A STUDY OF THE AVAILABILITY AND USE OF EQUIPMENT IN SCIENCE LABORATORY IN SECONDARY SCHOOLS A CASE STUDY OF MABHUBNAGAR

A STUDY OF THE AVAILABILITY AND USE OF
EQUIPMENT IN SCIENCE LABORATORY IN SECONDARY
sCHOOLS: A CASE STUDY OF MABHUBNAGAR
Thesis submitted for the award of
Master Degree Education
By
SANJA DEVI
ROLL N0: 100118709038
M.Ed (2018-2020)
Under the Guidance of
Dr. D. Dharma Teja Veayfi
PPA
322470
Assistant Professor
DEPARTMENT OF EDUCATION
Osmania University, Hyderabad
500007

Date 31/12e
DECLARATION
I hereby declare that the research work embodied in the project entitled A
STUDY OF THE AVAILABILITY AND USE OF EQUIPMENT IN
SCIENCE LABORATORY IN SECONDARY SCHOOLS: A CASE STUDY
OF MABHUBNAGAR is carried out by me, in the partial fulfillment of the
requirements for the award of degree of Master of Education under the supervisor
of Dr. D. Dharma Teja, Department of Education and submitted to University
College of Education, Osmania University Hyderabad.
I solemnly declare that the work is original and this project work either in
part or full is not submitted to any other university or institute for the award of any
degree.
an de
2020
Signature
Date: 31/12/2020
Place: Hyderabad
SANJA DEVI
R o l l n o : 1 0 0 1 1 8 7 0 9 0 3 8

Date:
CERTIFICATE
This is certified that the dissertation work entitled" A STUDY OF THE
AVAILABILITY AND USE OF EQUIPMENT IN SCIENCE
LABORATORY IN SECONDARY SCHOOLS: A CASE STUDY OF
MABHUBNAGAR" submitted to Osmania University, Hyderabad. In partial|
fulfillment of the requirements for the award of degree of Master of Education.
This has been successfully carried out by SANJA DEVI, Reg.No: 100118709038
during the academic year 2019-20 under my personal guidance and supervision in
the Department of Education, University College of Education, Osmania
University, Hyderabad.
Date:
Place: HYDERABAD.
SupervisO
AR 3 1 2 o u
Internal Fxaminer
Head ofthe Department
External Examiner
3 1 | 2 2 0 9 0

ACKNOWLEDGEMENTS
My sincere thanks for Prof. A Ramakrishna, Principal, UCE, Prof T.Mrunalini, Dr. Shanaz
Begum, Dr. Ravindranath K. Murthy, Dr. P Shankar, Dr.J.Lalith, Dr.B Sujatha, Dr. D.
Sunitha, Dr. G. Durgesham, Dr. J.Krishniah, Dr.B.Baghyamma, Dr.G.Madhukar for all
their support and encouragement in completing my project and also for helping me all through
my course.
I would like to express my sincere thanks to Dr. D. Dharma Teja, Assistant Professor
Department of Education, UCE, Osmania University my internal guide for his kind guidance
and support extended for completion of this project, also thankful to all the other faculty
members of UNIVERSITY COLLEGE OF Education for supporting me in all my deeds
during my curriculum.
I also extended my thanks to my family member for their continuous support and
motivation they have bestowed the completion of this project.
And I am extremely thankful for all those people who have helped completion of this
project.

CONTENTS
Sl.No Particulars
Page Numbers
From To
1 CHAPTER-1: Conceptual frame work on Science
laboratories
01 16
1.1 Introduction 1 3
1.2 Nature of Science 3 4
1.3 Significance of the Study 4 5
1.4 Objective 5 6
1.5 Data and methodology used 6 7
1.6 Inclusion of Science As School Subject 7 11
1.7 Benefits of Doing Practical Work 11 12
1.8 Brief History of Science Education In India 12 13
1.9 Methods of Teaching Science 13 14
1.10 The Research Questions 15 15
1.11 Hypotheses of The Study 15 16
1.12 Scope of the Study 16 16
2 CHAPTER-2 REVIEW OF RELATED LITERATURE
17 27
2.1 Studies Conducted Abroad 17 20
2.2 Review Paper on Science Education In Foreign Countries 20 21
2.3 Studies Conducted In India 21 26

2.4 Conclusion 26 27
3 CHAPTER III- STUDY AREA 28 32
3.2 Location & Geographical Area 30 30
3.3 Topography 30 30
3.4 Availability of Minerals 30 31
3.5 Forest 31 31
3.6 Climate 31 32
4 Chapter IV- SCIENCE FRAMEWORK 33 40
4.2 Rules and Regulations for Affiliation of Science Courses at
Different Levels of Education
33 34
4.3 Rules with Regard to Infrastructure, Equipment, Teaching
aids, etc for Science Education at the Secondary Stage:
34 34
4.4 Rules with Regard to Infrastructure, Equipment, Teaching
aids, etc for Science Education at the Higher Secondary Stage
34 34
4.5 The Purpose of the Laboratory 35 37
4.6 Importance of Advanced Science Laboratory Equipment in
Schools
37 38
4.7 Integration of Labs into the Science Program 38 40
4.8 Assessment 40 40
5 CHAPTER- V: ANALYSIS OF DATA 41 51
5.2 Schools Studied 43 45
5.3 Question wise analysis 45 50

5.4 Importance of science Education 50 51
6 CHAPTER VI- RECOMMENDATIONS AND
CONCLUSION
52 54
6.2 Recommendations 53 53
6.3 Conclusion 53 54
REFERENCES 55 64
Appendix I : Questionnaire 65 66

A STUDY OF THE AVAILABILITY AND USE OF
EQUIPMENT IN SCIENCE LABORATORY IN SECONDARY
SCHOOLS: A CASE STUDY OF MABHUBNAGAR
ABSTRACT
Science as a subject in the school curriculum is beyond doubt a necessity as it imparts knowledge of
certain established facts and laws that enhance the overall development of every being in complete
consciousness of his life as well as his surroundings. Science is the sum of all experience gained by
human hitherto. Such experiences are interpreted in the light of past experience and information. To
ensure students effectiveness in learning, theoretical lessons in science should be followed by
practicals in the laboratory, so that they understand well the concept taught. This study was undertaken
with an objective to compare the utilization of science laboratories by students and teachers of
government and private higher secondary school. The present study aimed to explore the availability
and utilization of a science laboratory for the teaching and learning of science. The study adopted
descriptive survey methodology and random sampling. The instruments used for the study were
questionnaires for teachers. The study’s findings revealed in most participating schools; there were no
separate science laboratories. It was also found that many teachers faced difficulties when conducting
science activities due to the large number of students in each class as well as inadequate equipment
and materials. The findings highlight that as there was no assessment of science laboratory practical
activities, these activities did not contribute directly to the measurement of students’ academic
performance in science. The study suggested that governments should support laboratory practical
activities in science as a part of assessment and specifically for this study’s context takes immediate
steps to set up science laboratories in all schools for the effective teaching and learning of science.
Keywords: school science; secondary school science; science teaching; science laboratory`

CHAPTER-1
CONCEPTUAL
FRAME WORK ON
SCIENCE
LABORATORIES

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1.1 INTRODUCTION
We are living in a fast changing world of science and technology. Science is playing a dominant
part in bringing these rapid changes. Now it has provided a springboard for all the progress of
human beings and is able to conquer time and distance with its support. The advanced
technologies have sought to explore many possibilities of affording more effective and
responsible methods of providing sustenance and comforts to living beings. Thus supremacy of
science has been established in every walk of life and it can be said that science is the sum of all
experience gained by human hithero. Such experiences are interpreted in the light of past
experience and information. The proper analysis of the experiences on the basis of earlier
knowledge leads us to the construction of new knowledge and every piece of knowledge thus
constructed is for further enquiry. Thus science becomes vital for human progress and
knowledge of basic science is critical to individual development. It has been recognized and the
Kothari Commission (1964- 66) recommended that science should be taught on a compulsory
basis to all the pupils as a part of general education during the first ten years of schooling and
special courses offered in the higher secondary stages to those who are willing to take up science
subjects for their further studies. Now it is considered as a universal subject in the school
curriculum and it is beyond doubt that it is a necessity as it imparts knowledge of certain
established facts and laws that enhance the overall development of every being in complete
consciousness of his/her life as well as his surroundings
Education is generally considered one of the basic needs of human beings. Science has been
characterized as a body of knowledge evolved by scientists while science education builds on the
knowledge and skills acquired by the learners so that students can understand scientific
principles, laws, and theories. The emphasis on teaching and learning of science is on ensuring

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that teachers not only teach the processes of science but also enable sensory learners to learn
scientific concepts. By this, the “hands” and “minds” of leaners must be on scientific activities
such that learners will be able to learn actively and thereby participate in knowledge construction
(Ausubel, 1963).
The science laboratory has a direct effect on both students’ attitudes and academic performance
as per the instructional theory of learning interaction. It is generally believed that constant
practice leads to proficiency in what the learner learns during classroom instruction; hence, the
dictum “practice makes perfect” (Hager, 1974). The quality of teaching and learning experience
depends on the extent of the adequacy of laboratory facilities in secondary schools and the
teacher’s effectiveness in the use of laboratory facilities with the aim of facilitating and
providing meaningful learning experiences in the learners. Investigating the relationship between
adequacy and academic performance in chemistry, Akpan (2006) examined the adequacy of
laboratory facilities using frequency counts and percentages. Lagoke (1997) examined the
adequate use of laboratory facilities during science instruction helps to develop values that aid
the learners in decision-making. Okeke’s (1995) study also examined the adequacy of laboratory
facilities and academic performance in basic sciences. This study revealed that the adequacy of
laboratory facilities had no significant relationship with students’ academic performance in basic
science.
The laboratory is a distinctive feature in science teaching and learning. The extent of adequacy of
laboratory facilities for science teaching depends on the population of students in a particular
school (Hofstein and Ginetta, 1998, Stuckey 2013). I would argue that for students to learn
effectively, teachers should ensure that adequate laboratory facilities are provided. It should be

