See discussions, stats, and author profiles for this publication at: [Link]

net/publication/348138258

A STUDY OF THE AVAILABILITY AND USE OF EQUIPMENT IN SCIENCE

LABORATORY IN SECONDARY SCHOOLS: A CASE STUDY OF MABHUBNAGAR

Thesis · December 2020

CITATION READS

1 7,418

1 author:

Sanja Devi
Osmania University
7 PUBLICATIONS 11 CITATIONS

SEE PROFILE

All content following this page was uploaded by Sanja Devi on 31 July 2021.

The user has requested enhancement of the downloaded file.

 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

[Link] (2018-2020)
Under the Guidance of

Dr. D. Dharma Teja Veayfi

Assistant Professor
PPA
322470
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 SANJA DEVI
Place: Hyderabad Roll no: 100118709038
 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.

SANJA DEVI, [Link]: 100118709038

This has been successfully carried out by
academic year 2019-20 under my personal guidance and supervision in
during the
of Education, Osmania
the Department of Education, University College
University, Hyderabad.

Date:

Place: HYDERABAD.

SupervisO

External Examiner
AR Head of the Department
3 12ou

Internal Fxaminer
31|22090
 ACKNOWLEDGEMENTS

My sincere thanks for Prof. A Ramakrishna, Principal, UCE, Prof [Link], Dr. Shanaz

Begum, Dr. Ravindranath K. Murthy, Dr. P Shankar, [Link], Dr.B Sujatha, Dr. D.

Sunitha, Dr. G. Durgesham, Dr. [Link], [Link], [Link] 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
Page Numbers
[Link] Particulars
From To

01 16

1 CHAPTER-1: Conceptual frame work on Science

laboratories

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

17 27

2 CHAPTER-2 REVIEW OF RELATED LITERATURE

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

3.1 Introduction 28 30

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

4.1 Introduction 33 33

4.2 Rules and Regulations for Affiliation of Science Courses at 33 34

Different Levels of Education
4.3 Rules with Regard to Infrastructure, Equipment, Teaching 34 34
aids, etc for Science Education at the Secondary Stage:

4.4 Rules with Regard to Infrastructure, Equipment, Teaching 34 34

aids, etc for Science Education at the Higher Secondary Stage
4.5 The Purpose of the Laboratory 35 37

4.6 Importance of Advanced Science Laboratory Equipment in 37 38

Schools
4.7 Integration of Labs into the Science Program 38 40

4.8 Assessment 40 40

5 CHAPTER- V: ANALYSIS OF DATA 41 51

5.1 Introduction 41 43

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 52 54

CONCLUSION
6.1 Introduction 52 52

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
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

1|P ag e
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

2|P ag e
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

3|P ag e
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

4|P ag e
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:

5|P ag e
 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.

6|P ag e
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.”

7|P ag e
 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: -

8|P ag e
 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.

9|P ag e
 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

10 | P a g e
 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.

11 | P a g e
 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

12 | P a g e
 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

13 | P a g e
 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.

14 | P a g e
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.

15 | P a g e
 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

16 | P a g e
CHAPTER- II
REVIEW OF
RELATED
LITERATURE
 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
17 | P a g e
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

18 | P a g e
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

19 | P a g e
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

20 | P a g e
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 [Link] 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

21 | 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.

22 | P a g e
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 open- ended 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

23 | P a g e
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

24 | 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

25 | P a g e
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

26 | 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.

27 | P a g e
CHAPTER-III
STUDY AREA
 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.

28 | P a g e
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

29 | P a g e
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,

30 | P a g e
 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 40.3 41.8 45.3 44.9 44.8 37.4 37.5 39.4 39.1 35.9 36.0 45.3

(98.2) (104.5) (107.2) (113.5) (112.8) (112.6) (99.3) (99.5) (102.9) (102.4) (96.6) (96.8) (113.5)

Average high °C 30.7 33.6 37.0 39.2 39.7 34.8 31.7 30.5 31.5 31.6 30.9 30.0 33.4

(°F) (87.3) (92.5) (98.6) (102.6) (103.5) (94.6) (89.1) (86.9) (88.7) (88.9) (87.6) (86.0) (92.1)

