IMPACT OF LABORATORY FACILITIES ON SENIOR SECONDARY SCHOOLS STUDENTS ACADEMIC ACHIEVEMENT IN CHEMISTRY IN YOLA NORTH LGA

This study was carried out to examine the impact of laboratory facilities on senior secondary school students’ academic performance in chemistry. Specifically, the study examined the availability and use of laboratory facilities in schools, investigated the frequency of students’ engagement in laboratory activities, explored whether exposure to laboratory activities improves academic performance, and determined whether such exposure develops specific attitudes towards learning chemistry. The study employed a survey descriptive research design. A total of 141 responses were validated. The study adopted the Cognitive Learning theory. From the responses obtained and analysed, the findings revealed that the extent of availability of laboratories in secondary schools is very high, though most are not adequately equipped. Furthermore, the findings revealed that exposure to laboratory activities frequently in schools is high. The findings also revealed that exposure of students to laboratory activities will improve their academic performance. The study recommends that schools should endeavour to have well‑equipped laboratories, and students should be frequently exposed to laboratory activities. More so, laboratories should be made open and accessible to both teachers and students.