secondary
School, Borokiri; Graceland International School, Elekahia; Greenoak International School,
New GRA; Holy Rosary College, Old GRA; Methodist Girls High School; Norwegian
International School; Our Lady of Fatima College, Borokiri; St. Mary's Catholic Model High
School; Starlets Academy, Old GRA; Stella Maris College; Stepping Stone Educational
Centre; Tantua International Group of Schools; Randolph Group of Schools, Diobu PHC

The newly established Spar Mall near the Government house makes for a good
recreation center as well as the Silver Bed Cinemas at mile 1, the Genesis Deluxe Cinema in
G.R.A.
 CHAPTER TWO
LITERATURE REVIEW

This chapter reviews some recent work that have already been done on the availability and
usability of science lab facilities for teaching of Organic Chemistry in schools. The literature
review can be studied under the following subheadings:

i. The Concept of Chemistry.

ii. The Role of Chemistry in National Development
iii. The Concept of Organic Chemistry.
iv. The Concept of Laboratory.
v. Availability of Chemistry Laboratory Facilities for Teaching Organic Chemistry
vi. Utilization of Chemistry Laboratories Facilities for Teaching Organic Chemistry
vii. Factors that Militate Against the Availability and Utilization of Laboratory Facilities
for the Teaching of Organic Chemistry
viii. Factors that Militate Against Effective Utilization of Available Chemistry
Laboratory Facilities
ix. Related Review

2.1 The Concept of Chemistry

Chemical processes first became useful to man Over 400 million years ago, when Carbon in
the form of vegetation, oxygen in the atmosphere and lightening all came together. fire is a
chemical process where bonds are changing, and heat and light energy are given off. So, fire
certainly falls under the realm of Chemistry (Malone and Dolter, 2013). Fast forwarding
through the years, man began to evolve in their utilization of Chemistry processes to improve
their lives. Chemistry is the fundamental natural Science. It is concerned with the basic
structure and properties of all matter, be it huge star or a microscopic virus. It is the
beginning point in a series of studies that eventually produce all scientists, engineers and
physicians. Chemistry is the study of matter and the changes it undergoes. First, consider
matter, which is defined as anything that has mass and occupies space.

Chemistry has a unique place in our pattern of understanding of the universe. It is a

Science of molecules (Clayden, Greeves, and Warren, 2012). It is a branch of physical
Science that studies the composition, structure, properties of matter. It is chiefly concerned
with atoms and molecules and their interaction and transformation (Wikipedia, 2014).
Chemistry is sometimes called natural Science like physics, geology and biology.

Chemistry is of three categories which include Organic Chemistry of carbon with

other compounds or elements, inOrganic Chemistry and physical Chemistry. (Chemistry of
the effects of light, heat and the other forms of energy on the chemical process). Above all,
each of these categories involve the usage of laboratory facilities in teaching them.

Chemistry as Science has as its primary objectives the determination of the nature and
properties of the non-living matter which surrounds us and the preparation of new substance
scientifically interesting or generally useful from the materials which nature has provided.
The knowledge of Chemistry is very essential in every area of human endeavor. Such area
includes agriculture, health and medicine, transportation, industrial area, engineering field,
educational areas.

2.2 The Role of Chemistry in National Development

According to Emendu (2014), despite being one of the cornerstones of science, technology
and industry, it is apparent that Chemistry plays a greater role in National Development
through industry in the world. As such it helps to provide some social amenities. Okoro
(2013) sees Science as a systematic investigation of nature with a view to understudy and
harnessing them to serve human needs.

Science may be regarded as the body of related courses concerned with knowledge. It
consists among other component; Chemistry, Physics, Biology, Mathematics, Astronomy,
Agriculture, among these, Chemistry is vigorously described as the queen of science.
Chemistry is the central in the drive of global sustainable economic development. It plays the
major roles in food (fertilizers and insecticides), clothing (textile fibers), housing (cement,
concrete, steel, bricks), Medicine (drugs), Transportation (fuel, alloy materials). Virtually
everything we use daily involves Science. Chemistry is a popular subject among senior
secondary school students in Nigeria due to its nature. It addresses the needs of majority
through its relevance and functionality in content, practice and application. What many
nations like Nigeria need now is a functional Chemistry education that will assist in national
development. Chemistry education has been identified to be one of the major bedrocks for the
transformation of our national economy. For example, Fermentation in food processing is the
conversion of carbohydrates to alcohol and carbon dioxide or organic acids using yeast
and/or bacteria, under anaerobic conditions (Wikipedia, 2012). In Nigeria it is one of the
classic methods to preserve foods. Some locally fermented foods include:

a. Production of fufu from fresh cassava tubers

b. Production of garri from fresh cassava tubers
c. Production of burukutu and pito from sorghum or millet grains
d. Production of Daddawa (Iru) from African locus bean (Parkia biglobosa).

The process of chemical transformation involves intra-chemical reactions within the same
substances’ examples, sublimation, radio-active decay like uranium, plutonium etc. and other
chemical reactions when the substances react with other things which includes the
evaporation of volatile substances like fuel, Mentholated spirit and even water when exposed
to air. Really, Chemistry can be used to find solution to problems of everyday activities in
science, industry, technology, government, educational sector and economics. Some of the
industries that obviously cannot do without Chemistry include; cosmetics industry, brewery
industry, chemical industry, textile industry, food processing and technology industry,
forestry, Agricultural industry, petroleum, pharmaceutical industry etc. Man’s success in the
different realm of Chemistry provides one’s unquenchable source of hope for success in
technology. To be able to operate machinery involved in technology, good dosage of simple
experimental concept like observation and recording, theory and principles and measurement
to take record of events that are needed. Mohammed and Bello (2013) see development as
growing or becoming industrialized. National development is the ability of a country or
countries to improve the social welfare of the people.

Ababio (2013), states that Chemistry has contributed greatly towards providing our
basic needs and improving the quality of our life and society in various areas like:

a) Food: fertilizers and insecticides have helped to increase food production greatly;
chemical processes are designed specially to preserve and store food for long period.
To fight malnutrition, many foods are now enriched by the addition of essential
nutrients.
b) Clothing: Man-made textile fibers, produced because of intensive chemical research
have made available a wide range of clothing materials which can be bought
cheaply.
c) Housing: many high-rise buildings are being constructed to overcome the present
need for housing, especially in cities. Such buildings need materials like cement,
 concrete, steel, bricks and tiles which are produced by chemical industries, the
chemical properties of these materials are a result of research.
d) Transportation: Modern transportation is an essential feature of today’s world. The
rapid development from carts pulled by animals to the latest aircraft was made
possible by chemists producing suitable fuels and structural materials like alloys
which are light, strong and heat-resistant.
e) Health Care and Beauty: the diagnostic tests carried out in laboratories, the
prognostic estimation, medical prescription pills, the vaccines, the antibiotics play
very vital role in health monitoring, control of diseases and in alleviating the
suffering of humanity all these have been made possible using the unequivocal
services of Chemistry.
f) Science and technology: Chemistry has facilities, the chain of counter measures tool
in the form of safety suites and resistant bunkers offensive Science (the
comprehensive scientific analysis of material evidence in the context of the law)
uses principles of Chemistry to facilitate crime investigation, telecommunication,
and information technology and space mission all banks on the Chemistry of semi-
conductor and nanotubes. Chemistry is important because everything you do is
Chemistry even our body is made of chemicals. Hence the inference is that
Chemistry is important because it studies everything.