Average low °C (°F) 17.1 19.3 22.7 25.6 27.0 24.7 23.5 22.9 22.9 21.5 19.2 17.0 22.0

(62.8) (66.7) (72.9) (78.1) (80.6) (76.5) (74.3) (73.2) (73.2) (70.7) (66.6) (62.6) (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

31 | P a g e
 (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 4.5 4.4 6.5 20.9 38.1 109.9 154.6 171.2 155.8 88.2 12.9 3.7 770.8

(inches) (0.18) (0.17) (0.26) (0.82) (1.50) (4.33) (6.09) (6.74) (6.13) (3.47) (0.51) (0.15) (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 42 36 33 32 36 55 66 71 69 63 52 45 50

humidity (%) (at

17:30 IST)

32 | P a g e
CHAPTER-IV
SCIENCE
FRAMEWORK
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

33 | P a g e
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 .

34 | P a g e
 (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:

35 | 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,

36 | P a g e
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

37 | 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:

38 | 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.

39 | P a g e
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.

40 | P a g e
CHAPTER-V
ANALYSIS OF
DATA
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

41 | 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

42 | 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

[Link] Category Sample Total

1 Sex Male 12 20

Female 08

2 Subjects Physical Sciences 14 20

Bio Sciences 06

3 Type of Government 10 20
management
Private 10

Sex of Respondents

40%

Male
60%
Female

43 | P a g e
 Subject Teachers

30%

Physical Science

70% Bio sciences

Table 5.2 Details of Government Schools Studied in Mahbubnagar area

[Link] Name Address School Code

1 APEX CENTRAL SCHOOL Station Road, Mahabubnagar (Town), 1425363

Mahabubnagar (Dist)
2 [Link] School (Girls) Mahabubnagar, Opp: Zp Office, 1425616

3 A P S W RES. SCHOOL & JR Mahabubnagar (Town), Near Stadium 1425624

COLLEGE (GIRLS) Grounds, Mahaboob Nagar (Dist)

4 [Link] School Ramchandrapoor, Post Machan Pally, 1425605

(M&Dist) Mahabubnagar
5 [Link] School Police Line , Mahabubnagar 1425611

6 [Link] School S.S Gutta, Pillalamarri Road, 1425612

7 [Link] School Veerannapet, Mahabubnagar, 1425621

8 [Link] School (Girls) Market Road, Putnalabatti, 1425623

9 [Link] School Mahatma Gandhi 1425618

Road,Mahabubnagar,
Post:Mahabubnagar
10 [Link] School Gandhinagar, Mahabubnagar 1425615

44 | P a g e
 Table 5.2 Details of Private Schools Studied in Mahbubnagar area

[Link] Name Address School Code

1 ARUNA CONVENT HIGH Old Palamoor, Mahabubnagar 1425625

SCHOOL (Town), Mahaboob Nagar (Dist
2 NATIONAL HIGH SCHOOL New Gunj, Mahabubnagar (Town), 1425626
Mahaboob Nagar (Dist)
3 LUMBINI HIGH SCHOOL Teachers Colony, Mahabubnagar 1425627
(Town), Mahabubnagar (Mdl)
4 CHATHANAYA HIGH Rajendra Nagar, Mahabubnagar 1425634
SCHOOL (HS) (Town), Mahaboob Nagar (Dist)
5 NAGARJUNA HIGH SCHOOL Vallabnagar, Mahabubnagar 1425635
(Town), Mahabubnagar (Mdl)
6 SRI VANI VIDYANIKETHAN Kurihini Setty Colony, 1425636
Mahabubnagar (Town), Mahaboob
Nagar (Dist)
7 DHAYANANDA New Town, Mahabubnagar (Town), 1425644
VIDYAMANDIR Mahabubnagar (Mdl)
8 Al-Noor High School (U/M) New Town, Mahabubnagar (Town), 1425648
Mahabubnagar (Mdl)
9 BODHINI SCHOOL New Town, Mahabubnagar (Town), 1425649
Mahabubnagar (Mdl)
10 VIDYA BHARATHI HIGH Teachers Colony, Mahabubnagar 1425652
SCHOOL (Town), Mahabubnagar (Mdl)

5.3 QUESTION WISE ANALYSIS

1. Is there laboratory available in the school?

[Link] Type Yes No

1 Government 10(100%) 0

2 Private 10(100%) 0

In our study area 100% of government and private high schools have the laboratory facilities

which I have studied.