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noted that in Indian schools it is normal for the teacher and student ratio to be 1:40. What is the
affect, if any, of this teacher to student ratio on the teaching and learning process?
Academic performance depicts the level of educational attainment of an individual. It
differentiates one with high knowledge content from others with lower and lesser competency in
academic performance (Eshiet, 1996). The adequacy of laboratory facilities has been reported to
have a significant effect on the students’ academic performance in chemistry (Okafor, 2000).
However, a study on the influence of the adequacy of laboratory facilities and academic
performance in chemistry found that adequacy had a significant influence on students’ academic
performance in secondary school chemistry teaching (Aburime, 2004).
Now it is a matter of competency and the efficiency of the teachers to utilize the facilities
available to conduct the experiments and make students understand the concept more clear and to
create more interest in science subjects in the mind of young people that help in developing
skilled and competent scientists and to assure the country of a great future.
The study is concerned about the utilization of science laboratories, therefore one should
understand what, why and how science is and its importance in education.
1.2 NATURE OF SCIENCE
According to Oxford dictionary (1990) Science is a branch of knowledge conducted on objective
principle, involving the systematized observation and experiment with phenomena p.1081.
Science Columbia Encyclopedia (1963) defines science as, “Accumulated and systematized
learning in general usage restricted to natural phenomena. The progress of science is marked not
only by an accumulation of fact, but by the emergence of scientific method and of the scientific
attitude”. p. 1990 Science is characterized as body of knowledge obtained by scientists. However
science is dynamic in nature. The dynamic nature of science constantly urges the rearrangement

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of existing knowledge in the light of latest explorations and discoveries. Understanding the
dynamic nature of science would enable a student to put his knowledge to better use in every
walk of his life. The academic values of these subjects are to be determined by measuring how
far these subjects enable the students to develop their capacities to the maximum. It generally
comes under two heads Science as a product and science as a process, science as a product to the
individual corresponds to the importance of the quantum of information at the disposal of the
individual. Science as a process disciplines the mind of pupil and sharpens their intellect. It
contributes to rationalistic thinking, maturity in outlook and broadness of heart; prevent rash
conclusions and biased judgements, and above all it develops in the pupil a peculiar way of
approaching and solving problems which is unique to science. Before going to the process
approach, one should understand the importance of science in the school curriculum
1.3 SIGNIFICANCE OF THE STUDY
One of the prime aims of the Government of India is the Universalization of Secondary
Education (USE), which has resulted in large-scale expenditures in terms of additional schools,
classrooms, teachers, and laboratory facilities needed to meet the challenges of providing quality
21st century education (National Council of Educational Research and Training [NCERT, n.d.]).
I would argue that any course in science does not show its excellence until it is related to
practical work. As, stated, laboratory practical activities, stimulate and motivate students to learn
more about science. Student engagement in laboratory courses has shown positive impact on
students’ achievement in science. A laboratory activity is a way of allowing students to learn
with understanding and at the same time engages in a process of constructing knowledge by
doing science. In a laboratory activity, students work individually or in small groups on a
question, problem, or hypothesis. This hands-on process uses materials of science to construct

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their own explanation of the scientific phenomena. The distinction between laboratory and
traditional classroom learning is that activities are students centered, with students actively
engaged in hands-on and minds-on activities using laboratory techniques (Lazarowitz and Tamir,
1994). India’s National Curriculum Framework (NCF) (NCERT, 2005a) observed that schools,
particularly those in rural areas, should be equipped with laboratories or equipment for science
and mathematical activities. The absence of such facilities drastically narrows subject options for
children, denying them equal opportunities for learning and future life chances. While
elementary schools can benefit from a science and mathematics corner, secondary schools
require well-equipped laboratories. The position paper brought out by NCERT on teaching of
science (NCERT, 2005b) suggested a 2-fold approach to deal with the problem: (i) Encourage
practical/technological/ creative components of the curriculum through nonformal channels and
(ii) introduce some carefully designed experiments or technology-based questions in the
theoretical paper itself. The NCF (2005) also suggested that schools have well-equipped
laboratories, libraries, and access to computers, were essential, and all efforts must be made to
ensure that schools and junior colleges are well equipped with such resources. To achieve USE,
the Government of India launched the Rashtriya Madhyamik Shiksha Abhiyan (RMSA)
programme. Under the RMSA framework, importance has been given to schools to establish
laboratories as a part of the strengthening of academic infrastructural facilities. As such, there is
a need to identify the importance of laboratories and their utilization in government secondary
schools.
1.4 OBJECTIVE OF STUDY
The present study has been undertaken to identify the laboratory facilities in the selected
government secondary schools and their utilization with the following objectives:

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I. To identify the availability of laboratory facilities for teaching of science in Mahbubnagar
area
II. To study the utilization of available laboratory facilities in teaching of a science in study
area
III. To study the effect of utilization of laboratory facilities on students’ achievement in
science study area
1.5 DATA AND METHODLOGY USED
For the present study, taking into account the objectives and feasibility of the method of the
study, survey as a technique was considered most appropriate. The technique selected for the
present study is the Stratified random sampling because it is method or device which ensures
representativeness in selecting a sample from a population composed of subgroups or strata of
different size, so that a representative sample contains individuals drawn from each category or
stratum according to the size of the subgroups.
Both primary and secondary data was used in this research.
Primary data:-
 The sample of the study was based on stratified random sampling.
 Sample for the study includes 20 teachers.
Ten (10) each from government school and private school
 The data was collected through telephonic questionnaire method.
 The questionnaire consists of 15 questions related to laboratory facilities, lab
equipments,demonstrations,etc
Secondary data was collected from books, journals, government reports, authentic websites, etc.

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Tools are means of collecting certain type of data or evidence or information for interpretation
and to explore new fields. In the present study the following tools were used
 Questionnaire for students (Appendix I) ( Constructed by the researcher )
The collected data is quantified in the form of counts, test scores responses to questionnaires.
These are analyzed and interpreted with the help of appropriate statistical techniques.
1.6 INCLUSION OF SCIENCE AS SCHOOL SUBJECT
Science has been given a core place in the school curriculum because of some special values to
the individual as well as the society. It can be broadly classified under two heads.
a) Social
b) Individual
a) The science helps the society in the following ways:-
i. Science for scientific outlook: - “The old attitude of submission to the curses which
necessarily afflicted human existence gave away to a doctrine of attack. Poverty,
disease, famine, war, political tyranny, oppression and exploitation of the weak,
ignorance, superstition, intolerance … existed in the world not because God willed
them but because men allowed them to be. All (of these) might be greatly lessened
through the use of agencies of scientific control of nature and by the application of
man‟s intelligence and good will to the reorganization and reconstruction of social
institutions” Reisner,( Burnett, p.65) Jawaharlal Nehru (1946) once said that “It is
science alone that can solve the problems of hunger and poverty, of insanitation and
malnutrition, of literacy and obscurantism of superstition and deadening customs of
rigid traditions and blind belief, of vast resources going to waste of a rich country
inhabited by starving millions.”

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ii. Science for Agriculture: The adoption of a science based technology brings about
rapid and desirable changes in agriculture.
iii. Science for economic development: It is the pre-requisite of economic development.
Within the last decade or so, developments in Science and Technology have shot sky
high.
iv. Science for modernization: - In this era, everyone is expected to possess basic
knowledge and skills to adapt to the environmental patterns and variations, and aid in
the overall development of a nation, keeping intact all the ethics, values and
sentiments. The society in general should have a scientific mindedness. This is
achieved if science is taught more as a process than as a product and necessary training
in scientific thinking is provided from the very beginning.
v. Science for democracy: Qualities that a good democracy needs could be instilled
through the study of Science. The capacity for clear thinking and receptivity to new
ideas, intellectual integrity, service to mankind, and respect for others‟ point of view
are few of the many lessons of science. Science being both informative and
disciplinary, urges an individual to look forward and develop a scientific outlook and
attitude.
vi. Vocation -The practicality of science necessitates the use of specialized employees,
specifically trained for science based vocation in industry, research and teaching. Thus
a vocational justification is possible by the study of science and expected to play an
important role in the later years of students‟ life and future of the country as well.
a. Science helps the individual in the following ways: -

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Individuals vary in their intelligence, capacities and ambitions. Science can justify its place in
the curriculum only when it produces important changes in pupil‟s way of thinking, in their
habits of action and in the values they assign to what they have and what they do Walter (1964,
p. 21.)
i. Intellectual value: The study of science modifies intellectual power and improves
thinking and reasoning in pupil. It has given them a real insight about themselves and the
things around them. It has sharpened their intellect and made them intellectually honest,
critical observers. American Association for the Advancement of Science in (1958) stated
that the primary goal of education should be intellectual development of an individual.
ii. Utilitarian value: Science has bought a remarkable progress in medicine and surgery,
agriculture, industry and other modern facilities of our life.
iii. Vocational value: The society is a complicated institution with so many systems to
maintain like the transport system, communication system, production system, food
supply system etc. All these require specially skilled and trained personnel for their
successful function. A study of science if properly done gives ample scope for
employment in various fields, hence solving the problems of unemployment. At school
level, science hobbies help the students later on for productive work in their future
careers.
iv. Moral value: Science develops three basic facts, “Truth, goodness and beauty” Science
is an activity where truthfulness is necessary for getting success. Science is a search for
truth in a truthful manner.
v. Psychological Value: „The principles of learning by doing „activity method‟ and
learning by concrete observations are primary things in psychology.