2.3 The Concept of Organic Chemistry

There was once a time when chemists thought "Organic" referred only to things that were
living, and that life was the result of a spiritual "life force." While there is nothing wrong
with viewing life as having a spiritual component, spiritual matters are simply outside the
realm of science, and to mix up the two is as silly as using mathematics to explain love (or
vice versa). In fact, the "life force" has a name: carbon, the common denominator in all living
things. Not everything that has carbon is living, nor are all the areas studied in Organic
Chemistry—the branch of Chemistry devoted to the study of carbon and its compounds—
always concerned with living things. Organic Chemistry addresses an array of subjects as
vast as the number of possible compounds that can be made by strings of carbon atoms. We
can thank Organic Chemistry for much of what makes life easier in the modern age: fuel for
cars, for instance, or the plastics found in many of the products used in an average day.

Organic Chemistry is the study of carbon and the study of the Chemistry of life. Since
not all carbon reactions are organic, another way to look at Organic Chemistry would be to
consider it the study of molecules containing the carbon-hydrogen (C-H) bond and their
reactions. It is important because it is the study of life and all of the chemical reactions
related to life. Several careers apply an understanding of Organic Chemistry, such as Doctors,
Veterinarians, Dentists, Pharmacologists, Chemical Engineers, And Chemists. Organic
Chemistry plays a part in the development of common household chemicals, foods, plastics,
drugs, fuels (Helmenstine, 2017). It is the study of carbon compounds, which extends to
understanding chemical reactions in living organisms and products that are derived from
them.

Organic Chemistry is that study of chemical compounds containing a minimum of one

bond between an atom of a chemical compound and a metal. It combines aspects of Inorganic
Chemistry and Organic Chemistry. Organic compounds are the compounds obtained from
living organisms. All organic compounds must have elements of carbon and hydrogen; Along
with carbon and hydrogen, Organic compounds can have elements nitrogen, oxygen,
halogens, Sulphur, phosphorous, etc. (Omics online, 2018). The variety of Organic
compounds arise due to the unique properties of carbon (Catenation, Formation of single,
double or triple bond, Ease of combination with H2, O2, N2 & halogens). Organic Chemistry
is the study of organic compounds. The carbon atoms combine with other elements in several
ways through special bonds like covalent bonds to form many compounds which have a
strong influence on the nature, and specific behavior, and properties can be applied to
Medical, Health, Industrial and Commercial Fields. The domain of Organic Chemistry has
witnessed a steady increase with the emergence of medical and other disciplines. There is a
huge need to disseminate the findings in the best manner through an accessible medium for
Researchers, Academicians, Laboratory Personnel, Chemists, Druggists, And Pathologists
alike.

Examples of Organic Chemistry in everyday life include:

a) the treatments used on seeds,

b) pesticides to protect crops,
c) nutritional value of plants, and
d) reactions to make products from plants.
e) polymers which include nylon, acrylic, PVC, polycarbonate, cellulose, and
polyethylene.
 f) petrochemicals like gasoline, plastics, detergents, dyes, food additives, natural gas,
and medicines.
g) and Detergents made by the saponification reaction.
h) perfumes from a flower or a lab.
i) cosmetic products to address skin problems and enhance beauty.

In Organic Chemistry we get to experience the interaction between Carbon and

Hydrogen. We see how they bond, to form simple and complex compounds which however it
comes about can be useful to man. The nomenclature of these compounds follows a few
simple rules which according to the International Union of Pure and Applied Chemistry
(IUPAC) relates the name of the compound with its molecular structure. Every name consists
of a root, a suffix (-ane for alkanes, -ene for alkenes, -yne for alkynes and so on,) as many
prefixes as necessary (cyclo- for cyclic compounds. Etc.). Aliphatic Organic compounds –
compounds whose molecules are composed of chains of carbon atoms (Ababio, 2010), can be
named by taking the longest continuous chain as the root hydro carbon and name it according
to the number of carbon atoms it contains, adding the appropriate suffix to indicate the
principal substituent group, number the carbon atoms in the root hydrocarbon from the end
which will give the lowest number to the suffix, and them the prefix. Indicate the other
substituents by prefixes preceded by numbers to show their positions on the carbon chain.
Name alphabetically when you have two different alkyl groups as substituents.

2.4. The Concept of Laboratory

Oghifo (2012), lamented on the falling standard of the teaching of science subjects,
particularly Chemistry in the country, and blamed the trend on the non-accreditation of
science teachers and inadequate or non-existent utilization of adequate practical teaching
aids, such as laboratories.

Nbina (2013) defined the Science Laboratory is an instructional facility used by the
Science teacher to help the students learn about science and how the scientist investigates the
world around them. The Laboratory is an integral part of science teaching. It is a place for
scientific investigations. In the teaching of Physics, Chemistry, Biology, Integrated Science,
etc., the laboratory occupies a significant role. As separate Sciences make special demands of
their own, special laboratories for the various subjects are required.
 The Laboratory provides students opportunities to interact directly with the material
world. One common goal of laboratory is to give students experience using the tools of
science, whether to increase their appreciation of what scientists do and how they do it, or to
prepare students to do actual work in a laboratory (whether commercial, academic, or in a
health environment). In the laboratory, the student can be taught more readily to be
discriminating in observation, to evaluate evidence or data, and to sense the importance of
care and skill in the taking of measurements.

Some common facilities and equipment that should be found in a laboratory in which
modern Organic Chemistry is undertaken as recommended by Nbina (2013) include:

i. Air handling equipment – is essential to protect the laboratory from being

contaminated with dust, pollution and any other air-borne contaminant. It is
sometimes called a “fume cupboard”.
ii. Autoclave – used for carrying out sterilization by steam
iii. Balances – a two-piece balance is indispensable, and a four-piece balance needs to
be available for small work
iv. Beakers – narrow glass tubes with a smooth flat bottom meant for holding
chemical mixtures. They are usually fragile and come in varied sizes and shapes;
and thus, need beaker holders or clamps to stabilize them after they have been
filled or mixed together to keep them from tipping over. These holders or clamps
are made out of wood.
v. Bench kit equipment’s – Spatulas, Magnetic followers, Syringe needles, Syringe
with metal luer lock, Thermometers, Pasteur pipettes, Vials
vi. Burette – used for necessary precise volumes. In chemical analysis, it is used for
titration.
vii. Bunsen burner – used to heat things. They can produce three distinct types of
flames. A cool flame (yellow or orange in colour) which is never used to heat
anything but to show that the Bunsen burner is on. It heats up to about 300
degrees Celsius. A medium flame (blue in colour) heats up to 500 degrees Celsius
and is difficult to see in a well-lit room. It is mostly used for heating things. The
roaring blue flame is characterized as the hottest flame it has a light blue triangle
and makes noise when it is going. It heats up to 700 degrees Celsius.
viii. Calorimeter – device used in measuring changes in internal energy by keeping the
volume of the apparatus constant
 ix. Centrifuge – instrument designed to produce a centrifugal force far greater than
the earth’s gravity by spinning the sample about a central axis.
x. Chromatographic equipment
xi. Clinical thermometer – for taking temperature readings of a substance
xii. Crucibles – used to heat small quantities to very high temperatures
xiii. Distillation apparatus – this consists of a heated flask that allows vapours to
escape upon evaporation. Instead of allowing these gases to escape to the air, the
vapours flow past a temperature gauge and into a condenser tube that is angled
downward.