45 | P a g e
 2. Is there power supply in the laboratory?

[Link] 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?

[Link] 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?

[Link] 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

[Link] Type Yes No

1 Government 3( 30%) 7 (70%)
2 Private 9( 90%) 1(10%)

46 | 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?

[Link] 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

[Link] 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.

47 | P a g e
 8. Does the laboratory have demonstration table

[Link] 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

[Link] 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

[Link] Type Yes No

1 Government 8( 80%) 2 (20%)

2 Private 10( 100%) 0(0%)

48 | 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

[Link] 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

[Link] 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

[Link] 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.

49 | P a g e
 14. Is there any science club

[Link] 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

[Link] 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

50 | 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.

51 | P a g e
 CHAPTER-VI
RECCOMENDATIO
N & CONCLUSION
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

52 | 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.

53 | 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.

54 | P a g e
REFERENCES
REFERENCES

1. Abrahams & Millar, R,. (2008). Does Practical Work Really Work?. A Study of The
Effectiveness of Practical Work as a Teaching and Learning Method in School Science,
International Journal of Science Education, Vol.30. (14), pp.1945-1969.
2. Abulude, Francis Olawale,(2009). Student‟s Attitude towards Chemistry in Some elected
Secondary Schools in Akure South local Government Area, Ondo State, Kaduna, (An
affiliate of the Usman Dan Fodio University, Sokoto PGDE/2009/5412.
3. Adeyemi, T.O,. (2008). Science Laboratories and the Quality of Output from Secondary
Schools in Ondo state, Nigeria. Asian Journal of information Management 2, 23-30
4. Adinaryan, K. (1979). A Teaching Strategy for Developing Appropriate Skills Required
in Students for Conducting Scientific Investigation. An Unpublished PhD Thesis. The
Maharaja Sayajiroa University of Baroda, Vadodara.
5. Ali, M. A., & Kamraju, M. (2020). Evaluation of Traffic Noise Pollution in Hyderabad
City, Telangana State. LULU PUBLICATION, ISBN– 978-1-71682-711-2.
6. Ali, M. A., Kamraju, M., & ANJUM.A. (2020). A Socio-Economic Impact Of Covid-19
Pandemic On Women: Case Study Of Hyderabad City. Balaji Publications, ISBN: 978-
93-85756-99-3.
7. Bajracharya, R.K(1986). Study of Science Education in the Secondary schools of Nepal
with a view to evolving a functional model for improving the science education. An
unpublished Ph.D Thesis. Delhi University, In Buch, M.B (Ed, 1991) Fourth Survey of
Research in Education .New Delhi: NCERT.
8. Hodson, D, (1990). A Critical Look at Practical Work in School Science, School Science
Review, 71(256), 33-40
9. Joshua, R.L.D (2013). Online Social Networking – based health education: Effect of
student ‟Awareness and Practice of Laboratory Safety. TOIET: The Turkish Online
Journal of Educational Technology. October, Volume 12, Issue 4.
10. Kamraju, M. (2020). A Study on Strategical Significance of South China Sea for India.
Agriculture & Food: e-Newsletter ISSN: 2581-8317, 02(08), 233–236.
11. Kamraju, M. (2020). A Study on Educational Status and School Related Abilities in
Model High School, Osmania University, Hyderabad. Our Heritage, ISSN No: 0474-
9030, 68(1), 489–499. [Link]