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vi. Training in scientific method: Science helps the students to attack the problem
according to definite procedure. It is a chain of procedures used with the purpose of
getting a particular result of a problem in hand or to achieve a particular aim Scientific
method involves the following steps
a) Making an accurate survey of the problem.
b) Setting up the method of attacking the problem
c) Collection of data
d) Drawing conclusions from the collected data
vii. Aesthetic value: Henry Pioncare stated that the “actual solution of the problem interests
them much less than the beauty of the method by which they found the solution”.
According to Keat‟s “Truth is beauty” Science seeks after truth and hence science deals
with beauty too. Moreover science is an art and every man of science is an artist. (Kohli,
p.21)
viii. Cultural value: Science is progressive. The history of scientific discoveries, the
adventures of scientists, their style of living, places science in the highest rank of
humanistic studies. According to the statement in Rethinking Science Education Year
Book “If science is to be pursued with full vigour and zest and is to become a mighty
force in the Indian renaissance, it must derive its nourishment from our cultural and
spiritual heritage and not by pass it, science must become integral part of our cultural and
8 spiritual heritage. Society wants its cultural heritage to be assimilated, improved upon
and transmitted to the next generation”. Any course of study should help this purpose.
ix. Development of Scientific Attitudes: It involves open-mindedness, suspended
judgment, critical observation, freedom from superstitions and false beliefs etc. This type

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of attitude once developed in the pupil proves to be useful in the later stages of life. Co-
curricular activities in science like science club, hobbies club, scientific society, chemical
society, photography club, scientific excursion, making of scientific models, organizing
science fairs and science exhibitions, improvising scientific apparatus, maintaining
aquarium etc. should be effectively organized and pupil should be given sufficient
freedom to plan their activities. Indirectly the students will be inculcating some desirable
attitudes in them.
x. Development of Scientific aptitude: - Scientific aptitude refers to the set of abilities,
essential for acquiring scientific knowledge and skills specific to an area of performance.
Science should develop certain abilities in the pupil, such as ability to
i) use scientific technology,
ii) improvise and manipulate scientific instruments,
iii) collect suitable data from relevant sources,
iv) interpret given data,
v) organize science fairs and science club activities. Giving students ample
chances for these activities may develop scientific knowledge and aptitude
in them.
1.7 BENEFITS OF DOING PRACTICAL WORK
The benefits pupils are expected to get by doing practical work are:-
a. Experiencing the reality of science: by doing the experiments in the science laboratories.
b. Motivation- Students by doing experiments are motivated to know more wonders of the
nature.

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c. Develop intellectual honesty- Practical works helps the students in reporting about the
things and events without bias, which promotes intellectual honesty among students.
d. Development of scientific Attitude- laboratory work has a built in value of developing
scientific attitude and scientific temper.
e. Satisfy basic urges of curiosity- Validity of the concepts learnt by the student can be
tested by experimentation and hence satisfy basic human desire of knowledge, how and
why of things.
f. Development of good habits- as a result of doing practical work the students learns many
good habits like resourcefulness, initiative, co- operation etc.
g. Handling objects – By doing experiments students learn how to handle and operate things
(apparatus, equipments etc.) thus developing manipulative skills.
h. Training for adjustment in modern life – When students know elementary things about
electricity, electronics, sanitation, electrolysis etc they depend less on others for minor
repairs at their life situation. According to Haxely “The great end of life is not knowledge
but action”
i. Learning by doing – The students get opportunities to participate actively in the teaching
learning process, thus helping them in adjusting to the day to day life.
j. Scientific knowledge and scientific aptitude– Practical work helps in acquiring scientific
knowledge and aptitude, and also develops problem solving skills which are the main
objectives of teaching of science now a days. Therefore maximum utilization of laboratory
for practical work is a must for developing the above qualities in students
1.8 BRIEF HISTORY OF SCIENCE EDUCATION IN INDIA

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The development of science education in India depended on the development of the western
Science education. In the West, science had no place in the school curriculum till the end of the
18th century. Towards the close of the nineteenth century Prof. H.E. Armstrong of London
Institute Central technical College advocated the Discovery Approach in science Teaching‟.
The First World War made people realize the importance of the scientific knowledge. The
„Thomson Report‟ and later the „Norwood Report added impetus to Science Education in
England. The Education Act of 1914 emphasized science teaching. What happened in England
in Science Education began to influence Science Education in India, but it all happened at a
much slower pace. The Reviews of the Government of India (1877 – 92) brought to light how
science teaching in India was deplorably defective. There was practically little expansion of
Science and Education between 1905 –1917. Science as a compulsory subject was taught in
few schools during 1902. The outbreak of the First World War further impeded the progress of
science education. But there was expansion in Secondary Education and with the report of
Calcutta University Commission; Intermediate Colleges in Arts, Science, Medicine and
Engineering came into being.
1.9 METHODS OF TEACHING SCIENCE
A number of methods and technique have been devised from time to time to make the teaching
of science real and effective. Some of these methods are:-
 Lecture method- This is the most dominant method today and is liked by most
teachers. Though it is economical, it does not help in achieving main objectives of
science teaching.
 Lecture Demonstration Method- It includes the merits of lecture method and
demonstration method. The teacher explains while performing the demonstration. This

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is 19 in accordance with the maxim of teaching “from concrete to abstract”. The pupils
are active participants in the teaching learning process.
 Heuristic method- It involves the true spirit of science which is discovery, original
investigation and inductive approach. The method is formative rather than informative.
It develops intelligent thinking and independent reasoning and leads pupil to discover
scientific principles.
 Project method- It is suitable in elementary classes and nature study can be efficiently
taught by this method. It promotes co-operative activity and group interaction. As a
result of these socially desirable habits like tolerance, self dependence, thinking for
common cause etc are fostered.
 Assignment Method: This method is the embodiment of both lecture demonstration
method and the individual laboratory work by the pupils. It brings harmonious
combination between theory and practicals as both go side by side. It depends upon
well draw- up assignment. Two types of assignments are i) Home assignment and ii)
School assignment. In home assignment pupil consult the referred book and prepare
theoretically for the second part that is school assignment. School assignment includes
performing of experiments by the pupil. Within a science course, the term practical
work may be taken to include any activity involving student in real situations using
genuine materials and properly working equipment. In many of the physical and
biological science, practical works take place in a laboratory and thus is often known
as laboratory work. Optimum conditions are not completely necessary to implement
science programme. Although a good laboratory facility is certainly advantageous and
desirable in higher secondary schools.

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1.10 THE RESEARCH QUESTIONS
In the backdrop of a) the review of related literature of the study b) the insights gained through
teaching experiences of the researcher and from the pilot study, the study has to examine the
following research questions:
i. Are the prevailing science laboratory facilities adequate in higher secondary
school for students and teachers?
ii. Are there any difference in the extent of utilization of available science lab.
facilities by students of government and private higher secondary school?
iii. What are the difficulties confronted for utilizing science laboratory facilities by
students and teachers?
iv. Are there In - service programmes that help teachers to utilize science laboratory
activities better?
1.11 HYPOTHESES OF THE STUDY
Based on the theoretical and practical aspects of science subjects in higher secondary schools and
the objectives framed for the study, the following hypotheses are framed, this would help to
interpret the findings of the study with respects to the research questions and objectives of the
study.
i. There is significant difference in the adequacy of prevailing science laboratory facilities
for students in government and private higher secondary schools.
ii. There is significant difference between the extent of utilization of science laboratories by
students in government and private higher secondary schools.

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iii. There is significant difference between the students in difficulties confronted with the
extent of utilization of science laboratories of government and private higher secondary
school.
iv. There is significant difference between urban and rural higher secondary students in their
extent of utilization of science laboratory activities.
1.12 SCOPE OF THE STUDY
It is presumed that the problem under investigation is very appropriate and essential for
improving the present teaching strategy of science in secondary stage. The study proposes to
identify the existing laboratory facilities and its utilization for the conduct of practical work.
Through this study, the researcher intends to compare the available laboratory facilities and the
extent of utilization of science laboratories by the students and teachers of government and
private higher secondary school in the district of Mahbubnagar in Telangana. It is envisaged that
the study will help in improving the strategies formulated for utilizing the laboratories in senior
science curriculum

CHAPTER- II
REVIEW OF
RELATED
LITERATURE

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REVIEW OF RELATED LITERATURE
This chapter represents review of the previous related literature, analysis of the related study and
short summary of the related study under investigation. The following review of research studies
throw light on adequacy of science laboratory facilities and its utilization for teaching science in
India as well as abroad.
2.1 STUDIES CONDUCTED ABROAD
The study by Glasson (1986) focused to compare the effect of „hands on‟ verses teacher
demonstration instruction methods on science achievement in relation to student cognitive
reasoning ability. The result indicated that students in the „hands on group‟ achieved
significantly better results on the computational word problem than in the teacher‟s
demonstration group.
Bajracharya (1986) conducted a study of science education in the secondary schools of Nepal
with a view to evolve a functional model for improving the science education. The findings of
the study were that the existing curricular objectives general as well as specific of the secondary
science curriculum were unsystematic and insufficient. The objectives of the science education
were not achieved as there was no practical work in the curriculum for the pupils, the existing
curriculum content of grades IX and X was theory oriented and far from the pupils‟ daily lives .
It was found that the techniques of teaching science which were practiced in most of the schools
were traditional. The only teaching aid used in the classroom for teaching science was the black
board and chalk. Some methods such as discovery method and free choice activity method were
not known to many teachers. It was found that the prescribed text book contained inappropriate
topics and diagrams. It reflected only reading skill and did not provide for practical skill and
concept development. Science teachers expressed that the provided time was not enough for
demonstration and other activities. It has been found that teaching in most of the school was very