A condenser tube is any tube that is made to lower the temperature of a gas flowing
within it. Here the gases re-condense and are collected at the bottom of the tube in another
vessel allowing portions of a fluid to be separated from the whole solution. The temperature
gauge is to control the temperature at which the original solution is held, usually the boiling
point of the compound to be extracted.

xiv. Erlenmeyer flask – used to heat and store liquids. its advantage is that the bottom is
wider than the top, so it will heat quicker because of the greater surface area exposed
to the heat.
xv. Evaporating dish – is a glazed porcelain vessel used to heat and consequently
evaporate liquids. In this way experiments can increase a liquids concentration. The
dish is relatively shallow and features a lip to facilitate pouring the liquids.
xvi. Flasks – made of glass and are used for heating and mixing chemicals. They come in
diverse types and sizes. Some have round bottom usually used in heating. They are
secured with clamps on a stand, others are flat bottomed and still others are conical.
xvii. Fridge and/or freezer – should be provided to store chemicals, and this should never
be used for food storage.
xviii. Funnel – used to target liquids into any container so they will not get lost or spilled
xix. Graduated cylinder – is a relatively slim glass or plastic cylinder used specifically
for calibrating beakers or measuring a liquids volume. They come in a variety of
sizes such as 10ml, 25ml, 50ml, 100ml, 500ml, and 1000ml. measurements are
usually taken by viewing the lower minuscule i.e. lowest point of the convex dip that
the liquid in the cylinder makes.
xx. Incubator – used to provide a suitable temperature and environment for incubation
xxi. Inert gases- a constant supply of dry inert gas (usually argon and nitrogen) is now
essential in an Organic Chemistry lab. Whether on tap or supplied from cylinders.
xxii. Laboratory furnace – used to heat materials and samples that require heat testing on
a maintained elevated temperature.
xxiii. Micro spatula – commonly called spatula is used for moving lesser amounts of solid
or semi solid from place to place.
xxiv. Monocular microscope – used in magnifying objects using two lenses (an eyepiece
lens and objective lens)
xxv. Mortar and pestle – to crush solids into powders for experiments usually to better
dissolve the solids
xxvi. pH meters – used to analyse the pH of fluids and solids to see if they are acidic,
basic or neutral.
xxvii. Pipettes – used to measure and transport volumes of liquid. A very common type is
the piston driven air displacement pipette used to create a vacuum to draw liquid up
into it to make it easy for transport. Also used for titration.
xxviii. Refluxing apparatus - is used to heat a flask in much the same way as the
distillation apparatus. However, for a refluxing apparatus the condenser tube is
placed vertically and made to let the condensate run back into the reaction vessel.
Quite often the condensing tube will be two concentric tubes of glass with water
running in-between. Refluxing allows reactions to occur at temperatures that would
otherwise cause all the reactant to evaporate before the reaction is complete.
xxix. Ring stands – used to hold items being heated. Clamps or rings can be used to place
items above the laboratory table for heating by Bunsen burners.
xxx. Rotary evaporators- these are perhaps the most heavily used pieces of equipment in
an organic research lab.
xxxi. Separatory apparatus – a type of funnel that can be sealed at both ends. It is used to
separate liquids of different polarities
xxxii. Solvent stills – two basic types of solvent still are found in the lab, one is for
distillation of solvents for routine use and the other is for distillation of ultra-dry
solvents for carrying out reactions under dry conditions.
xxxiii. Stir rods – to stir things, usually made of glass
xxxiv. Test tubes – relatively slim glass vessel with a rounded bottom designed to
hold small quantities of chemicals and feature a flare lip to make pouring easier.
They can hold solid or liquid chemicals used to perform small chemical reactions.
 xxxv. Test tube brush – used to easily clean the inside of a test tube
xxxvi. Test tube holder – used to hold test tubes when they are hot and untouchable.
xxxvii. Test tube rack – used to hold test tubes while reactions are occurring in them
or when they are not needed.
xxxviii. Thermostat -used to regulate temperature automatically. And to activate a
device when the temperature reaches a certain point.
xxxix. Tongs – used to hold many different things such as flasks, crucibles and
evaporating dishes when they are hot.
xl. Triangle – is used to hold crucibles when they are being heated. They usually sit on
a ring stand.
xli. Volumetric flask – used to measure a specific volume
xlii. Watch glass – used to hold solids when being weighed or transported. They should
never be heated.
xliii. Water bath – for boiling and heating solutions

2.5. Availability of Chemistry Laboratory Facilities for Teaching Organic

Chemistry
Researchers like (Nwosu 1993, 1998, 2000, Agusioba 1994, Soyibo, 1986 and Bassey 2002)
as cited in Ugwuoke (2017) stated that there are inadequate facilities for the teaching of
science subjects in public secondary schools in Nigeria. They further stated that where there
are little facilities at all, they are not usually in good condition while the few ones that are in
good condition are not enough to go around those who need them. This poses a great
challenge to government on the need to raise the funding needs of schools where Science
subjects such as Chemistry are being affected. This is because where materials are not
available in large quantity to meet the demand, effective teaching of Organic Chemistry
which is also part or branch of Chemistry that makes Chemistry to be the queen of all the
Sciences becomes very difficult (Agusiobo,1998 and Okafor 2002). In this case, only but the
highly creative, resourceful, committed and dedicated teachers can use resort to
improvisation of scarce facilities. It is only teachers who possess the qualities listed above
that can venture into the costly enterprise of improvisation.

(Bajah, 1991) posits that professionally trained teachers ought to have desirable
professional attitudes which predispose them to instill through teaching and modeling,
attitudinal changes in their students. They can accomplish this by embarking on
improvisation of scarce facilities. Improvisation has generally been defined as the use of
substitute equipment where the real equipment is not available, he believes that when
teachers are encouraged to adventurism and develop basic skills and knowledge in planning,
designing and producing teaching and learning and learning materials and are also motivated
to produce the materials as a regular part of their teaching, they will readily appreciate the
need to use materials as necessary and part of their instructional task. They will also
gradually develop a positive attitude towards using materials creatively and imaginatively in
teaching and learning activities.