55 | P a g e
 12. Kamraju, M. (2019). A Study on Noise Pollution And Its Impact On Health In
Hyderabad. Regional Symbiosis, Kanpur, Vol.27 (ISSN: 0972-2041), 27(1).
[Link]
13. Kamraju, M. (2019). Quantitative Analysis of Zooplanktons of Fresh Water Ecosystem In
Dindi Reservoir, Telangana, India. International Journal of Research and Analytical
Reviews, E ISSN 2348 – 1269, PRINT ISSN 2349-5138, 6(II), 462–466.
14. Kamraju, M. (2019). A Comprehensive Study of Facts And Figures In Hyderabad Forest
Division. IJRAR- International Journal of Research and Analytical Reviews, e ISSN
2348 –1269, Print ISSN 2349-5138, 6(01), 679–683.
15. Kamraju, M. (2018). Evolution of Administrative Reforms in Hyderabad State.
International Journal of Creative Research Thoughts (IJCRT), ISSN: 2320-2882, 06(02),
1302–1310.
16. Kamraju, M. (2018). Urban Sprawl and Sustainable Development in Hyderabad: A
Geoinformatic Approach. International Journal for Creative Research Thoughts, IJCRT,
ISSN: 2320-2882, 06(01), 285–294.
17. Kamraju, M., & Manisha Pendyala. (2017). Impact of Climate Change on Agricultural
Productivity: A Case Study of Nalgonda District Telangana. International Journal of
Research in Management & Social Science, ISSN No: 2322-0899, 5(3), 70–76.
18. Kamraju, M. (2017). Changing Pattern of Population and Density in Telangana State.
International Journal of Humanities and Social Sciences (IJHSS), ISSN (P): 2319-393X;
ISSN (E): 2319-3948, 06(05), 97–107.
19. Kamraju, M. (2017). Geotechnical Study for Groundwater Management a Case Study of
Peddavagu Mini Watershed in Telangana State. International Journal of Innovative
Research in Science, Engineering and Technology, ISSN (Online) : 2319-8753 ISSN
(Print) : 2347-6710, 6(6), 11780–11793.
20. Kamraju, M. (2017). Crop Diversification Pattern: A Case Study of Telangana State.
International Journal of Innovative Science and Research Technology, ISSN No: - 2456 -
2165, 2(5), 366–371.
21. Kamraju, M. (2018). Changing Pattern of Urban Growth in Hyderabad city: A Study. Jai
Maa Saraswati Gyanadayani, ISSN No: 2454- 8367 e-ISJN-A4372-3118, 3(3), 483–503.

56 | P a g e
 22. Kamraju, M., & Manisha Pendyala. (2018). Influence of Goods and Service Tax on
Ganesh Idols: A Case Study of Hyderabad City. Jai Maa Saraswati Gyanadayani, ISSN
No: 2454- 8367 e-ISJN-A4372-3118, 3(3), 320–329.
23. Kamraju, M. (2017). Village Information System Using GIS: A case study of Chilkur
village, Moinabad mandal Telangana. Jai Maa Saraswati Gyanadayani, ISSN No: 2454-
8367 e-ISJN-A4372-3118, 3(1), 21–31.
24. Kamraju, M. (2017). Socio-Economic Conditions of Farmers: A Case Study of Warangal
District. International Journal of Engineering Research Online, KY Publications, ISSN
No: 2321-7758, 5(4), 158–163.
25. Kamraju, M. (2016). Impact Of Urbanisation On Lakes: A Case Study of Hyderabad.
Journal of Urban and Regional Studies, ISSN No: 2350-1162, 5(1).
26. Kamraju, M. (2019). Gravity Shift: How Asia's New Economic Powerhouses Will Shape
the 21st Century by Wendy Dobson: A Book Review. Journal of Business and
Management Studies (JBMS), ISSN: 2709-0876, 01(01), 7–12.
27. Kamraju, M. (2018). A Study on Growth and Distribution of Population in Hyderabad
city. ANJAN PUBLISHER, (ISBN 978-81-938088-0-1), 01(01), 3–14.
28. Kamraju, M. (2018). Demographic Dividends: A Window of Opportunity for Telangana.
Bhatter College Publication Series II, (ISBN 978-81-933142-1-0), 1, 292–302.
29. Kamraju, M., & Ali, M. A. (2019). Indo-Pacific Significance: A Study on Geopolitical
Impact on India and China. International Journal of Law and Politics Studies (IJLPS),
ISSN: 2709-0914, 01(01), 5–9.
30. Kamraju, M., Ali, M. A., & Prathap, S. (2019). Site Selection For Sub Surface Dams
Across Papagni River In Chakrayapeta Mandal Using Geospatial Technologies. Journal
of Emerging Technologies and Innovative Research (JETIR) (ISSN-2349-5162), 06(03),
82–94.
31. Kamraju, M., Wani, M., & Ali, M. A. (2020). Hospitality Industry in Ladakh: Assessing
the Volume of Solid Waste Generation of Operation Restaurants of Leh Town through
Spatiotemporal Method. International Journal of All Research Education and Scientific
Methods (IJARESM) ISSN: 2455-6211, 8(6), 144–151.