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dry. There was no interaction between students and teachers which could help pupils to develop
their interest in and attitudes towards science learning.
Hodson (1990) took a critical look at practical work as practiced in many schools and states that
the laboratory activities relating to learning scientific concepts, understanding science and
acquiring scientific attitudes influence the learning outcomes, However he claims that practical
work practiced in many schools in many countries is illconceived confused, and unproductive,
and has not yet been successful in achieving the goals of science education
Sylvia (1991) in her study explained the student achievements at various levels. The students
were informed about the various criteria used for assessing them internally. The findings of the
study point out towards the fact that if the students have got a sound understanding and
knowledge about the system of internal assessment, they will behave and react positively.
Orehowsky, Walter (1999) in their study found that the effect of laboratory based instruction
and assessment on student‟s attitudes towards the laboratory experience and achievement in
chemistry at the high school level. Sample of the study were drawn from a diverse, urban
population. The objectives of the study was to investigate the effects of laboratory based
instruction and assessment on acquisition of chemical facts and principles, attitudes towards
laboratory experiences and attitudes towards science among high school chemistry students. A
quasi- experimental, pre test – post test research design was used in which eight intact chemistry
classes at two academic high schools served as sample. It is suggested that the use of laboratory
experiences to drive classroom instructions produced more positive student outcome in the areas
of student achievement and attitudes when it compared to traditional approaches.
Thair and Treaugust (1999) have found out the various reasons for students‟ poor content-
knowledge, a lack of pedagogical knowledge, inconsistent beliefs and understanding of teaching

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and learning physics, shortage of science teachers, large classes, lack of practical work and
laboratory equipment, poor quality of text books, an examination dominated education system, a
lack of activity based teaching and poor learning resources or poor academic environment.
Lombardo (2000) explored certain factors and skills that have effect on laboratory centered
inquiry- focused science instruction. Results indicates that science teachers agree that access to
laboratory facilities, safety equipment and laboratory instruments are most important to be able
to effectively carry out instruction that is laboratory centered and inquiry focused.
Aiyelabegan (2003) identified attitude approach of students and teachers to physics; it was
found that inadequacy of the practical equipment, unconducive environment and lack of
qualified hands to handle the practical work as factors affecting student performance in physics
subject.
Annemarie Hattingh (2007) studied some factors influencing the quality of practical work in
science class rooms. In her case study she found that there was no relationship between
availability of resources and the level of practical work performed, school had four laboratories
but did zero practical work and the kits boxes found unpacked. In the implication she writes
“doing of practical work is not significantly dependent on whether teachers have physical
resource (laboratories, science apparatus or portable laboratory station). It seems that those who
are motivated to do practical work will find ways to do even in the most poorly resourced
schools. Conversely those who are not motivated will not do practical work even when they have
access to the best of resources”.
Adeyemi T O (2008) indicated from his study that science laboratory had significant
relationship with the quality of output. Secondary schools having three laboratories in science
subjects performed best in the examinations. It was found from the study that inadequate

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provision of science laboratories and equipment existed in many secondary schools in Ondo state
in Nigeria.
Joseph Sunday Owoeye (2010) conducted a study of a total of 50 secondary schools comprising
4 federal unity school and 46 public schools in the rural and urban area of Ekiti state, Nigeria.
The research design for the study is descriptive survey design of the ex-post-facto type. This is
because the researcher will not be able to manipulate the variable for the simple reason that they
have already occurred. The result of the study indicated that there was no significant difference
between rural and urban secondary schools in terms of availability of laboratory facilities. From
his personal experience, he observed and discussed that most of the available materials from
being inadequate were obsolete. In his sample, for his study had between two to five
microscopes of different sizes but were non-functional. The irony of it is that these schools
claimed to have such equipment available for use.
2.2 REVIEW PAPER ON SCIENCE EDUCATION IN FOREIGN COUNTRIES
Teibo (1973) notes “many… teachers hardly arrange any practical work for their pupil probably
because preparation for laboratory work makes much demand on their time and energy…… The
rigid behavior and descriptive nature of its teaching has discouraged many intelligent student
from pursuing their study of this discipline (p.1)
Mertajaya, (1993) said that courses of science give more stress to theoretical matters than the
world of work since very little time is spent on experimental work, which fail to give student
expected understanding and to develop necessary practical skills in science. (cited in Thair and
Treaugust, 1999)
Ales Musar (1993) writes ESP discussion paper series that proper in- service training is often not
available to the teachers for using when new equipment supplied to schools even though well

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prepared manuals and teachers guides were available, they are frequently not enough to ensure
efficient use of it. p.9
Okoli (1995) reported that laboratories have become shelves of empty bottles of chemicals, while
writing on the situation in the secondary schools today (cited Owoeye 2010).
2.3 STUDIES CONDUCTED IN INDIA
Veerappa (1958) examined in his study that the trends in science education from primary
through the degree course level and found that due to lack of proper laboratories, well qualified
science teachers and effective teaching methods in India was not on a proper footing on science
education. It was observed that a common trend in teaching science was lecture demonstration
and essay type questions in examination pattern. It in his study suggested that teaching science
through an integrated or concept approach has a scope in Indian situations
Patole (1967) explored that the existing weakness of teaching science in rural primary schools. It
was found that science teaching in rural primary schools is in miserable conditions, teachers‟
were not qualified and science was taught as a part of social science only ten percent of the
schools possessed science equipment and none of the schools had a separate science room for
teaching science
Muddu (1978) investigated prevalent status of instructional procedures in biology.The study was
conducted in the high school of standard VIIIth, IXth and Xth in the cities of Hyderabad and
Secunderabad. The study intended to evaluate the facilities provided to the teachers, such as
laboratories, aids to teach, to find out the type of instruction adopted in teaching biology. The
instruments used for the study was a questionnaire. Questionnaires were administered to the
selected teachers. Data was analyzed and percentages were computed. The results revealed that
teachers preferred to use lecture demonstration and the instructions followed by them were not

22 | P a g e
according to the aims and objectives framed. The study found there were no separate laboratories
for teaching biology. Small portion of students maintained good practical notebooks; teachers
expressed their difficulty in conducting demonstrations and practical due to the inadequate
equipments in the laboratories and lack of leisure periods. Facilities like demonstrations tables,
bulletin board were found in poor condition and were rarely used. Availability of aids like
filmstrips, projectors and microscopes were found inadequate.
Misra (1979) compared the science teaching in urban and rural junior high schools and found
that lecture method is more popular in rural schools where as problem solving method is
followed in urban schools, laboratory organisation is better in urban schools, co-curricular
activities in science are more organized in urban schools rather in rural schools
Adinaryan (1979) study entitled a teaching strategy for developing appropriate skills required in
students for conducting scientific investigation. The major findings were at the demonstration
phase the performance of the experimental group taught through learning packages was
significantly better than control group taught through conventional method. At the laboratory
stage it was found that in conducting scientific investigation the experimental group was higher
as compared to control group.
Savitri (1981) investigated an inquiry in to the adequacy of the use of equipment available for
teaching of science. The study conducted in the selected high schools of Mysore city. The study
found that nearly 50% of the schools under investigation do not have a separate laboratory for
the subject of Physics, Chemistry and Biology. Nearly 60% of the high schools studied had no
opportunity for doing practical work in the laboratory. Nearly 80% of students in the sample
conducted learning activity like science exhibitions.

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Siddiqi (1982) investigate the problem regarding science education at + 2 stage and found that
there seems to be a big gap between senior secondary science and secondary course and there is
no co- ordination between the theory and practicals in science specially in physics at + 2 stage.
The science laboratories at +2 stages are not equipped enough with all the needed facilities.
Science course at +2 stages don‟t fulfill the basic admission meet requirement of some
professional courses.
Gangoli (1985) study was to compare the effectiveness of doing experiment in physics at the
higher secondary stage by the openended approach vis-a-vis the traditional approach. The
finding of the study was that the students of the guided openended group showed better
performance in the achievement test and in the skill test than those of the traditional laboratory
group. It was superior to the traditional laboratory approach in developing the content matter and
practical skills in physics.
Malhotra. V K (1988) evaluated critically the existing facilities for different types of schools in
Delhi. Three types (Public, Govt. and Central) differed significantly in respect of existing
facilities for science based curricular and co-curricular activities, supervision of theory class as
well as practical classes, faculty meeting, conference and welfare programmed of teaching and
students.
Bijulal (1988) was conducted a study of Physical Facilities for teaching Science in Upper
Primary Schools of Malappuram district in Kerala and revealed that there is no significant
difference in physical facilities between government and private school, rural and urban schools
It was found that more than half of the schools do not have science room, demonstration table,
laboratory overhead projector, television radio and recording systems

