Assessment of Availability and Utilization of Instructional Facilities in Teaching Integrated Science Education Courses in Federal College of Education (T) Asaba
ABSTRACT
The study examined the availability and utilization of instructional facilities in teaching Integrated Science Education courses in Federal College of Education (Technical), Asaba. Four research questions guided the study. A review of related literature was done based on the research questions raised and the variables in the study. A descriptive survey research design was adopted for the study. The population of the study comprised twenty-one (21) Integrated Science educators and degree students in Federal College of Education (Technical), Asaba, consisting of 12 educators and 9 students. Due to the manageable size of the population, all the 21 respondents were used for the study; hence, census sampling technique was employed. The instrument for data collection was a structured questionnaire titled: “Availability and Utilization of Instructional Facilities in Teaching Integrated Science Education Courses Questionnaire (AUIFTISECQ).” The instrument was validated by two lecturers: one from the School of Secondary Education (Science), and the other from Educational Measurement and Evaluation, both from Federal College of Education (Technical), Asaba. The validated questionnaire was subjected to a reliability test, where ten copies were administered on Integrated Science educators and students in Federal College of Education Umunze, Anambra State, using the split-half method. Data collected was analyzed using the Pearson Product Moment Correlation Coefficient to determine the reliability index. Twenty-one (21) copies of the validated questionnaire were administered personally by the researcher and all were retrieved and analyzed using frequency count, mean, and standard deviation statistics. The decision rule adopted was that any item with a mean rating of 2.50 and above was regarded as agreed, while items with a mean rating below 2.50 were considered disagreed. Findings of the study revealed among others that instructional facilities are available to a high extent, utilized by lecturers to a high extent, positively influence students’ learning outcomes, and that factors such as inadequate supply, poor maintenance, lack of technical support, insufficient training, overcrowded classrooms, and limited funding affect the effective utilization of instructional facilities in teaching Integrated Science Education courses in Federal College of Education (Technical), Asaba.
CHAPTER ONE
INTRODUCTION
Background to the Study
Teaching and learning in the modern educational system demand more than just verbal instruction. For learners to gain meaningful and lasting understanding, especially in science-related subjects, the use of instructional facilities is essential. These facilities such laboratories, projectors, charts, models, audio-visual aids, and other hands-on teaching tools play a vital role in enhancing the delivery of content, stimulating students’ interest, and improving overall academic performance. The effective integration of these resources in classroom instruction promotes active learning, facilitates concept clarification, and bridges the gap between theory and practice in subject such as Integrated Science Education.
Integrated Science Education ins an interdisciplinary model that merges biology, chemistry, and physics into a single coherent field of study. Cultivate in students a holistic understanding of natural phenomena by breaking down traditional disciplinary boundaries and fostering connections across concepts (Eduwen, Ufuoma & Eze, 2024). It places particular emphasis on the development of critical thinking and problem-solving skills through contextualized, real-world applications, thereby enhancing both conceptual understanding and long-term retention of scientific principles. Hamidu (2023) defines Integrated Science Education as a functional programme designed not only to impart scientific knowledge but also to equip learners with practical skills for wealth creation and economic diversification. Through it, students engage in hands-on, project-based activities that simulate real-world enterprises, thereby linking scientific concepts directly to livelihood opportunities. Festus (2024) sees Integrated Science Education as a programme requiring adequate teacher qualifications, modern laboratories, and learner-centred instructional methods. He argues that without continuous professional development, sufficient student–teacher ratios, and well-equipped outdoor and indoor laboratories, the objectives of interdisciplinary and skills acquisition cannot be fully realized. Chima (2024) describes Integrated Science Education as the foundational subject in junior secondary schools that introduces learners to the unity of the sciences. According to him, the curriculum is structured to provide preparatory knowledge across biology, chemistry, and physics, thereby laying the groundwork for specialized scientific study in senior secondary school.
The effective teaching of Integrated Science Education is facilitated by the use of different kinds of instructional facilities. Ezeudu (2019) defined instructional facilities as the physical and material resources used in the teaching and learning process to facilitate understanding and knowledge retention. These include classrooms, laboratories, libraries, instructional materials, and technological tools that support the delivery of educational content. Oyekan (2020) described instructional facilities as all equipment, tools, and infrastructure that directly or indirectly aid the transmission of knowledge and skills in educational institutions. According to him, facilities such as audio-visual aids, chalkboards, desks, and instructional charts serve as mediators between the teacher’s content and the learner’s comprehension. Okorie and Uchenna (2021) viewed instructional facilities as tangible and intangible assets in the school setting that contribute significantly to curriculum delivery and learning processes. These facilities, which range from textbooks and laboratories to internet access and projectors, provide the environment necessary for interactive and student-centered learning. Nwachukwu (2022) defined instructional facilities as all educational inputs and physical structures that support learning, including buildings, furniture, teaching aids, and digital resources. According tohim, such facilities not only create a conducive environment for learning but also directly influence students’ academic achievement. The presence of adequate instructional facilities ensures that both students and teachers are adequately supported to meet the demands of the curriculum.