57 | P a g e
 32. Kamraju, M., Ali, M. A., & Manisha Pendyala. (2020). A Study on Influence of Yoga on
Student’s life. International Journal of Health, Physical Education and Computer
Science in Sports, ISSN No: 2231-3265, 37(1), 30–32.
33. Kamraju, M., Ali, M. A., & Wani, M. (2020). An Analysis on Impact Of Banning China
Goods To India. International Journal of Innovative Research in Science, Engineering
and Technology (IJIRSET) e-ISSN: 2319-8753, p-ISSN: 2320-6710, 9(6), 4970–4973.
34. Kamraju, M., Ali, M. A., & Rahmati, F. (2020). A Study on Strategic Location of Siliguri
Corridor and Its Issues. International Journal of All Research Education and Scientific
Methods (IJARESM), ISSN: 2455-6211, 8(7), 5–9.
35. Kamraju, M., Ali, M. A., & Rahmati, F. (2020). A STUDY ON URBAN GROWTH
AND ITS IMPACT ON KABUL CITY, AFGHANISTAN. International Journal of
Advance Research and Innovative Ideas in Education, IJARIIE-ISSN(O)-2395-4396,
06(04), 274–279.
36. Kamraju, M., Ali, M. A., & Wani, M. (2020). Impact of COVID-19 on Industries.
AGRICULTURE & FOOD: E-NEWSLETTER e-ISSN: 2581 8317, 2(7), 19–21.
37. Kamraju, M., & Ali, M. A. (2020). Constrains Of Online Education In India.
International Journal of Engineering Applied Sciences and Technology ISSN No. 2455-
2143, 05(01), 399–402.
38. Kamraju, M., & Ali, M. A. (2019). Impact Of Urban Growth On Land Use- Land Cover
In Hyderabad City. Journal of Emerging Technologies and Innovative Research (JETIR),
ISSN No: -2349-5162, 06(05), 308–316.
39. Kamraju, M., Ali, M. A., & Prathap, S. (2019). Enumeration of Springs in Buggavanka
Watershed, Kadapa, Andhra Pradesh, India. International Journal of Innovative
Knowledge Concepts, ISSN No : 2454-2415, 07(06), 189–195.
40. Kamraju, M., Ali, M. A., & Prathap, S. (2019). An Overview Of Social Development In
Telangana State. TRANS Asian Research Journals, ISSN No : 2278-4853, 08(04), 9–21.
[Link]
41. Kamraju, M., Prathap, S., & Ali, M. A. (2019). A Geotechnical Study Of Salt Affected
Areas In Yogi Vemana University Watershed Area. Atman Publishing Academy, E ISSN
2348 – 1269, PRINT ISSN 2349-5138, 06(02), 912–916.