2.6. Utilization of Chemistry Laboratories Facilities for Teaching

Organic Chemistry.
The process of managing and organizing resources for teaching and learning is referred to as
resource utilization (Lewin 2000) Resources utilization has to do with the extent to when
facilities are provided to schools, these are three possibilities, they are either used effective or
inefficiently or they may remain unused. When item of equipment is maximally used such as
equipment is effectively utilized. If the equipment is not maximally used it can be said to be
underutilized. When there is so much pressure on the use of an equipment this may result to
over utilization which could lead to breakdown of such item of equipment.

Teaching with the aid of learning facilities improves the quality of teaching and make
learning content meaningful. According to Ihiegbulem (2006) resource materials utilization
during practices lessons inculcates in the students the spirit of careful observation,
manipulative skills, respective thinking and creativity in the learners, Lewin (2000) however
reported that Science facilities are only important when they are used. Similarly, Awoniyo
(1999) reported that the availability of resource input into the education system has no value
for achieving educational objectives if they are not actually utilized.

One of the major problems facing the teaching and learning of science according to
Ogunleye, (2003) is connected with the management of available resources, movement of
resources requires the Science teacher himself be resourceful and creative and be careful in
handling and using available facilities are handled cautiously especially the fragile ones. This
is necessary because once the facilities are misused, they cannot offer the best service
required.

Writing on laboratory facilities and utilization in correlation to Chemistry students

learning outcomes. Okafor (1983) stated that much emphasis is being placed on examination
to the neglect of practical knowledge gained in the laboratory. The author further pointed out
that available laboratory facilities are not being utilized by teachers and students. Other
researchers as cited in Ugwuoke, (2017) which indicates little or non-use of resource by
teachers in the classroom even when such are available include Nwosu (1993), Agusiobo,
(1994) and Nwosu (2000). Non-use of classroom resources has led to deficient performance
of students in science subjects, especially Chemistry, Nwosu (1986) amongst others. The
major issue is that Science in general and Organic Chemistry in particular cannot be
effectively taught and learned without adequate utilization of Chemistry laboratory facilities
by the Science teachers and students.

On the other hand, use of laboratory facilities in teaching Organic Chemistry in

secondary school depends on the teacher perception of the materials and they vary from one
teacher to another. In our classroom today, diverse types and classes of teachers exists,
namely

a. Qualified teachers
b. Expert or experienced teachers
c. Novice (beginning) teacher; and
d. Postulant/auxiliary teacher.

Nwosu (1999) defined these different classes or types as follows:

A qualified teacher worth his salt does not only support knowledge, but also create effective
relationship and understanding between himself and the students as well as other members of
the teaching vocation and who displays a high knowledge of teaching, including socio-
cultural, political, physical and the intellectual aspect of teaching and the world around him.
Helps his students to develop their natural abilities by creating the necessary environment
that will help them, stimulate, challenge an emotionally in the art of learning and doing.

An expert or an experienced teacher is a professional teacher who combines subject

matter expertise with sound pedagogical training.

A novice (beginning) teacher is one who is qualified but without professional

experience. They are characterized by obsolete teacher-centered approaches which in most
cases centered on teaching method at the exclusion of guided discovery and demonstration
method which are activity-based.

A postulant/auxiliary teacher is subject oriented while the expert is child-centered in

orientation. All these show that it is the responsibility of the teacher to facilitate learning by
creating the ideal situation for the child to discover things for himself. The noble question
now is do our Chemistry teachers possess this ability.

According to Nwosu (1993,2000). Okafor (2000) where there is improvement on our

Chemistry teacher’s level of resources utilization through special training there was a
simultaneous gain on students’ achievement, while the teacher’s attained increased level of
resources utilization and a significant change in the classroom teaching behaviors with
special reference to social interaction, questioning technique and problem-solving abilities.
Also, the students gain was equally noticed as information acquisition retention and process
skills improved qualitatively too. This implies that the Chemistry teacher must be resourceful
in their classroom use of available laboratory facilities for teaching Organic Chemistry.

2.7. Factors that Militate Against the Availability and Utilization of

Laboratory Facilities for the Teaching of Organic Chemistry.
Many factors affect the availability of laboratory facilities for teaching Organic Chemistry in
secondary schools, according to Ugwuoke (2017). Some of these factors as identified by the
researchers include:

i. Inadequate funding
ii. Political factor
iii. Lack of trained personnel
iv. Insecurity
v. Transportation problem

2.7.1. Inadequate Funding:

Finance is required for the provision of laboratory facilities. A financial constraint arises from
under-estimation of programs, over-estimation of anticipated financial resources or over
reliance on external assistance by Nigerian government. (Akube 1990 in Onuigbo and
Abdullahi 2008 as cited in Ugwuoke, 2017). They maintained that any project without
adequate finance can be frustrating and lead to non-accomplishment of the goals because the
allocation to Science (Chemistry) education by both federal and state government in their
budget is grossly inadequate.

The WAEC Chief Examiner’s report on Chemistry May/June 2004 noted that,
generally, candidate performance was poor compared to previous years. The mean for the
paper was 20 as against 26 for May/June 2003 WAEC /SSCE, while the standard deviation
was 9.6 as against 10.34 for May/June WAEC/SSCE he further stated that this could be
attributed to poor exposure of candidate to pay good attention to the study of Chemistry.
Adequate finance aid in procurement of laboratory facilities. Government should allocate
enough money towards secondary education during budget implementation to improve
Science learning. Parent Teacher’s Association on their own parts should assist the
government in funding of education mostly in provision of laboratory facilities to improve
the understanding of Chemistry especially Organic Chemistry.

2.7.2. Political Factor

Politics plays a very vital role in making available laboratory facilities. According to
Kosemani (1995) and Lawal (2004) cited in Abdulrahman (2014) opined that the type of
leadership in a country, his vision, interest and agenda for his people, the type of
administration he wants to run, the program of his party through which he becomes leader
among other things to a greater extent determine the national system of a country’s education.
Politics greatly influence the availability of laboratory facilities in schools. It is in this note
that Ugwuoke (2017) cited Elder and Adedibu (2006) idea that acquiring facilities for
Chemistry teaching as a responsibility of the teacher is often seen as an opportunity for the
teacher to enrich himself, hence the ugly polities involved. Political instabilities affect or
hinder the availability of laboratory facilities. Therefore, teachers and principals should not
involve in politics to ensure appropriate supply of laboratory equipment and materials to their
schools.

2.7.3 Lack of Trained personnel:

This is one of the greatest factors that contribute negatively to the supply of laboratory
equipment, Inadequate trained personnel like teacher’s laboratory technicians, assistant and
attendant’s inadequate knowledge on these people in the school hinder the availability of
laboratory facilities. This is because the usage of the laboratory facilities/equipment will
enhance the students understanding and promote teaching and learning of Organic Chemistry.

2.7.4 Transportation Problem:

This has assumed to be the most constraints to the supply of laboratory facilities. Bad road
can prevent the available facilities to be supplied to the required schools. Survey has shown
that many precious resources are squandered in the purchase of equipment, too complicated
for student to use and too advanced for him to understand the squandered of this equipment is
as a result of bad roads. Some are vandalized by thieves, stolen by criminals, laboratory
equipment enhances learner retention. Effective transportation of science equipment
promotes Science education.