Instructional facilities such as well-equipped science laboratories, instructional charts, models, and biological specimens play a vital role in the effective teaching of Integrated Science Education. These facilities provide both the physical and intellectual resources necessary to promote scientific inquiry and understanding. Laboratories, in particular, enable students to conduct experiments and observe scientific phenomena directly. According to Nwachukwu (2022), laboratories help students acquire practical skills and deepen their conceptual understanding through hands-on activities. Instructional charts, models, and specimens are also essential, as they aid in illustrating abstract concepts like the human circulatory system, photosynthesis, and the structure of atoms. These visual aids simplify complex topics and enhance student engagement, especially among junior secondary school learners whose abstract reasoning skills are still developing (Okorie & Uchenna, 2021).
Furthermore, multimedia tools such as projectors, animations, and interactive software are increasingly important in bringing dynamic scientific processes to life. These digital tools make learning more interactive and accommodate diverse learning styles, thereby improving students’ understanding and retention of scientific concepts (Ezeudu, 2019). Textbooks, teacher guides, and reference materials also serve as essential instructional facilities by aligning teaching with curriculum standards and providing structured content. Additionally, classroom furniture, adequate ventilation, and functional whiteboards or smart boards create an enabling environment for learning. As Oyekan (2020) noted, such facilities are not merely aids but essential elements that support teaching effectiveness and stimulate academic achievement in Integrated Science.
The utilization of instructional facilities in teaching Integrated Science Education in Colleges of Education is essential for promoting effective curriculum delivery and competency-based training. According to Agbaje and Aladejana (2020), effective utilization involves not just the availability of facilities like laboratories, multimedia tools, models, and charts, but also how frequently and appropriately they are used in classroom instruction. In many Colleges of Education, science laboratories are utilized to expose students to practical experiences that help them connect theoretical concepts with real-life applications. This practical engagement is critical in Integrated Science, where students are expected to understand and explain natural phenomena using scientific methods. Emeh and Ugochukwu (2021) further emphasized that utilization enhances learners’ cognitive, psychomotor, and affective domains, particularly when instructional materials are applied systematically during lessons and demonstrations.
Moreover, the integration of ICT tools such as digital projectors, computer simulations, and online resources is becoming a vital aspect of instructional facility utilization in Colleges of Education. Nwankwo and Okafor (2019) reported that when lecturers incorporate technology-based facilities into lesson delivery, it fosters learner engagement, promotes independent learning, and allows for differentiated instruction tailored to students’ learning styles. However, the level of utilization often depends on factors such as teacher competence, administrative support, and training on the use of modern teaching aids. Odu and Adeyemi (2022) noted that institutions that prioritize the professional development of lecturers in the use of instructional facilities often record better learning outcomes among students in science-based courses. Therefore, proper planning, regular maintenance, and strategic deployment of instructional facilities are crucial in maximizing their impact on science education.
The utilization of instructional facilities has a significant influence on students’ learning outcomes in Integrated Science Education courses, particularly in enhancing comprehension, retention, and application of scientific knowledge. When facilities such as science laboratories, models, specimens, and digital tools are effectively employed, they provide learners with opportunities for experiential learning, thereby making abstract scientific concepts more concrete and relatable. According to Okafor and Eze (2019), the consistent use of instructional materials in teaching Integrated Science leads to improved student engagement, better conceptual clarity, and higher academic performance. Facilities like charts, multimedia simulations, and hands-on equipment encourage active participation, which is critical for mastering scientific inquiry processes and developing problem-solving skills.
Moreover, the proper use of instructional facilities fosters a more interactive and student-centered learning environment, which positively affects learners’ attitudes and interest in science. Umeh and Adejoke (2020) observed that students taught with adequate and appropriately utilized instructional facilities performed significantly better in both theoretical and practical aspects of Integrated Science than those taught with traditional lecture methods alone. This influence extends beyond academic performance to shaping students’ motivation, confidence, and readiness for further scientific exploration. As noted by Bakare and Edem (2021), the presence and effective use of instructional resources not only bridge the gap between theory and practice but also contribute to the production of competent future science educators. Hence, instructional facilities, when well-utilized, serve as a powerful tool in promoting meaningful and measurable learning outcomes in Integrated Science Education.