58 | P a g e
 42. Kamraju, M., Prathap, S., & Ali, M. A. (2019). Digital Estimation Of Dumps Of Mining
Over Burden Quantities In Open Cast Baryte Mine Of Mangampeta, Andhra Pradesh,
India. International Journal of Emerging Technologies and Innovative Research, ISSN-
2349-5162, 06(04), 498–506.
43. Kamraju, M., Prathap, S., & Ali, M. A. (2019). How To Write An Academic Research
Paper. Journal of Emerging Technologies and Innovative Research, ISSN-2349-5162,
06(04), 488–493.
44. Kamraju, M., & Ali, M. A. (2018). A Global Problem On Groundwater Depletion : A
Study Of Hyderabad. Aarhat Publication & Aarhat Journal’s, ISSN- 2277-8721,
VII(XII), 1–11.
45. Kamraju, M., & Ali, M. A. (2017). Socio-Economic Status Of Working Women In
Shamshabad Area. Jai Maa Saraswati Gyanadyani, ISSN No: 2454- 8367 e-ISJN-
A4372-3118, 2(4), 135–152.
46. Kamraju, M., & Ali, M. A. (2017). Influence of physical Education and sports in students
life. Indian Federation of Computer Science in Sports, ISSN No: 0975-7732, 28(01), 41–
45.
47. Kamraju, M., & Ali, M. A. (2017). Importance of Health and Fitness in Life. Asian
Journal of Physical Education & Computer Science in Sports, ISSN No: 09757732,
17(01), 41–43.
48. Kamraju, M., & Ali, M. A. (2020). Agrarian crisis and its consequences on farmers: A
case study of Warangal district. Empire Books International, (ISBN 978-93-88791-81-6 )
, 1, 8–19.
49. Kamraju, M., & Ali, M. A. (2018). Education and Literacy status in Newly formed
Telangana state. A. K. Publications,(ISBN 978-93-88465-08-3 ) , 01(01), 303–316.
50. Kamraju, M., & Ali, M. A. (2017). A Review of Performance Rural Development
Programmes In Telangana State. Journal of Spatial Sciences, ISSN No: 0974-7125,
10(2), 27–38.
51. Kamraju, M., Prathap, S., & Ali, M. A. (2019). How To Avoid Rejection Of Research
Paper By Journals. International Journal of Research and Analytical Reviews (IJRAR),
(E-ISSN 2348-1269, P- ISSN 2349-5138), 06(01), 732–738.
[Link]

59 | P a g e
 52. Kamraju, M., Prathap, S., & Ali, M. A. (2019). Change Detection in Land Use Land
Cover Using Geospatial Technology and Open source Data in Lankamalla Forest and the
Neighborhood – A Case Study In Andhra Pradesh, India. Journal of Emerging
Technologies and Innovative Research (JETIR),ISSN No :-2349-5162, 06(04), 557–563.
53. Kamraju, M., & Ali, M. A. (2018). Remote Sensing And GIS Study On Change
Detection In Land Use Land Cover In Kondarapet Mandal, Karimnagar District,
Telangana. The Indian Geographical Journal, ISSN No: 0019-4824, 93(2), 118–125.
[Link]
54. Kamraju, M., Ali, M. A., & Manisha Pendyala. (2019). Reviving Rural Economy: A
Study On Telangana, India. TRANS Asian Research Journals, ISSN No : 2278-4853,
8(4), 280–293. [Link]
55. Kamraju, M., & Ali, M. A. (2019). Environmental Impacts of Urban Growth From an
Integrated Dynamic Perspective: A Study of Hyderabad, Telangana State, India.
International Journal for Research in Engineering Application & Management
(IJREAM), ISSN No : 2454-9150, 05(02), 265–273. [Link]
9150.2019.0045
56. Kamraju, M., Ali, M. A., & Wani, M. (2020). An Analysis Of Covid-19 Lockdown 5.0
Unlock 1.0, India. International Journal of Scientific Research in Engineering and
Management (IJSREM), ISSN NO: 2582 3930, 04(06), 1–7.
57. Kelkar, S. A., (1998). Study of effectiveness of methodology “Exploring the Mind” for
teaching science to the students to standard VIII. An Unpublished Ph.D Thesis,
University of Poona, In Sixth Survey of Research in Education from www.
[Link]/ retrieved date 11.06.2008.
58. Kerr J K,. (1963). Practical Work in School Science. An Account of an Inquiry into the
Nature and Purpose of Practical Work in School Science Teaching in England and Wales,
Leicester University Press, Leicester
59. Latha P. (2011). A Study into the Factors Related to the Academic Achievement of
Higher Secondary Students in Chemistry, a Ph. D Thesis, Submitted to Manonmaniam
Sundaranar University, Tirunelveli.