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Pandit, B.L (1989) identified eight major laboratory skills in Chemistry in their hierarchical
order. The researcher used three types of school name public school, K.V and Delhi
administrative schools. The study revealed significant relationship between the ability to learn
content in chemistry and the ability to acquire cognitive and manipulative skills, also observed
that factors such as type of school, sex etc had significant effect the acquisition of laboratory
skills and commented our laboratory work took place in a scaled tube students only verify what
is already known and stated a major reform is needed here despite the fact that we have
improved science teaching facilities all over the country.
Nelliappan (1992) studied both attitude and interest within the contest of the learning
environment and showed that the various components of the learning environment are
significantly related to both scientific attitude and interest.
Poonam Chauhan (1992) in his study in helping the underachievers in science, suggested that
teachers should adopt appropriate methods to help underachievers in science and science
teachers need to provide activities and experiences which are purposeful, interesting to the level
and that are reflective to nature.
Patil, V.S Deshmukh, K.K (1994, cited in Santy, 2002) in their research “practical examination
in science subject” and found that present methods of assessment on practicals lay more stress on
the end practical examination and propose that the performance in practicals be assessed
invariabley taking in to consideration continuous internal assessment by teacher, and end
examination with the help of external expert examinations.
Chintamani N. R Rao (2001) states in his paper that a recent international survey shows that
83% of the schools in the developing world do not have laboratories, 73% do not have proper
building and 58% do not have science teachers. A large proportion of the schools (20-40%) have

25 | P a g e
no facilities or teachers. Many are single teacher schools and most teachers are not equipped
adequately to teach science, Minimum infrastructure facilities such as electricity and water are
not available to a good proportion of the laboratories even today p.36-37.
Usha Parvati (2002) studied the effectiveness of activity oriented method in teaching biology in
small groups and large groups of students in secondary classes. The study found that the activity
oriented method will encourage the students to observe nature carefully and this skill of keen
observation will help them to understand the matter more clearly and precisely. It also helps to
co-relate the theory and practical which is not possible in conventional text book approach.
According to the study the best results are obtained only when individual activities are given.
The teaching method using large group activities (activities to the whole class like observing
charts, seeing experimental set ups etc.) have produced almost the same results as taught in the
conventional text book approach.
Karthikeyan and Rasul (2003) investigated in their study that the correlation between the
availability and utilization of laboratory facilities and attitude of these students towards physics
practical in higher secondary school. 420 higher secondary school students were selected from
10 schools in Tuticorin district randomly. Instrument used for collection of data was a
questionnaire which was developed by the investigator himself. There was significant correlation
found between the availability and utilization of facilities in physics and attitude of higher
secondary students towards practical in physics. The availability and utilization of laboratory
facilities was found to be moderate. (Cited in P. Latha)
Thakur G. K (2013) attempted to look into the state of existing senior secondary school
chemistry laboratories in Delhi and National Regional Capital. He concluded that the majority of
the teachers observed that the objectives of existing chemistry laboratory are not clearly

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formulated and are not related to our present day needs. The stereotypical mode of assessment
system is also one of the reasons of the chemistry laboratory practices not being seriously taken
as the assessment system in senior secondary classes looks for merely setting up of apparatus,
recording of data, and reporting mainly. It hardly assesses conceptual understanding, ability of
observation and ability of analysis of students. Majority of the schools were found not to have
adequate laboratory facilities, particularly in terms of space, furniture, apparatus and chemicals.
Only 15% teachers were able to conduct practicals between 45 to 60 periods out of the conducted
laboratory classes 60% of the teachers followed demonstration method, rest 40% followed group
experiments, 60% of them reported that their laboratory lacked in having adequate provisions for
safety arrangement, and most of the teacher expressed that procurement of laboratory facilities
were not so frequent. He noted that there is a genuine need to improve on our senior secondary
schools chemistry laboratories in terms of their state and use. Even in those schools, where
laboratories were in a better state, laboratory session were conducted just to meet the formal
curricular requirement as per the final examination demand.
2.4 CONCLUSION
Laboratories are a better place to meet the formal curricular requirement as per the objectives of
science teaching demand when compared with traditional teaching. It emphasizes process
approach where importance is given to learning by doing with maximum of pupil participation.
The duty of a science teacher is to develop a positive attitude among pupils towards science
subject. It has been found from the above studies that if science is taught using experiments and
activities teaching can be made easy and interesting. Studies shows that curriculum innovation
programmes in science subjects give importance to student‟s participatory learning with more
emphasis to practical work. Science teachers and students are very much interested in following

27 | P a g e
the new programmes and as a result more interest is developed among students to pursue further
in science studies. Studies reveal that process skills are to be given due importance because it is
through the exercise of these process skills that product of learning a particular subject are
generated like meaning , definition and explanation of the terms, concepts, principles, procedures
, laws and theories in the domain of that subject. As far as the revision of the text book is
concerned, emphasis is to be given on the development of process skills through lots of activities
in which maximum of pupil participation is sought. This reenforces the selection of the topic by
the investigator.

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STUDY AREA
3.1 INTRODUCTION
Mahabubnagar is the largest district in Telangana State in terms of area (2737.96 sq. km)
covered. It is also known as Palamoor. Mahabubnagar district headquarters town was named
after Mir Mahabub Ali Khan, the Nizam of Hyderabad. It is located between 15° 55′ and 17° 29′
N latitudes and between 77° 15′ and 79° 15′ E longitudes. It is bounded on the north by Ranga
Reddy district of Telangana, on the east by Nagarkurnool district of Telangana, on the south by
Wanaparthy and Jogulamba-Gadwal districts of Telangana and on the west by Raichur and
Gulbarga districts of Karnataka State. The area of the district is 2737.96 sq. kms.
Telangana forms the core of the Satavahana Dynasty (221BC-218 AD), Part of Chalukyan
Dynasty in South India (between 5th and 11th century AD) and in the recent history, it formed
the core of the Golconda State and Hyderabad State, ruled by Qutub Shahi Dynasty (1520-1687)
and Dynasty (Asaf Jahi Dynasty) (1724-1948) until it was taken over by New Delhi in 1948.
This region became independent and joined in the democratic India on 18th September 1948.
Mahabubnagar(erst while) is southern district of Hyderabad State under Nizam and bordered
with River Krishna in the south and surrounded by the Nalgonda, Hyderabad, Kurnool, Raichur
and Gulbarga districts.
This place was formerly known as “Rukmammapeta” and “Palamooru”. The name was changed
to Mahabubnagar on 4th December 1890, in honour of Mir Mahbub Ali Khan Asaf Jah VI, the
Nizam of Hyderabad (1869-1911 AD). It has been the headquarters of the district since 1883
AD. The Mahabubnagar region was once known as Cholawadi or the land of the Cholas’. It is
said that the famous Golconda diamonds including famous “KOHINOOR” diamond came from
Mahabubnagar district.

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Two important rivers, viz. Krishna and Tungabhadra flow through the district. The Krishna River
enters Telangana State in Makthal taluk of this district and covers Makthal, Gadwal, Atmakur,
Wanaparthy, Kollapur, Alampur and Achampet taluks. The Tungabhadra flows through the erst
while taluks of Gadwal(new District) and Alampur. The Dindi River, which is a tributary of the
Krishna flows through Kalwakurthy and Achampet and joins the Krishna River, 18 miles east of
Chandragiri. Pedavagu and Chinavagu are the other tributaries of the Krishna in the district.
Mahabubnagar district is the abode of the many famed temples. These temples witness economic
activity, primarily spurred by the pilgrim visits to these areas round the year. 800 years old
Pillalamarri great Banyan Tree which is spread into many branches, is one of the wonders
attracting many people. One could not see the main trunk of the tree. Mahabubnagar town is
located at a distance of 96-km from Hyderabad and well connected to road and rail network. It is
well connected by Road. Air facilities can be availed at Shamshabad- Rajiv Gandhi International
Airport International Airport (Hyderabad), Hyderabad, Chennai, Bangalore Airports.
Mahabubnagar district is abode of many religious and heritage sites, whose history dates back to
times immemorial. There are a number of medium to large places of tourist/worship in and
around the Mahabubnagar town. These are places of worship in the Mahabubnagar district.
These are places of significant historical and religious importance, but have unfortunately been
relegated to places of no import.
Mahabubnagar is near to Hyderabad and some of the temples, which are on the way to Tirupati
from Hyderabad. Despite having very high religious and historical importance, these places have
been subjected to decades of utter neglect, this indeed is deplorable.
Most of the Population is centered at rural areas which made the Mahabubnagar to have the
highest rural population(89%) in the Telangana State. Agriculture is the main occupation

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enriched with paddy,jowar,groundnut,castor,cotton. Unfortunately drought is the ever persistent
problem for the district which pushes it to the backward. There is lack of basic infrastructure like
public toilets, sewerage, drinking water supply, illumination, landscaping, development of parks,
tourist arrival centres, tourist relaxation shelters, availability of information, leisure &
entertainment facilities, marketing facilities for creation of awareness, etc.
3.2 LOCATION & GEOGRAPHICAL AREA.
Mahabubnagar is one of the ten districts of the Telangana region of Andhra Pradesh. It has been
declared as an economically and industrially backward district. It lies between 15°55’and
17°29’North latitude and between 77°15’and 79°15’ East longitude. The district covers an area
of 18432 sq kms, and is bounded on the East by Guntur district of AP, on the West by Gulbarga
and Raichur districts of Karnataka, on the North by RR and Nalgonda districts of AP and on the
south by Kurnool district of AP. It lies at an average 498m from the sea level .
3.3 TOPOGRAPHY
The district has no major hill ranges. The major rivers flowing through the district are river
Krishna and river Tungabhadra. Dindi, Peddavagu and Chinnavagu are rivulets that flow through
the district. The major soil type found in the district is red sandy soil. Loamy soils ( dubba) are
found in 13% of geographical area. The share of red sandy soil ( Chalka) is 67% and that of
black cotton soil is 20%. In general, the soil quality is shallow and poor in fertility. There are
large patches of saline and alkaline soils. Black cotton soil exists in narrow strips, along the
banks of river Krishna and Tungabhadra, in Gadwal, Kollapur and Makthal areas
3.4 AVAILABILITY OF MINERALS.
The mineral deposits in the district include Quartz, Feldspar, Laterite, Limestone, Barytes, and
semiprecious stones as major minerals and stone (road) metal, Black/color granite, limestone,