2.7.5 Insecurity:
Whenever Chemistry (Organic Chemistry) facilities are to be supplied to any school, the
major factor to be considered is how effectively will these equipment’s be secured?
Government and Parent Teachers Association (PTA) may make a provision for some of these
facilities but the major problem lies on the usage, security, adequate protection of these
laboratory equipment’s, the environment of a place or a community may affect the making of
available of laboratory facilities. In this case, if the school within these communities is not
appropriately secured, the ministry of education will ignore or delay in supplying laboratory
facilities.

2.8. Factors that Militate Against the Effective Utilization of Available

Chemistry Laboratory Facilities
In a related study (Hamidu, Ibrahim, & Mohammed, 2014) the use of the laboratory method
in teaching Science has become a dogma among science educators and teachers. On one
hand, they extolled the importance of the use of the laboratory method in science teaching
while on the other hand, they only pay "lip service" to its use in practice. Science teachers do
not usually find it convenient to make laboratory work the centre of their instruction. They
usually complain of lack of materials and equipment to carry out practical work. At the same
time, it is possible that some of these materials and equipment may be locked up in the school
laboratory store without teachers being aware of their existence. The conditions under which
many teachers function do not engender any enthusiasm to use the laboratory method of
teaching Science even where they know that these materials and equipment are available.
Class size in urban schools is getting larger and this does not usually encourage teachers to
use the laboratory method to teach Science. In some states of the country, teachers go for
months without salary owing to shortage of funds. Science teachers who fall in this category
cannot reasonably be expected to give off their best to their students. Higher institutions in
Nigeria charged with the responsibility of training Science teachers at all levels, are
increasingly turning out teachers without requisite laboratory experience. A common reason
usually given is shortage of laboratory facilities. Such trained Science teachers usually lack
the necessary confidence to conduct practical classes with their students. It is only
accreditation exercises that are improving this situation in Colleges of Education and
Universities at present. Such governments seem to have given up on their capacity to equip
all school laboratories. They have therefore resorted to designating selected schools as
"Science schools" that they equipped with their meagre resources.

Ugwuoke, (2017) highlights a number of reasons that have been advanced by

researchers (Nwosu, 1993, 2000), Eule and Chukwu (2000) and Bassey (2001) on why use of
available facilities for Chemistry teaching has not been effective. The factors include:

i. Incompetency of Chemistry teachers

ii. Lack of commitment of Chemistry teachers
iii. Defective training given to Chemistry teachers
iv. Large class size resulting to high teacher/student’s ration
v. Problem of untrained laboratory staff
vi. Inadequate funding

Adeyemi (2006) as cited in Angela and Kehinde, (2016)., concluded from her studies
that practical work was difficult to organize as a result of lack of apparatus. The shortage of
laboratory facilities could have serious implication on the quality of school output.

2.8.1. Strategies to Improve the Usability and Availability of Chemistry Laboratory

Facilities for Teaching Organic Chemistry
The present need and trend in Chemistry teaching and learning requires that the following
measures should be adopted to make a way forward:

a) Every school authority in the federation should ensure the introduction of effective
Chemistry teaching society in their schools and membership be made to all
Chemistry teachers. The society should constantly focus on effective handling
production and utilization of facilities in Chemistry teaching and learning.
b) When the above is adequately taken care of this will encourage greater impetus on
continuous in services refresher courses on- the job training of Chemistry teachers in
skills training on competence in resource s utilization through teacher education
clinics which will be adequately equipped in terms of human and material resources
and located in every school where Chemistry is taught and learned.
c) All Chemistry teacher should be mandated to belong to the Science Teacher
Association of Nigeria (STAN) so that they will have the opportunity to attend
symposia, seminars, workshops and conferences on a regular basis to enable them
teach Chemistry more effectively
 d) To avoid the ugly effects of inadequate resources in our Chemistry classroom,
resources centers should be established in each Local Education District (LED)
across the federation. Also, there must be a continuous education of Chemistry
teachers about the existence of resources center in most LED where they can either
go on their own or along with their schools do not have materials for their effective
teaching.
e) Each state government should make it mandatory for all companies in her domain to
give certain percentage of their annual profit towards the improvement of Chemistry
teaching in her secondary school.
f) The federal government should take decisive steps concerning the inflated cost of
text books. This she can do by evolving a policy that would recommend drastic
reduction on import duties on printing materials and thus encourage our seasoned
academics to write books with the content drawn from local examples at prices
affordable to the teachers and students.
g) Provision of proper security for equipment’s in the laboratory by school authorities.
h) Rehabilitation of road leading to schools most especially schools that is in rural
areas.
i) Teachers and principals should not involve in politics ensuring appropriate supply
laboratory equipment and materials to their schools.

2.9. Related Review

In a study investigated by Arokoyu and Charles-ogan (2017) on the availability and
utilization of laboratory kits for practical teaching of mathematics in Chemistry in Ahoada
West local government area of Rivers State. The population of the study was all public senior
secondary I (SS1) Chemistry students in Ahoada West education zone of Rivers State.
Guided by Four research questions the result revealed that the availability and utilization of
laboratory kits in the sampled senior secondary schools were inadequate. Based on the result,
it was recommended that the government at all levels of education should endeavor to make
adequate provision of laboratory kits for the practical teaching of mathematics in Chemistry,
besides Chemistry teachers, should ensure that students are introduced to the use of the few
available apparatuses during practical classes.

In another study conducted by Omiko (2015), aimed at investigation of the roles of

the laboratory in students’ academic achievement in Chemistry in the secondary schools of
the 3 Education Zones in Ebonyi State of Nigeria. After the data was collated from ten
secondary schools and analysed, the results showed that the use of the laboratory helps to:
develop scientific attitudes in the students towards the learning of Chemistry especially
practical, develop scientific skills for problem solving in students among others. Based on the
findings, the following recommendations were made: Chemistry should be taught in the
laboratory, government should build and equip the Science laboratories, employ more
qualified Chemistry teachers in the secondary system.

Again, Abudu, Banjoko and Gbadamosi., (2015) Carried out a study to examine the
availability and utilization of laboratory resources and achievement of students in Senior
Secondary School Chemistry. Participants were 120 SS III students and five Chemistry
teachers in the selected Secondary Schools in Ijebu Ode Local Government Area of Ogun
State. The result obtained revealed that most Secondary Schools do not have adequate
resources for Chemistry instruction and the few available resources are not properly utilized
for Chemistry instructions in schools. This has a strong influence on their academic
achievement in the subject. The researcher therefore concluded that when Chemistry teachers
made used of laboratory resources adequately and presenting his teaching in a less abstract
manner, the achievement of students in the subject will improved exponentially and this will
increase the number of students that will apply to science related courses in higher
institutions. Thereby leading to the attainment of scientific and technological advancement of
the state and the Nation at large. Based on this, it was strongly recommended that Student
should be encouraged to fully involve in the practical class activities so that the teaching and
learning of Chemistry will real and effective not only for passing an examination but for the
acquisition of skills that will be needed in future. Government and other stakeholders in
education should also assist in ensuring that adequate facilities for teaching and learning of
Chemistry in our Senior Secondary Schools are provided and that Chemistry teachers should
always make requisition for the materials needed and ensure proper utilization of the
materials for Chemistry teaching.