Several factors influence the effective use of instructional facilities in teaching Integrated Science Education courses, significantly affecting students’ learning outcomes. One of the primary factors is the availability and accessibility of the instructional resources themselves. Adequate and well-maintained science laboratories, multimedia tools, models, and textbooks are essential for effective teaching. According to Adeyanju and Chukwu (2020), inadequate supply of instructional materials, coupled with insufficient funding and poor infrastructure in some Colleges of Education, hinders the proper use of these resources in delivering high-quality science education. Furthermore, the lack of relevant and up-to-date materials, particularly in resource-limited environments, limits the ability of instructors to provide students with comprehensive learning experiences. Effective utilization is contingent on the availability of these resources in the first place, without which educators struggle to deliver practical and interactive lessons.
Another critical factor is the competency and training of educators in utilizing instructional facilities effectively. Teachers who are not adequately trained in the use of modern educational technologies, such as interactive whiteboards, projectors, or educational software, may fail to integrate these tools into their lesson plans. As noted by Akinmoladun and Dada (2021), the professional development of educators plays a crucial role in ensuring the effective use of instructional materials. In addition, teachers’ attitudes toward using instructional facilities, including their willingness to innovate and incorporate these resources into their pedagogy, directly impact the quality of teaching. Institutional support, such as training programs and continuous professional development opportunities, is essential to enhance teachers’ ability to effectively utilize instructional facilities in a way that fosters student engagement and promotes a deeper understanding of Integrated Science concepts. Hence the need to assess the availability and utilization of instructional facilities in teaching Integrated Science Education Courses in Federal College of Education (T) Asaba.
Statement of the Problem
The role of instructional materials in facilitating the effective teaching and learning of Integrated Science Education courses cannot be overstated. This is because it fosters a more interactive, student-centered environment, these resources enhance learners’ attitudes toward and interest in science, thereby improving comprehension, retention, and application of scientific concepts. Well-designed multimedia tools, models, charts, specimens, and fully equipped laboratories form the backbone of an inquiry-based, hands-on science curriculum, empowering students to develop critical investigative skills and deep conceptual understanding.
Despite their proven benefits, many Colleges of Education in Nigeria continue to report poor student performance in Integrated Science Education. This persistent underachievement has often been linked to the inadequate availability and suboptimal utilization of instructional facilities. Contributing factors include limited funding, deterioration and poor maintenance of existing resources, and insufficient training for lecturers on how to integrate available materials effectively into their pedagogical practice. As a result, practical activities are frequently constrained in scope and depth, and the professional readiness of future science educators remains jeopardized.
Against this backdrop, the present study seeks to assess both the availability and the utilization of instructional facilities in the teaching of Integrated Science Education courses at the Federal College of Education (Technical), Asaba.
Research Questions
The following questions were raised to guide the study:
- To what extent are instructional facilities available for teaching Integrated Science Education courses in Federal College of Education (T) Asaba?
- To what extent are the available instructional facilities utilized by lecturers in teaching Integrated Science Education courses in Federal College of Education (T) Asaba?
- What is the influence of the utilization of instructional facilities on students’ learning outcomes in Integrated Science Education courses in Federal College of Education (T) Asaba?
- What are the factors affecting the effective utilization of instructional facilities in teaching Integrated Science Education courses in Federal College of Education (T) Asaba?
Purpose of the Study
The main purpose of this study is to assess the availability and utilization of instructional facilities in teaching Integrated Science Education Courses in Federal College of Education (T) Asaba. Specifically, the study sees to:
- determine the extent to which instructional facilities are available for teaching Integrated Science Education courses in Federal College of Education (T) Asaba.
- assess the extent to which the available instructional facilities are utilized by lecturers in teaching Integrated Science Education courses in Federal College of Education (T) Asaba.
- examine the influence of the utilization of instructional facilities on students’ learning outcomes in Integrated Science Education courses in Federal College of Education (T) Asaba.
- identify the factors affecting the effective use of instructional facilities in teaching Integrated Science Education courses in Federal College of Education (T) Asaba.
Significance of the Study
This study could be of benefit to Students, Integrated Science Educators, College Management, Policy Makers, Future Researchers and the Field of Integrated Science Education.