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fullers earth, gravel as minor produce. Minor minerals that can be exploited are: Stone metal for
road metal- in all mandals, Black/color granite - in Koilkonda, Nagarkurnool, Ghattu,
Narayanpet, Kosgi, Devarkadra, Pangal, Pebbair, Limestone slabs – Kodangal and Weepegandla,
Fullers earth- Ravulpally, Chandrakal of Kodangal mandal
Table 3.1
3.5 FOREST
Forest forms 16.39% ( 3.02 lakh Ha) of the total geographic area of the district. The forests are
spread over areas of Achampet and Mahbubnagar Mandals. The forest produce includes timber,
bamboo, and beedi leaves.
3.6 CLIMATE
Climate data for Mahbubnagar (1981–2010, extremes 1952–2010)
Month Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Year
Record high °C (°F) 36.8
(98.2)
40.3
(104.5)
41.8
(107.2)
45.3
(113.5)
44.9
(112.8)
44.8
(112.6)
37.4
(99.3)
37.5
(99.5)
39.4
(102.9)
39.1
(102.4)
35.9
(96.6)
36.0
(96.8)
45.3
(113.5)
Average high °C
(°F)
30.7
(87.3)
33.6
(92.5)
37.0
(98.6)
39.2
(102.6)
39.7
(103.5)
34.8
(94.6)
31.7
(89.1)
30.5
(86.9)
31.5
(88.7)
31.6
(88.9)
30.9
(87.6)
30.0
(86.0)
33.4
(92.1)
Average low °C (°F) 17.1
(62.8)
19.3
(66.7)
22.7
(72.9)
25.6
(78.1)
27.0
(80.6)
24.7
(76.5)
23.5
(74.3)
22.9
(73.2)
22.9
(73.2)
21.5
(70.7)
19.2
(66.6)
17.0
(62.6)
22.0
(71.6)
Record low °C (°F) 9.1 11.6 12.5 16.1 18.3 20.4 18.6 20.0 18.5 13.4 11.3 11.0 9.1

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(48.4) (52.9) (54.5) (61.0) (64.9) (68.7) (65.5) (68.0) (65.3) (56.1) (52.3) (51.8) (48.4)
Average rainfall mm
(inches)
4.5
(0.18)
4.4
(0.17)
6.5
(0.26)
20.9
(0.82)
38.1
(1.50)
109.9
(4.33)
154.6
(6.09)
171.2
(6.74)
155.8
(6.13)
88.2
(3.47)
12.9
(0.51)
3.7
(0.15)
770.8
(30.35)
Average rainy days 0.3 0.3 0.7 1.4 2.6 7.0 11.0 11.2 9.0 4.9 1.4 0.4 50.2
Average relative
humidity (%) (at
17:30 IST)
42 36 33 32 36 55 66 71 69 63 52 45 50

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4.1 INTRODUCTION:
The importance of good practical work is widely accepted. It has been acknowledged that good
quality practical work promotes the engagement and interest of students as well as develop a
range of skills, science knowledge and conceptual understanding It has been observed that it is
important to support and promote practical work in science because it:
 Stimulates creativity, curiosity and critical thinking
 Underpins and illustrates concepts, knowledge and principles
 Promotes student engagement with the scientific method
 Encourages active learning and problem-solving
 Allows collaborative working
 Provides opportunities to collect and analyse data and apply mathematical skills.
This does not mean that theory is less important, but that practical work and theory should go
hand in hand in order to induce wholesome understanding of science which cannot be achieved
with theory alone.
4.2 Rules and Regulations for Affiliation of Science Courses at Different Levels of
Education:
According to the National Curriculum Framework 2005, secondary education should be a time to
give students a learning experience where they can have a chance to work with their hands and in
activities and analysis on issues surrounding environment and health. Systematic
experimentation as a tool to discover/ verify theoretical principles, and working on locally
significant projects involving science and technology are to be important parts of the curriculum
at this stage. At the higher secondary stage, science should be introduced as a separate discipline
with emphasis on experiments and problem solving. Science should be a means to stimulate

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students’ creativity and inventiveness. In accordance to this, the Telangana Board of School
Education has laid down the following rules with regard to infrastructure, equipments, teaching
aids, etc for science education at the secondary and higher secondary stages.
4.3 Rules with Regard to Infrastructure, Equipment, Teaching aids, etc for Science
Education at the Secondary Stage:
A High School offering subjects with practical shall have the following infrastructure,
equipments, teaching aids, etc, whichever is applicable as listed below or as per the prescription
of the Board from time to time:
(i) A laboratory room to conduct science practical, (Physics/Chemistry/Biology)
accommodating a minimum of 20 students at a time, providing a minimum carpet
area of 20 (twenty) Square feet per student with necessary equipment.
(ii) A separate room each for Physics, Chemistry and Biology is desirable.
4.4 Rules with Regard to Infrastructure, Equipment, Teaching aids, etc for Science
Education at the Higher Secondary Stage:
Higher Secondary Schools offering subjects with practical shall have the following
infrastructure, equipment and teaching aids, etc., whichever is applicable as listed below or as
per the prescription of the Board from time to time:
(i) A laboratory room to conduct Physics practical, accommodating a minimum of
24 students at a time, providing a minimum carpet area of 20 (twenty) square
feet per student with necessary equipments. 147
(ii) A laboratory room to conduct Chemistry practical, accommodating a
minimum of 24 students at a time, providing a minimum carpet area of 20
(twenty) square feet per student with necessary equipments .

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(iii) A laboratory room to conduct Biology practical, accommodating a minimum
of 24 students at a time, providing a minimum carpet area of 20 (twenty)
square feet per student with necessary equipments
(iv) A store room measuring a minimum carpet area of 256 (Two hundred fifty six)
square feet, for the laboratory or laboratories to store respective practical
instruments /chemicals /equipments with proper inventory and recording
registers.
The above is just a minimum requirement that should be met. This requirement has been clearly
laid down by the Telangana Board of School Education and based on their stipulations for
schools who desire to be affiliated to it.
4.5 The Purpose of the Laboratory
Physics is an experimental science. The theoretical concepts and relationships introduced in the
lecture part of the course describe the general nature and behavior of real phenomena. They were,
appropriately, discovered by (or inducted from) careful observation and thoughtful analysis of
actual experiments. Genuine understanding entails being able to relate the abstract ideas to the
particular facts to which they correspond.
The premise of the scientific method is that (observation of) nature is the ultimate judge of the
truth of any physical theory. Indeed, experiments designed to prove certain ideas have often ended
up showing them to be wrong. Consequently, all physical concepts must be verified
experimentally if they are to be accepted as representing laws of nature.
Accordingly, the introductory physics laboratories have the following purposes and goals:

36 | P a g e
1. To provide an experimental foundation for the theoretical concepts introduced
in the lectures. It is important that students have an opportunity to verify some
of the ideas for themselves.
2. To familiarize students with experimental apparatus, the scientific method,
and methods of data analysis so that they will have some idea of the inductive
process by which the ideas were originated. To teach how to make careful
experimental observations and how to think about and draw conclusions from
such data.
3. To introduce the methods used for estimating and dealing with experimental
uncertainties, including simple ideas in probability theory and the distinctions
between random (statistical) and systematic "errors." This is essential in
understanding what valid conclusions can be deduced from experimental data
and that, properly obtained, these conclusions are valid, notwithstanding the
uncertainty of the data.
4. To learn how to write a technical report which communicates scientific
information in a clear and concise manner.
5. To introduce new concepts and techniques which have a wide application in
experimental science, but have not been introduced in the standard courses.
These may require that the student consult additional textbooks.
The laboratory is not a contest whose object is to get the "right answer." The purpose is to learn
how to gain knowledge by looking at reality, not an attempt to make reality conform to
preconceptions. The important thing is to learn how to be observant, to really see what happens,

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and to deal with this information with the strictest integrity. And to understand, or learn to
understand, the meaning of what happens.
Even if you get results totally at variance with theory (as may happen due to a mistake, or a
systematic uncertainty) you will get a high grade if you report it honestly and demonstrate that
you understand what you did and how your results occurred. (If you have trouble interpreting
your results, contact your TA for help.) On the other hand, if you get perfect agreement with
theory by faking your data you will fail.
Practical ability to do experiments and analyze data is usually acquired through practice and
experience. Practice is very important in learning any new discipline; such as, for example, a new
language. A good lecture may be very helpful but not fully useful without actual practice. In
experimental science, practice involves solving many problems (i.e. homework) and performing a
variety of experiments (i.e. labs). Practice is essential to being able to make the connection
between theory and experience.
4.6 Importance of Advanced Science Laboratory Equipment in Schools
It is extremely important for schools to have the latest and great quality science lab supplies these
days. Science differs quite a bit from other subjects and in order to understand it’s concepts, you
will need to look beyond the books and the conventional classroom teaching. Effective learning
and teaching of science involves handling, seeing and manipulating real materials and objects. He
knowledge that pupils in the classroom would be ineffectual unless they actually observe the
process and also understand the relationship between action and reaction.
When it comes to science, effective teaching and learning will involve a perpetual state of show
and tell. Some of the top schools combine classroom teaching with laboratory experiments so that
their students are grasping each and every concept thoroughly. It is also believed that laboratory