2.10. Summary of Literature Reviewed

Having reviewed the available literatures within researcher’s reach that either had direct or
indirect relationship with the extent of availability and usability of Chemistry laboratory
facilities for teaching Organic Chemistry. A conceptual review on availability and usability
of Chemistry laboratory facilities has brought to light that without laboratory facilities the
organic part of Chemistry may not be fully understood by science students. Using of
available Chemistry laboratory facilities is the center of teaching and learning in Chemistry
and it also helps to develop students understanding of scientific processes and concepts, in
summary, this information will help the Science education community to focus on better
usability of available laboratory facilities or improvise were it is not available while waiting
on the government or NGO’s to assist in making available these resources not forgetting the
factors that militate its use such as inadequate training and an assessment regime that might
facilitate change.
 CHAPTER THREEE
METHODOLOGY

This Chapter is made of the following sub-headings: Research design, Area of study, Sample
and sampling procedure, Population of the study, Instrument for data collection, Validation of
instrument, Method of data collection and method of data analysis.

3.1 Research Design

In this study, a descriptive research design was used to find out the availability and usability
of Chemistry laboratory facilities for teaching Organic Chemistry in Senior Secondary
School in Port Harcourt Local Government Area of Rivers State. The data collected for this
study was analyzed in its natural setting.

3.2 Area of the Study

The research study was conducted in Port Harcourt Local Government Area of Rivers State
situated 52 kilometers (32 miles) southeast of Ahoada and about 40 kilometers (25 miles)
northwest of Bori. It is bounded to the south by Okrika, to the east by Eleme, to the north by
Obio-Akpor and to the west by Degema. It has a total size of 109 square kilometers (42 sq.
miles). Port Harcourt local government area is included in the Greater Port Harcourt region.
The research covered five (5) randomly selected senior secondary schools in the following
Towns, urban communities and neighborhoods:

Abuloma, Amadi Ama, Borokiri, D-line, Diobu, Eagle Island, Elekahia, New GRA, Nkpogu,
Nkpolu Oroworukwo, Ogbunabali, Old GRA, Old Port Harcourt Township, Oroabali,
Oroada, Orochiri, Orogbum, Orolozu, Oromeruezimgbu, Oroworukwo, Oromineke, Rebisi,
Rumukalagbor, Rumuobiekwe, Rumuwoji, Tere-Ama, Trans-Amadi, Okuru-Ama.

3.3 Population of the Study

The population of the study comprised all laboratory resources for teaching Organic
Chemistry, Organic Chemistry Students in the Senior Secondary School III in 5 randomly
selected secondary schools in Port Harcourt Local Government Area of Rivers State.

3.4 Sample and sampling Technique

The Port Harcourt Local Government Area of Rivers State has 71 approved secondary
schools, of which 5 secondary schools were randomly sampled through simple random
sampling technique. Senior Secondary School Chemistry Students in SS3 from each of the
sample schools formed the sample for this work.

3.5 Instrument for Data Collection

The statistical instrument used for the data collection by the researcher was the observation
checklist and Questionnaire named Availability of Chemistry Laboratory Facilities for
Teaching of Organic Chemistry (AUCLFTOC)

The observation checklist consisted of 67 items, made up of 6 different parts:

Breakables, Non-Breakables (Permanent Wares), Non-Breakable (Perishable Wares), Solid
Chemicals, Liquid Chemicals.

The AUCLFTOC questionnaire, was made up of two sections, a, and b. Section A

with 9 items was designed to find out the extent of use of available Chemistry laboratory
facilities by students. Section B with 10 items was designed to find out the challenges facing
the availability and usability of Chemistry laboratory facilities. The questionnaire was
designed in tabular form. The rating point of the Section A was based on high extent, medium
extent, low extent and not at all. And Section B was based on Strongly Agree, Agree,
Disagree, Strongly Disagree. In total, the overall item was 19.

3.6 Validation of the Instrument

The instrument was construct and content validated by an Expert in Chemistry Department,
Federal University, Otueke; who was given the topic, research questions, scope along with
the instrument. Corrections were made based on her recommendations which were taken into
consideration while producing the final copy of the questionnaire.

3.7 Method of Data Collection

The researcher obtained permission from authorities of the selected schools for the study
before the instrument was administered. The instruments were distributed accordingly to
respondents in the selected schools personally by the researchers. All the questionnaires that
were administered were returned.

3.8 Reliability of the Instrument

The reliability of the instrument was determined using test re-test method on 10 respondents
from Obio-Akpor Local Government Area. The reliability coefficient of 0.84 was obtained
using Pearson’s product moment correlation for the questionnaire.
3.9 Method of Data Analysis
All data was collected and analyzed using mean and percentage. The percentage was used to
analyze research question one (1) while mean was used to analyze research question two (2)
and three (3) to determine the degree of percentage agreement or disagreement in each of the
questionnaire, four-point rating scale was adopted with numerical values attached as:

Strongly Agree (SA) High Extent (HE) 4

Agree (A) Moderate Extent (ME) 3

Disagree (D) Low Extent (LE) 2

Strongly Disagree (SD) Not At all (NA) 1

εfx 4+3+ 2+1

Mean ( x )= = =2.5
εf 4

N 100
Percentage( %)= x
TN 1

Where;

N=¿ number of respondents per statement

TN=¿ Total number of respondents per statement

The percentage score of 50 was the average, therefore any question that was up to
50% and above of the entire respondent is upheld; and that which is less than 50% is
withdrawn.

The decision rule for this study is that any percentage score from 50% and above
signifies Yes, below 50% Signifies No for research question one (1) while the mean score
from 2.5 and above stands for high extent and mean score below 2.5 stand for low extent for
research question two (2) and that for research question three (3) is that the mean score
between 2.5 and above stands for agree and mean score below 2.5 stands for disagree.
 CHAPTER FOUR
ANALYSIS AND RESULTS

This chapter deals with the presentation and analysis of the results obtained by the
researchers from the instrument which was administered.

4.1 Research Questions I

To what extent are Chemistry Laboratory Facilities available in the Senior Secondary Schools
in Port Harcourt L.G.A.?

