CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Research Design
This study adopted a descriptive survey research design. The design was considered appropriate
because it enabled the researcher to systematically collect data from a large population and
describe existing conditions regarding laboratory facilities, students’ engagement, and academic
achievement in Basic Science across different school types. According to Nworgu (2015), a
descriptive survey design is suitable when a researcher intends to gather information from a sample
and generalize the findings to a population. Hence, this design allowed the researcher to examine
relationships between variables without manipulating them.
3.2 Area of the Study
The study was conducted in Lagos Mainland, Lagos State, Nigeria. Lagos Mainland was chosen
as the area of study because it represents a mix of public and private schools, providing a suitable
ground for comparing school types in relation to Basic Science achievement. Geographically,
Lagos Mainland is one of the key administrative divisions of Lagos State, bounded by the Lagos
Lagoon and connected to Lagos Island. Business-wise, Lagos Mainland hosts markets, industries,
and residential settlements, making it socially and economically diverse. This diversity reflects in
the education system, where schools vary in terms of resources, student engagement opportunities,
and overall performance. Thus, Lagos Mainland offers a relevant context for examining how
laboratory facilities and student engagement influence academic achievement in Basic Science.
3.3 Population of the Study
The population of the study comprised all Junior Secondary School (JSS) students offering Basic
Science in Lagos Mainland schools.
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3.4 Sample and Sampling Techniques
A sample of 300 students was drawn from the population using a stratified random sampling
technique. This was done to ensure adequate representation of both public and private schools in
Lagos Mainland. Stratification was based on school type (public and private), after which random
selection was applied within each stratum.
Specifically, four schools (two public and two private) were selected. From each school, 75
students were sampled, giving a total of 300 respondents. This sampling ensured balance, fairness,
and representation of opinions across different school types in the area of study.
3.5 Research Instrument
The main instrument used for data collection was a structured questionnaire developed by the
researcher. The questionnaire consisted of four sections aligned with the research questions:
availability and utilization of laboratory facilities, students’ engagement in Basic Science,
relationship between facilities and achievement, and influence of engagement on achievement.
The items were structured on a 5-point Likert scale ranging from Strongly Agree (SA) to Strongly
Disagree (SD).
3.6 Validity of the Research Instrument
To ensure validity, the questionnaire was subjected to expert review. Two lecturers from the
Department of Science Education, University of Lagos, and one experienced Basic Science teacher
from a secondary school in Lagos Mainland reviewed the instrument. Their feedback helped refine
ambiguous items, check for content relevance, and confirm that the questions measured what they
were intended to measure. This process ensured content and face validity, making the instrument
suitable for generalization across the study area.
3.7 Reliability of the Instrument
The reliability of the instrument was established through a pilot test conducted with 20 Junior
Secondary School students from a school in Lagos Mainland not included in the main study. The
responses were analyzed using the Cronbach Alpha method. The reliability coefficient obtained ra
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0.83, which falls within the acceptable range recommended by Nunnally (1978) for social science
research. This confirmed that the instrument was consistent and reliable for the main study.
3.8 Procedure for Data Collection
The researcher first obtained permission from the selected schools’ principals to conduct the study.
The questionnaires were then administered directly to the students during school hours with the
help of Basic Science teachers, ensuring that instructions were well understood. Respondents were
assured of confidentiality and informed that the data collected would be used strictly for research
purposes. Completed questionnaires were collected immediately after responses to ensure a high
return rate and avoid data loss.
3.9 Method of Data Analysis
Data collected were analyzed using both descriptive and inferential statistics. Descriptive statistics
such as mean and standard deviation were used to answer research questions on availability of
laboratory facilities, students’ engagement, and their relationship with achievement. Inferential
statistics such as Pearson Product Moment Correlation (PPMC) and t-test were employed to test
the hypotheses and determine the significance of relationships among variables. All analyses were
carried out at a 0.05 level of significance.