38 | P a g e
teaching and experiments that are conducted there, will help encourage a deeper understanding in
children. Children are able to retain knowledge for much longer when are can see the experiments
being performed in front of them.
Science laboratory equipment will allow your students to interact directly with the data that is
gathered. They will be getting a first-hand learning experience by performing different
experiments on their own. Pupils make use of the models and then understand the different
scientific concepts and theories. Generally, school science lab equipment and supplies make
learning as well as teaching much easier. There are many scientific concepts and theories that are
quite difficult to explain directly from text books. For example, physics kits, anatomy models and
chemistry science kits can make it easier to understand the otherwise complex theories of science.
By virtue of equipping themselves with the very best and most advanced materials and supplies,
schools are able to contribute quite a bit in the scientific advances that are yet to come. The
developments and advantages in the field of medical science and technology wouldn’t take place
if schools didn’t prepare exceptional and dedicated scientists and researchers. It is in science labs
that children develop an interest in scientific research. When they are observing various things
and carrying out many different experiments, their reasoning skills are honed and they will start to
think deeply on those concepts and theories.
4.7 Integration of Labs into the Science Program
Inquiry-based laboratory investigations at every level should be at the core of the science program
and should be woven into every lesson and concept strand. As students move through the grades,
the level of complexity of laboratory investigations should increase. In addition, NSTA
recommends that teachers and administrators follow these guidelines for each grade level:

39 | P a g e
Preschool and Elementary Level
 With the expectation of science instruction every day, all students at the preschool and
elementary level should receive multiple opportunities every week to explore science labs
that fit the definition described in the Introduction.
 Laboratory investigations should provide all students with continuous opportunities to
explore familiar phenomena and materials. At developmentally appropriate levels, they
should investigate appropriate questions, analyze the results of laboratory investigations,
debate what the evidence means, construct an understanding of science concepts, and
apply these concepts to the world around them.
Middle and High School Levels
 With the expectation of science instruction every day, all middle level students should
have multiple opportunities every week to explore science labs as defined in the
Introduction. At the high school level, all students should be in the science lab or field,
collecting data every week while exploring science labs.
 Laboratory investigations in the middle and high school classroom should help all
students develop a growing understanding of the complexity and ambiguity of empirical
work, as well as the skills to calibrate and troubleshoot equipment used to make
observations. Learners should understand measurement error; and have the skills to
aggregate, interpret, and present the resulting data (NRC 2006, p. 77).
 As students progress through middle and high school, they should improve their ability to
collaborate effectively with others in carrying out complex tasks, share the work of the
task, assume different roles at different times, and contribute and respond to ideas.

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College Level
At the college level, all students should have opportunities to experience inquiry-based science
laboratory investigations as defined in the Introduction. All introductory courses should include
labs as an integral part of the science curriculum. Laboratory experiences should help students
learn to work independently and collaboratively, incorporate and critique the published work of
others in their communications, use scientific reasoning and appropriate laboratory techniques to
define and solve problems, and draw and evaluate conclusions based on quantitative evidence.
Labs should correlate closely with lectures and not be separate activities. Exposure to rigorous,
inquiry-based labs at the college level also is important because most teachers develop their
laboratory teaching techniques based on their own college coursework laboratory experiences.
4.8 ASSESSMENT
A powerful tool in science education, serves both formative and summative purposes. Not only
does it help show what students have learned and the nature of their reasoning, it also indicates
what gaps remain in learning and what concepts must be reviewed (NSTA 2001). NSTA
recommends the following steps to ensure that laboratory investigations are part of the assessment
process:
 Teachers of science, supported by the administration, be given the time and training to
develop assessments that reveal and measure inquiry skills—the ability to design,
conduct, analyze, and complete an investigation, reason scientifically, and communicate
through science notebooks and lab reports.
 Instruction and assessment be aligned so that formative and summative assessments are
meaningful and can be used to improve the science curriculum as well as determine what
students have learned.

41 | P a g e
5.1 INTRODUCTION
Education is an essential part of our lives. We are nothing without knowledge, and education is
what separates us from others. The main step to acquire education is enrolling oneself in a
school. School serves as the first learning place for most of the people. Similarly, it is the first
spark in receiving an education.
Science is a practical subject, teaching of which cannot be done properly only in theory form.
For proper education of science, it is necessary to conduct various kinds of experimental works,
which are practical in nature.
These practical functions cannot be carry out in absence of scientific apparatus and equipments.
The place where various kinds of scientific apparatus and equipments are arranged in systematic
manner is called science laboratory.
Science laboratory is central to scientific instructions and it forms essential component of science
education.
It is in this place that various kinds of practical works are carry out by the students. Without
proper and well- equipped science laboratory, it is not possible to carry out the science teaching
process effectively in any school or educational institution.
Students learn to handle various apparatus and to think independently in the laboratory, because
of which it is considered to be one of an important place. When students carry out various kinds
of experiments, then they draw conclusions from their studies, which raise their level of self
confidence and develop scientific attitude among them.
These are considered to be main objectives of science teaching, for which it is considered by
experts that without a well equipped and organized scientific laboratory, there cannot be any
proper teaching of science. Students should be encouraged by the science teacher to make active

42 | P a g e
parts in various experimental processes, as most of the achievements of modern science are due
to the application of experimental methods.
If students get information or knowledge by playing active role in learning process then they gets
permanent kind of information, because of which at school stage, practical work is considered to
be more important for the students.
Although it has proven by the above discussion that science laboratories play very important
functions, for which they are considered to be much important, but still need and importance of
science laboratories can be explained in the following points:
i. In laboratory, it is possible to keep various scientific instruments and chemicals
in safe and secure conditions, as without them, it is not possible to carry out any
kind of experiment in any way.
ii. If there is proper of well equipped and properly arranged laboratory in the
school, then students will get encouraged by it to take active part in the
experimental processes as in such kind of laboratory, a congenial kind of
atmosphere exist, which promote the interest of students in practical works.
iii. With the help of well equipped and organised laboratory, science teacher will
get help in developing the scientific attitudes among the students to
considerable extent.
iv. All the students have to carry out experiments collectively in the laboratory as
often there is shortage of such facilities in schools. With such functions, spirit of
co-operation and team work gets developed among the students and they begin
to appreciate the work done by others. Not only this, through this, they also

43 | P a g e
begin to appreciate the views and ideas of others, which help them in becoming
successful in future life.
v. When students themselves get the opportunity to take part in experimental
processes, then their area of experiences get widen and their level of
intuitiveness also gets developed, as a result of which, they become people with
wide mentality and open-mindedness.
5.2 SCHOOLS STUDIED
Table 5.1 Showing the General details of samples
Sl.No Category Sample Total
1 Sex Male 12 20
Female 08
2 Subjects Physical Sciences 14 20
Bio Sciences 06
3 Type of
management
Government 10 20
Private 10
60%
40%
Sex of Respondents
Male
Female

44 | P a g e
Table 5.2 Details of Government Schools Studied in Mahbubnagar area
Sl.No Name Address School Code
1 APEX CENTRAL SCHOOL Station Road, Mahabubnagar (Town),
Mahabubnagar (Dist)
1425363
2 Govt.High School (Girls) Mahabubnagar, Opp: Zp Office, 1425616
3 A P S W RES. SCHOOL & JR
COLLEGE (GIRLS)
Mahabubnagar (Town), Near Stadium
Grounds, Mahaboob Nagar (Dist)
1425624
4 Z.P.High School Ramchandrapoor, Post Machan Pally,
(M&Dist) Mahabubnagar
1425605
5 Govt.High School Police Line , Mahabubnagar 1425611
6 Govt.High School S.S Gutta, Pillalamarri Road, 1425612
7 Govt.High School Veerannapet, Mahabubnagar, 1425621
8 Govt.High School (Girls) Market Road, Putnalabatti, 1425623
9 Govt.High School Mahatma Gandhi
Road,Mahabubnagar,
Post:Mahabubnagar
1425618
10 Govt.High School Gandhinagar, Mahabubnagar 1425615
70%
30%
Subject Teachers
Physical Science
Bio sciences

45 | P a g e
Table 5.2 Details of Private Schools Studied in Mahbubnagar area
Sl.No Name Address School Code
1 ARUNA CONVENT HIGH
SCHOOL
Old Palamoor, Mahabubnagar
(Town), Mahaboob Nagar (Dist
1425625
2 NATIONAL HIGH SCHOOL New Gunj, Mahabubnagar (Town),
Mahaboob Nagar (Dist)
1425626
3 LUMBINI HIGH SCHOOL Teachers Colony, Mahabubnagar
(Town), Mahabubnagar (Mdl)
1425627
4 CHATHANAYA HIGH
SCHOOL (HS)
Rajendra Nagar, Mahabubnagar
(Town), Mahaboob Nagar (Dist)
1425634
5 NAGARJUNA HIGH SCHOOL Vallabnagar, Mahabubnagar
1425635
6 SRI VANI VIDYANIKETHAN Kurihini Setty Colony,
Mahabubnagar (Town), Mahaboob
Nagar (Dist)
1425636
7 DHAYANANDA
VIDYAMANDIR
New Town, Mahabubnagar (Town),
Mahabubnagar (Mdl)
1425644
8 Al-Noor High School (U/M) New Town, Mahabubnagar (Town),
Mahabubnagar (Mdl)
1425648
9 BODHINI SCHOOL New Town, Mahabubnagar (Town),
Mahabubnagar (Mdl)
1425649
10 VIDYA BHARATHI HIGH
SCHOOL
Teachers Colony, Mahabubnagar
1425652
5.3 QUESTION WISE ANALYSIS
1. Is there laboratory available in the school?
In our study area 100% of government and private high schools have the laboratory facilities
which I have studied.
Sl.No Type Yes No
1 Government 10(100%) 0
2 Private 10(100%) 0