60 | P a g e
 60. Mariamma Mathew (2004) On a Critical Study of the Theory- Practical Integration in
Teaching of High School Physical Science in Kerala, Published Ph. D Thesis Mahatma
Gandhi University, Kottayam, 2004 Available at [Link]
61. Mac Gowen R.S,(2007), The Impact of School Facilities on Student Achievement,
Attendance, behavior, completion rate and teacher turnover rate in selected Texas high
schools, Ph.D Thesis, Texas A&M University. December.
62. Marcie Steen, (2011). Investigating their Impact of a Laboratory Skills Checklist on
Student Engagement in Biology, Montana State University, Bozeman, Montana.
[Link]./…./steenMo81
63. Manas Pratim Das (2013). Science Reporter, A CSIR Publication March 2013, p 22-23
64. Meester, M.A. M and Maskill, R,. (1995). First Year Chemistry Practical at Universities
in England and Wales; Aims and the Scientific Level of the Experiments, International
Journal of science Education, 17 (5), 575-588.
65. Misra, B. D (1979). A Comparative Study of Science Teaching in Rural and Urban Junior
High School, Unpublished [Link] Dissertation, Garwal University.
66. Millar, R, (2004). The Role of Practical work in the Teaching and Learning of Science,
High School Science Laboratories; Role and Vision, National Academy of Science,
Washington, DC. York; The University of York.
67. Mittal, R.S and Singal, S,. (1996). Laboratory Manual in Physics, Practical Book, For
Class XII, Arya Book Depot.
68. Musoko, (1986), The Role of Laboratory in the Teaching of Ordinary Level Physics in
Kenya Secondary Schools. 1980, In Eshiwani G.S (1986) Ibid.
69. Muddu, V. (1978). A Study of Prevalent Status of Instructional Procedure in Biology in
High Schools, An Unpublished Ph. D thesis, Osmania University. In Buch M, B (Ed.
1986) Third survey of Research in Education. New Delhi: NCERT
70. National Research Council (NRC) (2006). America Lab Report Investigation in High
School Science, Washington DC, National academy Press, p.3 [Link]
resource.
71. National Science Teachers Association (NSTA) (2007). NSTA Position Statement the
Integral Role of Laboratory Investigation in Science Instruction. Adopted by NSTA
board of direction February, pdf

61 | P a g e
 72. Patrick, (2009). Evaluation of Science Teaching in Secondary Schools in Delta State –2,
Teaching of the science, Department of Science Education , Delta State University,
Abraka, Nigeria. International Journal of Science Education, 1(2):119-129.
73. Patole, N.K. (1967). A Study of Teaching of Science in Rural Primary Schools Standard I
to VII. An unpublished Ph. D Thesis, Pune University. In Buch, M. B(Ed.1974) A Survey
of Research in Education. Baroda; The Maharaja Sayajiroa University of Baroda.
74. Poonam Chauhan, (1992). Helping the Under Achievers in Science, Unpublished Ph. D
thesis. Aligarh Muslim University.
75. Prem Kumari, N. (2009). Problem of Students of State Board and Central Board of
Education in Learning Chemistry at Higher Secondary Level in Bangalore city
76. Prerana H. Shelat, (2012). Developing an Instructional Strategy and Studying its
Effectiveness for Comprehension in Science Among Class VII Students, A Ph.D Thesis,
Centre for Advanced Study in Education. The Maharaja Sayajiroa University of Baroda,
Vadodara.
77. Pritam Singh, (1996). A Monograph on Improving Practical Examination in Science. In
Ediger Marlow and Digunarti Bhaskaro Roa (Eds), Science Curriculum. New Delhi:
Discovery Publishing House, pp 19-2.
78. Rahmati, F., Kamraju, M., & Ali, M. A. (2020). A Study On China's One Belt-One Road
Initiative. International Journal of Advance Research and Innovative Ideas in Education
(IJARIIE), 6(4), 771–775.
79. Rahmati, F., Ali, M. A., & Kamraju, M. (2020). A Study On India -China Current
Geopolitical Issues And Implications. International Journal of Scientific Research in
Engineering and Management (IJSREM), 4(6), 1–10.
80. Report of The All India Seminar on The Teaching of Science in Secondary School at
Tara Devi (Simla Hills), All India Council for Secondary Education, ministry of
Education, New Delhi.
81. Report of Education Commission, (1964-1966), Government of India, New Delhi,
Manager of Publications. Report of the Education Commission 1964-66 Ch. XVI, p.390
82. Report of Technical Working Group meeting, (1978). Selections, Maintenance and
Repair of School Science Equipment, Penang, Bangkok, ROEAO.

