Science laboratory teaching in developing countries: job of the dayApril 11, 2023 Science laboratory teaching in developing countries: Science education is considered the key of development for the developing countries. In developing countries, the science subjects are taught by lecture method and students learn by rote memorization. For science experiments, almost 20% teaching time is allocated because of lack of equipment (AHDD, 2007). In Kenya, Wachanga & Mwangwi (2004) found out that student centered teaching methods enhance students learning and improve students achievement in which students take active part in the class activities. On the other hand, in teacher centered methods students feel difficulty to understand science concepts. In Nigeria, Ogunbiyi (1986) claim that students are unfamiliar with most of the lab apparatus and lab work. Teacher’s main focus is on route learning. In Malawi, there is serious shortage of lab space and equipment. Most of the practical are taught theoretically by the teachers (Zeymelman, 1990). In Botswana, the important aim of teaching of science is to develop skills and logical thinking among the students yet facilities are limited (Motswiri, 2004). Okwakol (2009) stated that in developing countries science lab work is considered as a “marginal activity”. Moreover, he explains that the bad economic condition of the developing countries is due to the negligence of the lab work and modern sciences. Although some developing countries trying to move toward innovation and upgrade their science lab in developing countries, for the better economic growth, government should provide ideal opportunities to their young scientist according to their talent. Moreover, government must provide well equipped science lab to address social problems. In developing countries, creative scientist can enhance economic growth through scientific research and scientific publication. Thus developing countries must increase the percentage of Gross National Product (GNP) to develop new and modern research labs for the students (Yoldere & Adamu, 2015). Developing countries face many challenges regarding science lab work and science education. Inadequate science lab infrastructure, lack of qualified teachers, inadequate materials of science lab, Lack of practical work and Curriculum drawbacks are discuss below: Inadequate science lab infrastructure: Infrastructure means all those factors which are necessary to provide a suitable environment to conduct any activity. Building, furniture and equipment are the part of infrastructure of any science lab. Lack of infrastructure affects the educational worth. However it is said that lack of infrastructure can create the cause of poor quality of science lab work in schools of developing countries (Saeed et al.2015). In the modern age, developing countries are for behind to cope with science and technology.

1. Science laboratory teaching in developing
countries:
Science laboratory teaching in developing countries:
Science education is considered the key of development for the developing countries. In developing
countries, the science subjects are taught by lecture method and students learn by rote
memorization. For science experiments, almost 20% teaching time is allocated because of lack of
equipment (AHDD, 2007). In Kenya, Wachanga & Mwangwi (2004) found out that student centered
teaching methods enhance students learning and improve students achievement in which students
take active part in the class activities. On the other hand, in teacher centered methods students feel
difficulty to understand science concepts.
In Nigeria, Ogunbiyi (1986) claim that students are unfamiliar with most of the lab apparatus and lab
work. Teacher’s main focus is on route learning. In Malawi, there is serious shortage of lab space
and equipment. Most of the practical are taught theoretically by the teachers (Zeymelman, 1990). In
Botswana, the important aim of teaching of science is to develop skills and logical thinking among
the students yet facilities are limited (Motswiri, 2004).
Okwakol (2009) stated that in developing countries science lab work is considered as a “marginal
activity”. Moreover, he explains that the bad economic condition of the developing countries is due to
the negligence of the lab work and modern sciences. Although some developing countries trying to
move toward innovation and upgrade their science lab in developing countries, for the better
economic growth, government should provide ideal opportunities to their young scientist according
to their talent. Moreover, government must provide well equipped science lab to address social
problems. In developing countries, creative scientist can enhance economic growth through
scientific research and scientific publication. Thus developing countries must increase the
percentage of Gross National Product (GNP) to develop new and modern research labs for the
students (Yoldere & Adamu, 2015).

2. Developing countries face many challenges regarding science lab work and science education.
Inadequate science lab infrastructure, lack of qualified teachers, inadequate materials of science lab,
Lack of practical work and Curriculum drawbacks are discuss below:
Inadequate science lab infrastructure:
Infrastructure means all those factors which are necessary to provide a suitable environment to
conduct any activity. Building, furniture and equipment are the part of infrastructure of any science
lab. Lack of infrastructure affects the educational worth. However it is said that lack of infrastructure
can create the cause of poor quality of science lab work in schools of developing countries (Saeed et
al.2015).
In the modern age, developing countries are for behind to cope with science and technology. The
amount of investment shows how they neglect the importance of scientific research work. In
developing countries, the conditions of science labs are not satisfactory. In the labs there is lack of
resources to perform experiments. Thus, the government must provide funding for the improvement
of science lab infrastructure (David, 2009).
Adequacy of lab infrastructure is necessary for effective teaching and learning. Many of the science
schools have poor lab infrastructure and in many schools in rural area have not science lab at all. In
developing countries, in many of the schools, science teachers do not conduct experiments due the
inadequate infrastructure. Teachers must pay attention towards lab infrastructure such as proper
ventilation system in place, for emergency, there must be emergency exit, waste bin must be kept
separately for glass, plastic and paper waste, all the chemical should be kept in proper place and
labeled. First aid box must be available in the science lab (Aburime, 2004; Okafor, 2000; Akpan,
2006).
Lack of qualified teachers:
Teachers are the most important component in any education system. Teacher’s qualification,
experience and training may determine how well he teaches the students. Training provides latest
information about the current information. It is very necessary for the teachers to know about the
latest researches in their field. The purpose of the training is to improve the skills of the teachers but
few teachers are interested in training. Moreover, these factors affect the students learning and lack
of qualified teacher will reduce thestudents’ ability to learn. Teachers that are less qualified are likely
to use traditional method of teaching.

3. Moreover, traditional methods help the students to pass the exam but cannot use for the
development of the science students. He further added that teaching is the very responsible
profession but many people join this profession for the purpose of earning. In short lack of
qualification, experience and skill reduced the students’ performance (Muhammad, 2002 & Saeed et.
al.2015).
In the science lab there is a need of highly qualified teacher who perform experiments in well manner
way. In developing countries, the science teachers are not professional; this may affect the students’
interest for the further science education (David, 2009).
Inadequate materials of science lab:
In developing countries, there is a serious shortage of materials in the science labs. Science is
taught in the classes by the lecture method based on textbook. Moreover, science is beneficial when
students perform experiments rather than learn about science (David, 2009). Many studies show
that the science labs in the schools of developing countries are poorly equipped (Cirfat & Zumyil,
2000; Onipede, 2003; Adeyemi, 2008; Ado 2009; Lakpini & Atadoga, 2012).
Lack of practical work:
In developing countries, students are not performing experiments in the science labs at schools.
Sometime teacher perform selected number of experiments and only selected number of students
perform experiments due to lack of materials in the labs. Teachers mainly focus on memorization of
the science concepts. Developing countries want to compete developed countries they add practical
work in their curriculum but they are failed to implement on curriculum activities because they have
lack of resources. Developing countries spend a very less amount of GDP on education because they
are facing lots of their internal issues such as: political instability, poverty and defense problem etc.
(Lakpini & Atadoga, 2012)