46 | P a g e
2. Is there power supply in the laboratory?
Sl.No Type Yes No
1 Government 3(30%) 7 (70%)
2 Private 9(90%) 1(10%)
In our study 30% of government and 90% private high schools have power supply in laboratory
and 70% in government and 10% in private school doesn't have power supply.
3. Is there science teacher/ resources available?
Sl.No Type Yes No
1 Government 10( 100%) 0 (0%)
2 Private 10( 100%) 0(0%)
In our samples 100% of the government and private high schools have science teacher.
4. Does the school have proper ventilation?
Sl.No Type Yes No
1 Government 3 ( 30%) 7 (70%)
2 Private 9 ( 90%) 1(10%)
In our study 30% of government and 90% private high schools have proper ventilation in
laboratory and 70% in government and 10% in private school doesn't have proper ventilation.
5. Is there water supply in the laboratory
Sl.No Type Yes No
1 Government 3( 30%) 7 (70%)
2 Private 9( 90%) 1(10%)

47 | P a g e
From the samples it is seen that 30% of government and 90% private high schools have water
supply in laboratory and 70% in government and 10% in private school doesn't have water
supply in laboratory.
6. Is there provision for practical’s?
Sl.No Type Yes No
1 Government 8( 80%) 2 (20%)
2 Private 9( 90%) 1(10%)
According to our survey 80% of government and 90% private high schools have provision for
practical's in time table and 20% in government and 10% in private school doesn't have provision
for practical's in time table .
7. Are you getting funds to maintain laboratory
Sl.No Type Yes No
1 Government 3 ( 30%) 7(70%)
2 Private 8 ( 80%) 2(20%)
From our survey it is seen that 30% of government and 80% private high schools have provision
for funds in maintaining laboratory and 70% in government and 20% in private school doesn't
have provision for funds in maintaining laboratory.

48 | P a g e
8. Does the laboratory have demonstration table
Sl.No Type Yes No
1 Government 6( 60%) 4 (40%)
2 Private 9( 90%) 1(10%)
Almost 60% of government and 90% private high schools have demonstration table in
laboratory and 40% in government and 10% in private school doesn't have demonstration table
in laboratory.
9. Is there blackboard in the laboratory
Sl.No Type Yes No
1 Government 1( 10%) 9 (90%)
2 Private 6( 60%) 4(40%)
Our response reveals 10% of government and 60% private high schools have blackboard in
laboratory and 90% in government and 40% in private school doesn't have blackboard in
laboratory.
10. Does the school have microscope
Sl.No Type Yes No
1 Government 8( 80%) 2 (20%)
2 Private 10( 100%) 0(0%)

49 | P a g e
Almost 80% of government and 100% private high schools have microscope and 20% in
government doesn't have provision microscope in their laboratory.
11. Is there science kit
Sl.No Type Yes No
1 Government 6( 60%) 4 (40%)
2 Private 90( 90%) 1(10%)
About 60% of government and 90% private high schools have science kit in laboratory and
40% in government and 10% in private school doesn't have science kit in laboratory.
12. Are there sufficient chemicals available
Sl.No Type Yes No
1 Government 6( 60%) 4 (40%)
2 Private 9( 90%) 1(10%)
In our study 60% of government and 90% private high schools have chemicals available in
laboratory and 40% in government and 10% in private school doesn't have chemicals in
laboratory.
13. Are you conducting field trips on science subjects
Sl.No Type Yes No
1 Government 1( 10%) 9 (90%)
2 Private 4( 40%) 6(60%)
Only 10% of government and 40% private high schools conduct field trips and 90% in
government and 60% in private school doesn't conduct filed trips on science subjects.

50 | P a g e
14. Is there any science club
Sl.No Type Yes No
1 Government 3( 30%) 7 (70%)
2 Private 7( 70%) 3(30%)
About 30% of government and 70% private high schools have formed science club and 70% in
government and 30% in private school doesn't have any science club.
15. Do you conduct activities related to science
Sl.No Type Yes No
1 Government 2( 20%) 8(80%)
2 Private 7( 70%) 3(30%)
Only 20% of government and 70% private high schools conduct activities related to science club
and 80% in government and 30% in private school doesn't conduct activities related to science
club.
5.4 IMPORTANCE OF SCIENCE EDUCATION
Science and Technology in society has grown enormously over the past two decades and in our
increasingly technological world, these subjects now affect most facets of our lives. Over the last
twenty years, technological changes have been occurring at a particularly rapid pace and are
likely to accelerate in the future. A country’s level of development can be measured by the extent
of ‘skill’ its people possesses for dealing with modern technology. It is common knowledge that
a person needs training at least in basic sciences in order to be able to deal with modern gadgets.
This is only possible through a period of learning in educational institutions. The importance of

51 | P a g e
science education in the modern world cannot be over emphasized. Science is an intensely
human, intensely creative, enterprise. It dominates our lives and presents us with tremendous
opportunities and challenges because there is no area untouched by it. The evidence of the
correlation between science and technology and economic or industrial development is
overwhelming. Science discovers new knowledge and technology utilizes this new knowledge to
produce better and more useful materials that make living easier and safer. When technology is
applied in industries and other areas pivotal to a country’s progress, even poor feudal type
economies can be transformed into industrial and economic power houses. Countries like China
and Europe are one of the many countries that have only science to thank for their incredible
growth and development. Therefore a sound understanding of science and its power is crucial for
all.

CHAPTER-VI
RECCOMENDATIO
N & CONCLUSION

52 | P a g e
6.1 INTRODUCTION
Throughout history, man has been involved with the pursuit of scientific truth. Even before formal
education was popularized around the world, early Greek philosophers like Socrates, Plato and
Aristotle were already known for their love of truth. But it was only their few students who could
reap the benefits of their knowledge. What the world knows today of their knowledge may only be
a small amount that their students could pass on based on their memory. As time went by, formal
education began to be appreciated as a convenient means of training children and centuries later,
public schools began to make their appearance in the civilized countries. In tracing the development
of Science Education in the world, one cannot but mention the two countries most cited in terms of
human development- The United Kingdom and United States of America.
Though science has always been accepted as an important subject in the country, its real worth was
only officially recognized in 1948 by the Radhakrishnan Commission which recommended for
special science laboratories to be set up in different parts of the country. Following this, the
Mudaliar Commission stressed on the importance of introducing courses with a vocational bias. The
Kothari Commission (1964 – 66) also recommended upgrading of Science curriculum, pre and in-
service programmes for teachers and strengthening agencies of the state that take care of science
education. The National Policies of Education – 1968 and 1986 have also advocated science as a
major tool to accelerate the growth of national economy. The recommendations of these
Commissions clearly show that India wants its people to be ‘scientifically literate’.
The present chapter has been prepared so as to show the reader a general summary of the findings
of this research along with some recommendation

53 | P a g e
6.2 SUGGESTIONS
 Considering the condition of the laboratories in schools, RMSA should allocate more funds
for developing them in all the secondary schools.
 Students at the secondary levels should have access to diverse learning resources, and for
that, it is essential to have libraries and ICT laboratories in fully functional condition.
 The infrastructure of schools should be barrier-free so that children with physical disability
can access school.
 Overall, an inclusive environment in schools will help to increase the enrolment and
retention of children with disabilities
 Scarcity of funds should not be allowed to delay the civil work for construction of labs,
toilets, boundary walls, drinking water, etc.
 These are vital components of school infrastructure and should be completed without any
difficulties.
 Both vocational education (VE) and ICT are essential from the point of view of students
finding employment in industry after completing education.
6.3 CONCLUSION
The study investigated the adequacy of science laboratory facilities for effective teaching and
learning of science in 20 secondary schools from the Mahbubnagar district of Telangana state,
India.
Findings of this study showed that laboratory facilities are highly inadequate, far below the
expectation, and in most of the schools, science experiments are not being conducted. This study
also revealed that as there is no assessment of science practical activities, it does not contribute
directly to the measurement of students’ academic performance in science.

54 | P a g e
It is important that resources are made available for establishing laboratories with adequate facilities
in schools. It is also suggested to facilitate science teachers being more resourceful by providing
support materials for science teaching and learning so that students learn by doing, develop thinking
skills, and attempt innovations.
The study did reveal that there was a good distribution of teachers in terms of age at all the different
levels of education under study. This balanced blend of mature and young minds was a valuable
situation that the state should definitely utilize. However, the uneven distribution of male and
female teachers from high school to college level was not a beautiful sight to see in a state where
the society appeared so positive to female education. In conclusion, it may be asserted yet again that
science education is an Endeavour each state needs to improve on if it wants to be a growing and
developing state. The sooner it makes friends with science education, the quicker would its steps be
as a participator in the march for an enlightened India.

55 | P a g e
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A STUDY OF THE AVAILABILITY AND USE OF EQUIPMENT IN SCIENCE LABORATORY IN SECONDARY SCHOOLS A CASE STUDY OF MABHUBNAGAR

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A STUDY OF THE AVAILABILITY AND USE OF EQUIPMENT IN SCIENCE LABORATORY IN SECONDARY SCHOOLS A CASE STUDY OF MABHUBNAGAR