Table 4.1 percentage on the extent of availability of Chemistry lab facilities

% %AVAILABLE
% NOT BUT NOT
S/NO ITEMS AVAILABLE AVAILABLE FUNCTIONAL
.
Breakables
1. Pipettes 100 - -
2. Burette 100 - -
3. Test tubes 100 - -
4. Flasks 100 - -
5. Distillation apparatus 80 20 -
6. Separatory Funnel 60 40 -
7. Graduated Cylinders 100 - -
8. Beakers 100 - -
9. Liebig Condensers 60 20 20
10. Petri dish 100 - -
11. Gas jar 60 20 20
12. Indicator bottles 100 - -
13. Reagent bottles 100 - -
14. Thermometer (0c-38c) 100 - -
15. Thermometers (110oc- 100 - -
o
100 c)
16. Weighing bottles 80 20 -
17. Dropping pipette 100 - -
18. Mortar and pestle 40 60 -
19. Stir rods 100 - -

Non-Breakables
(Permanent Wares)
20. Burette brushes 80 20 -
21. First aid box (container) 20 80 -
22. Molecular models - 100 -
23. Retort stands 100 - -
24. Retort clamps 100 - -
25. Spatula 100 - -
26. Test tube brushes 100 - -
27. Test tube racks 100 - -
28. Test tube holders 100 - -
29. Sand buckets 40 60 -
30. Tripod stands 100 - -
31. Wash bottles 100 - -
32. Wire gauze 100 - -
33. Water baths 40 60 -
34. Fume cupboards - 100 -
35. Bunsen burner 100 - -

Non-Breakable
(Perishable Wares)
36. Filter papers 100 - -
37. First aid box (content) 20 80 -
38. Fire extinguisher (Co2) 60 40 -
39. Litmus papers 80 20 -
40. Cotton wool 60 40 -
41. Fire blanket 20 80 -
42. Chromatography paper 60 40 -

Solid Chemicals
43. Ammonium chloride 100 - -
44. Calcium 60 40 -
45. Calcium chloride 100 - -
46. Calcium oxide 100 - -
47. Calcium trioxocarbonate 80 20 -
(iv)
48. Iodine 100 - -
49. Methyl orange indicator 100 - -
50. Phenolphthalein 100 - -
51. Sodium 40 60 -
52. Sodium hydroxide 100 - -
53. Sodium chloride 100 - -
54. Porcelain 60 40 -
55. Sodium trioxonitrate (v) 60 40 -

Liquid Chemicals
56. Acetic/ethanoic acid 100 - -
57. Aqueous ammonia 100 - -
58. Diethyl ether (EtO2) 40 60 -
59. Calcium hydroxide 80 20 -
60. Ethanol 100 - -
61. Methanol 40 60 -
62. Hydrochloric acid 100 - -
63. Methylated spirit 60 40 -
64. Trioxonitrate (v) acid 100 - -
65. Mercury 20 80 -
66. Oxalic acid 40 60 -
 67. Tetraoxosulphate (iv) acid 100 - -

Table 4.1 shows that majority of the Chemistry laboratory facilities were available in
most of the schools and the percentage of such facilities is between 50% and above which
signifies its availability while in some school Chemistry laboratory some of the facilities and
the percentage of such facilities is below 50%. These include the fume cupboards, molecular
models, mortar and pestle, first aid box, water baths and so on.

In summary based on the above, it can be observed that most of the schools have the
Chemistry laboratory facilities highly available.

4.2. Research Question II

Are Chemistry Laboratory Facilities available for teaching of Organic Chemistry in Senior
Secondary Schools in Port Harcourt Local Government Area?

Table 4.2 Percentage response on the Availability of lab facilities for teaching Organic
Chemistry
Schools % Available % Not % Available
Available but not
functional
Tantua 83.3 16.7 -
Excel 74.2 22.7 3.0
GSS 87.9 12.1 -
CCC 81.8 18.2 -
Amadi 63.6 34.8 -

From table 4.2 above, many laboratory facilities required for the teaching of Organic
Chemistry were more than 50% available, the few that were unavailable were below 50%, it
is interesting that only about 3.0% of the facilities were available but not functional.

In summary based on the above results, lab facilities for teaching Organic Chemistry are
available

4.3. Research Question III

What is the extent of use of Laboratory Facilities by Chemistry teachers and students in the
Senior Secondary Schools?
Table 4.3 Mean results on the extent of use of lab facilities for teaching Organic
Chemistry
S/No ITEMS HE ME LE NA Mea Remark
. (4) (3) (2) (1) n
1. What is the extent of use of the 7 17 12 11 47 114 2.43 Low
Chemistry laboratory facilities extent
for teaching of Organic
Chemistry?
2. To what extent are Practical in 9 16 13 9 47 119 2.53 High
Organic Chemistry performed extent
before external examination?
3. Teachers use improvised 5 19 12 11 47 112 2.40 Low
materials to teach Organic extent
Chemistry in senior secondary
school?
4. I can skillfully manipulate the 6 22 10 9 47 119 2.53 High
facilities available in the extent
Chemistry laboratory
5. I can test for the properties of 1 9 14 23 47 82 1.74 Low
each fraction of crude oil extent
6. From the re-distillation of 1 8 7 31 47 73 1.55 Low
heavy oil fraction, I can extent
prepare medicinal paraffin
7. With the aid of Chemistry lab 4 6 8 29 47 79 1.68 Low
resources, I can fractionally extent
distil crude oil
8. Regular use of Chemistry 11 9 8 19 47 106 2.25 Low
laboratory facilities has helped extent
me to be familiar with the
structures of some organic
compounds

From table 4.3 above, it can be observed that the mean score of respondents for item 2
and 4 is 2.5 respectively which is high extent, this implies that the extent at which Organic
Chemistry is taught in senior secondary school is high. In the same table II, it can also be
observed that the mean score for item 1, 3, 5 to 8 below 2.5 which is low extent. This implies
that the extent at which Chemistry laboratory facilities are used for teaching Organic
Chemistry by teachers in secondary schools and the extent at which teachers use improvised
materials to teach Organic Chemistry in senior secondary school is low. Also, that most
students cannot carry out simple lab experiments in Organic Chemistry.

4.4. Research Question IV

What are the challenges facing the availability and usability of Laboratory Facilities for the
teaching of Organic Chemistry?
Table 4.4 Mean results on the challenges facing availability and usability of lab facilities

for teaching Organic Chemistry.

S/N ITEMS SA A D SD Total Mean Remark
(4) (3) (2) (1)
1. School laboratory has been 5 5 14 23 47 86 1.83 Disagree
vandalized by thieves due to
insecurity
2. We have adequately trained 15 21 6 5 47 140 2.98 Agree
qualified personnel in our school
Chemistry laboratory
3. Available equipment is 10 28 5 4 47 138 2.94 Agree
functional
4. Chemistry teachers lack the 2 3 19 7 47 62 1.32 Disagree
knowledge on how to use the
equipment in the laboratory
5. Students do not have interest in 7 14 19 7 47 115 2.45 Disagree
Organic Chemistry
6. We are satisfied with the 4 4 17 22 47 84 1.79 Disagree
number and quality of
laboratory equipment supplied
in our school
7. We do not have good access 3 3 9 32 47 71 1.51 Disagree
road to our school and therefore
our equipment was destroyed
during their supply to the school
8. Chemistry teachers do attend 8 21 13 5 47 126 2.68 Agree
seminar/workshop
9. Available equipment is not 13 26 3 5 47 141 3.00 Agree
difficult to operate
10. Students are careless when 9 17 11 10 47 119 2.53 Agree
handling laboratory facilities

