Biology Teacher’s Level of Awareness of Laboratory Management Techniques in Senior Secondary School in Ondo State

This study examined biology teachers’ level of awareness of laboratory management techniques in senior secondary schools in Ondo State. A correlational survey research design was adopted for this study. The sample consisted of 616 respondents selected through a multistage sampling technique from a population of 577 biology teachers and 41,848 Senior Secondary II students across 281 public secondary schools. Data were collected using the Biology Teachers’ Laboratory Management Awareness Questionnaire (BTLMAQ) and Biology Achievement Test (BAT). The instruments were validated by experts, and a reliability coefficient of 0.89 was obtained using Cronbach’s alpha reliability. Data were analyzed using mean and standard deviation to answer research questions, while Pearson product–moment correlation and the independent t-test were used to test hypotheses at the 0.05 level of significance. Descriptive statistics showed an overall awareness mean of 3.20 (SD = 0.62), interpreted in the thesis as moderate awareness. Waste-disposal methods recorded the highest item mean (M = 3.32, SD = 0.60), followed by laboratory record maintenance (M = 3.30, SD = 0.61) and equipment maintenance and servicing (M = 3.27, SD = 0.61). Effective seating arrangement recorded the lowest mean (M = 3.10, SD = 0.71). Biology teachers demonstrated a high level of awareness of laboratory management techniques. The findings imply that although biology teachers possess a high level of awareness of laboratory management techniques, such awareness alone is not sufficient to significantly enhance students’ academic achievement. The study further implies that the actual utilization of laboratory management techniques plays a significant role in improving students’ performance in biology. When teachers actively organize, supervise, and manage laboratory activities effectively, students are more likely to develop better understanding and achieve higher academically. Therefore, this study recommends continuous professional development programs aimed at strengthening teachers’ practical laboratory management competencies.