62 | P a g e
 83. Review of educational research, (2016). 69 (1) 21-51. International journal of science
education, ISSN 1464-5289 vol. [Link] 7-8 May 2016
84. Rownntree, Derek,. (1982). A Critical Dictionary of Education, London: Harper and Row
Publishers.
85. Saskatcheqan (1991) Student Evaluation: A teacher hand book, Ottawa; Saskatechewan,
Department of Education, p.130
86. Savitri G.R, (1981). An Inquiry into the Adequacy and Use of Equipment Available for
Teaching of Science in Selected High Schools of Mysore city, Unpublished [Link]
Dissertation m RIE, Mysore.
87. Sharma, V. K. (1982). Growth and Development of Science Education in Bihar. An
Unpublished Ph.D Thesis, Patna University, In Buch, M.B (Ed. 1986). Third Survey of
Research in Education, New Delhi: NCERT.
88. Shaila Banu, (2011). The Role of Practical Work in Teaching and Learning Physics at
Secondary Level in Bangladesh, College of education, University of Canterbury, New
Zealand. 2011
89. Sharma, R. C,. (1968). Planning for Effective Science Teaching, Bhopal Regional
College of Education
90. Shukla, R. D,. (2002). An Apex Resource Organisation in School Education in India
NCERT, [Link]. Org.
91. Sharma A, R. (2000) Educational Technology, Vinod Pustak Mandir, Agra-2.
92. Siddiqi, Nasim, (1982). Science Education and Curriculum Development,(Paper
presented in All India Science Teachers Association, Silver Jubilee Conference,
December 1981 at New Delhi) Education Forum Vol. 23 No. 3 Sept
93. Thangeswari, M, (2000). An Investigation into the Problems of XI Standard of Students
in Learning Chemistry in Tuticorin. [Link] Thesis
94. Thair, M & Treaugust, D.F (1999). Teacher Training Reforms in Indonesia Secondary
Science; The Importance of Practical Work in Physics. Journal of Research in science
Teaching, 36 (3), 357-371.
95. Thakur, G.K, (2013). Development of a Model Chemistry Laboratory Curriculum at +2
Level and Studying its Effectiveness. IJSRD- International Journal of Scientific Research

63 | P a g e
 and Development, Vol. 2, Issue 11, 2015/ISSN (online) 2321-0613, 2013
[Link]/article/[Link] The Columbia Encyclopedia, p.1990, 1963
96. UNESCO, (1972). Learning To Be: The World of Education, today and Tomorrow, Paris:
UNESCO
97. UNESCO, (1962). Source Book for Science Teaching, Paris: UNESCO pp. 19-25.
98. UNESCO, (1980). Handbook for Science Teachers, UNESCO, Paris.
99. Whitfield, Richard, C., Aims and Objectives „The Art of the Science Teachers‟ London,
McGraw Hills Book Company (UK) Limited
100. Woolnough, B,. (1991). Practical Science as a Holistic Activity, In B. Woolnough
(Ed.) Practical Science. Milton Keynes; Open University press 181-188
101. Yadav, K., (2008). Teaching of Life sciences, Anmol Publications Pvt. Ltd. New
Delhi,

64 | P a g e
 QUESTIONNAIRE
1. Is there laboratory available in the school?

………………………………………………………………………………….

2. Is there power supply in the laboratory?

………………………………………………………………………………….

3. Is there science teacher/ resources available?

………………………………………………………………………………….

4. Does the school have proper ventilation?

………………………………………………………………………………….

5. Is there water supply in the laboratory

………………………………………………………………………………….

6. Is there provision for practical’s ?

………………………………………………………………………………….

7. Are you getting funds to maintain laboratory?

………………………………………………………………………………….

8. Does the laboratory have demonstration table?

………………………………………………………………………………….

9. Is there blackboard in the laboratory?

………………………………………………………………………………….

10. Does the school have microscope?

………………………………………………………………………………….

11. Is there science kit?

………………………………………………………………………………….

61 | P a g e
 12. Are there sufficient chemicals available?

………………………………………………………………………………….

13. Are you conducting field trips on science subjects?

………………………………………………………………………………….

14. Is there any science club?

………………………………………………………………………………….

15. Do you conduct activities related to science?

………………………………………………………………………………….

62 | P a g e

View publication stats