In table 4.4. Above, it can be observed that some schools have adequately trained
qualified personnel, available laboratory facilities are not functional, Chemistry teachers do
attend seminar/workshop and available facilities are not difficult to operate, students are
careless when handling lab facilities. This is because the mean score of respondents to these
questions is between 2.5 and above which is agree and strongly agree. In this same one can
be observed that majority of the school labs were not vandalized by thieves due to insecurity,
Chemistry teachers do not lack knowledge of how to use the facilities and equipment
available, students have interests in Organic Chemistry, Schools are not satisfied with the
number and quality of laboratory equipment for teaching Organic Chemistry supplied to
schools and that most schools do not have access road to their school. The mean score of the
respondents to the question is below 2.5 which is disagree and strongly disagree.
 CHAPTER FIVE
CONCLUSION AND RECOMMENDATION

This chapter will be discussed under the following sub-heading;

i. Discussion
ii. Conclusion
iii. Implication of the finds
iv. Recommendation
v. Summary
vi. Limitation of the study
vii. Suggestion for further studies

5.1. Discussion:
5.1.1. What extent are Chemistry Laboratory Facilities available in the Senior
Secondary Schools in Port Harcourt L.G.A. of Rivers State?
The response to this question can be observed in table1. which was taken care of by the five
schools showed that some of the schools in Port Harcourt Local Government Area of Rivers
State, do not have some necessary laboratory facilities such as the fume cupboards, molecular
models, mortar and pestle, first aid box, water baths, porcelain and so on. The percentage of
the extent at which the above-mentioned laboratory facilities are available is between 0% to
40% which is low extent while some schools have other facilities that are available.

5.1.2. Are Chemistry Laboratory Facilities available for teaching of Organic

Chemistry in Senior Secondary Schools in Port Harcourt Local Government Area?
The Table 2. Analyzed earlier, which showed that lab facilities available to a high extent for
teaching Organic Chemistry in senior secondary schools. However, unavailability of some
other facilities albeit to a low extent discourages the regular use of the laboratory to carry out
any work in the lab. If these facilities are not made available for the teachers and students,
there will be less motivation to carry-out any lab-work in Organic Chemistry and this will
significantly hamper the teaching/learning process and will reduce the rate of efficiency in
the subject area.
5.1.3. What is the extent of use of Laboratory Facilities by Chemistry teachers and
students in the Senior Secondary Schools?
Organic Chemistry is taught in senior secondary school to a high extent; however, the
Chemistry laboratory facilities are not used for the teaching of this subject by teachers in
senior secondary school to a high extent, the extent at which practical in Organic Chemistry
are performed before external examination is high and finally teachers used improvised
materials to teach Organic Chemistry at low extent. Hence students sit for the Chemistry
examination without adequate preparation in terms of proper understanding of Organic
Chemistry. They cannot even apply little knowledge gotten from the theoretical aspect of the
Organic Chemistry in everyday life because as we have seen they never had the opportunity
to see Organic Chemistry come to life in the lab.

5.1.4. What are the challenges facing the Availability and Usability of Laboratory
Facilities for the teaching of Organic Chemistry?
The analysis from table IV showed that many factors hinder the availability and usability of
Chemistry laboratory facilities. As seen in the table, some schools have adequately trained
qualified personnel, available laboratory facilities are functional, Chemistry teachers do
attend seminar/workshop and available facilities are not difficult to operate, students are
careless when handling lab facilities. it can also be observed that majority of the school labs
were not vandalized by thieves due to insecurity, Chemistry teachers do not lack knowledge
of how to use the facilities and equipment available, students have interests in Organic
Chemistry, Schools are not satisfied with the number and quality of laboratory equipment for
teaching Organic Chemistry supplied to schools and that most schools do not have access
road to their school.

5.2. Conclusion
Based on the analysis and discussion, the following conclusions were drawn:

i. Chemistry laboratory in some senior secondary schools are available to a medium

extent for teaching Organic Chemistry.
ii. Chemistry teacher do not utilize the available laboratory facilities in teaching
Organic Chemistry and neither do the students.
iii. There are many factors that that hinders the availability and utilization of Chemistry
laboratory facilities for teaching Chemistry.
5.3. Implications of the Finding
The study has shown that many secondary schools have Chemistry laboratory. It has also
been observed that teachers do not make use of the availably laboratory facilities in teaching
the student Organic Chemistry as pointed out by researcher, teachers teach Organic
Chemistry as an abstract knowledge without practical work, they only give attention to
Organic Chemistry some days before the external examination and also many factors affects
and usability of Chemistry laboratory facilities in teaching students of senior secondary
schools Organic Chemistry, therefore the implication of the finding is that if there are
provisions for Chemistry laboratories with well-equipped facilities to teach Organic
Chemistry, then the teachers should ensure that these facilities are well utilized to avoid
passing on only abstract knowledge to the students. This will enable the students to be better
prepared on their own to sit for any external examination otherwise we see that It will
dampen the students’ interest in Organic Chemistry thereby reducing the enrollment for
Chemistry in the university. It also leads to non-achievement of the new Chemistry core-
curriculum. Finally, it also is also one of the reasons for the observed poor performance of
student in Chemistry at senior secondary school examination and in the long run. Class room
teachers and school administrators should as a matter of urgency sit up because Chemistry is
a practical oriented subject.

5.4. Recommendations
Based on the findings of the study and to solve these problems mentioned above, the
researcher made the following recommendation:

i. The government should promote Science and technology by providing Chemistry

laboratories with all materials that can help in teaching Organic Chemistry in all
secondary schools and regularly inspect to make sure that these facilities are still
functional.
ii. The senior secondary scheme of work should be reviewed, and more interest should
be put into the practical aspect of Organic Chemistry in Senior Secondary Schools.
iii. Chemistry teachers should develop the spirit of professionalism to utilize the
available laboratory facilities in teaching Organic Chemistry.
iv. Science teacher’s remuneration should be greatly enhanced, this is to motivate and
retain teachers.
 v. An inventory of all the functional and non-functional facilities should be kept
ensuring that they are always made available when they run short of such items in
the lab.
vi. Supervision of Chemistry education should be more intense.
vii. Schools should source for funds from organization like P.T.A., NGO’s and so on
viii. attendants should be professional ones who will be made to undergo in service
training.
ix. schools should focus more on making the students-who are the future of tomorrow
to be competent in whatever they do rather than only to pass examination.
x. If the Teachers, ensure that the students can stand on their own before external
examinations it will reduce the rate of malpractice in examinations

5.5. Summary
The study found that most laboratory facilities required for teaching Organic Chemistry in
senior secondary schools of Port Harcourt Local Government Area is low. The Teachers do
not use available Chemistry laboratory facilities in teaching students Organic Chemistry
many factors like teachers not having adequate knowledge on how to operate these laboratory
facilities and many others mentioned in the analysis could have led to this.

5.6. Limitations of the study

The study had great short comings such as shortage of current literature, fake responses from
respondents and few schools were covered by the researchers due to financial constraints and
time factors.

5.7. Suggestion for Further Studies

The researchers felt that this research work should not be considered conclusive therefore
they suggest that more work should be carried out in fields like Biology and Physics since the
importance of availability and usability of laboratory facilities cannot be over emphasized. A
research study should be carried out on the assessment of laboratory facilities and materials
using a checking list method in Chemistry.
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