For Students, the study offers clear insights into how resource-rich learning environments enhance mastery of Integrated Science concepts. Identification of key gaps in facility provision directs advocacy for improved laboratory equipment and digital tools, leading to more frequent and meaningful hands-on experiences. Enhanced access to well-maintained microscopes, sensors, and interactive simulations fosters deeper inquiry skills, promotes confidence in scientific experimentation, and increases readiness for advanced STEM pathways. Data-driven recommend nations from the study also inform orientation programs that guide learners in maximizing available resources, thereby improving academic performance and persistence in science courses.
For Integrated Science Educators, the study delivers evidence-based guidance on optimizing instructional design and pedagogical strategies. Detailed analysis of facility utilization patterns reveals which laboratory practices yield the highest conceptual gains, enabling instructors to prioritize experiments and demonstrations most impactful on student understanding. Findings regarding barriers such as scheduling bottlenecks or insufficient training on specialized equipment support targeted professional development initiatives. As a result, educators gain actionable roadmaps for integrating technology-enhanced learning, refining assessment methods, and collaborating more effectively with technical staff to maintain high standards of practice.
For College Management, the study provides a strategic blueprint for resource allocation and institutional planning. Quantitative data on utilization rates and qualitative feedback on facility shortcomings illuminate priority areas for upgrade or expansion, ensuring capital investments deliver maximum educational return on investment. Alignment of facility improvements with accreditation benchmarks strengthens compliance reports and enhances the institution’s competitive profile among peers. Moreover, insights into potential revenue-generating uses of science facilities such as community workshops or industry-sponsored research empower management to diversify funding streams and demonstrate fiscal responsibility to stakeholders.
For Policy Makers, the study supplies robust empirical evidence required for informed decision-making on national science education policy. Clear correlations between facility adequacy and student outcomes underpin recommendations for minimum standards in laboratory provisioning across regions. Data on disparities whether between urban and rural colleges or among states guides equitable distribution of federal and state grants. Identification of systemic obstacles, such as maintenance funding gaps or lack of technician support, catalyzes the design of targeted intervention programs and capacity-building schemes that ensure policy directives translate into tangible improvements at the classroom level.
For Future Researchers, the study establishes a replicable methodological framework and rich dataset for extended inquiry into educational infrastructure. Validated survey instruments, observation checklists, and interview protocols offer ready-made tools for comparative studies in different geographic or disciplinary settings. Documentation of emergent themes such as the pedagogical impact of virtual labs or the correlation between facility quality and retention in science majors highlights promising avenues for longitudinal and experimental research. By mapping existing knowledge gaps, the study lays the groundwork for doctoral theses, cross-institutional collaborations, and meta-analyses aimed at advancing understanding of infrastructure’s role in learning processes.
For the Field of Integrated Science Education, the study contributes to the theoretical and practical discourse on resource-enhanced pedagogy. Empirical linkage of instructional facility availability with measurable learning outcomes validates conceptual models of experiential and technology-mediated science teaching. The study’s systems-thinking perspective encourages integration of facility planning into broader curriculum development, teacher training, and quality assurance frameworks. Actionable recommendations such as establishing routine facility audits, fostering industry-academia partnerships for equipment sponsorship, and embedding resource management protocols into teacher education equip the field with scalable best practices that promote sustained innovation and continuous improvement.
Limitations of the Study
This study was limited to assessment on the availability and utilization of instructional facilities in teaching Integrated Science Education Courses in Federal College of Education (T) Asaba. In the course of carrying out this study the researcher was faced with challenges such as that of finance and transportation to administer the questionnaire. The time frame to complete the research work was not enough to get all the required information from the respondents.
Scope and Delimitation of the Study
This study is focused on the assessment on the availability and utilization of instructional facilities in teaching Integrated Science Education Courses. The study is delimited to Federal College of Education (T) Asaba with particular emphasis on availability instructional facilities, utilization instructional facilities, influence of the utilization of instructional facilities on students’ learning outcomes and factors affecting the effective use of instructional facilities in teaching Integrated Science Education courses.
Definition of Terms
Integrated Science: Integrated Science is an interdisciplinary field that combines knowledge from various scientific disciplines such as biology, physics, chemistry, and earth science to provide a holistic understanding of natural phenomena. It aims to foster critical thinking and problem-solving skills through the exploration of scientific concepts in an interconnected manner.
Instructional Resources: Instructional resources refer to materials and tools used by educators to enhance teaching and learning processes, such as textbooks, multimedia, laboratory equipment, and educational software. These resources support the delivery of content, help clarify complex ideas, and engage students in the learning experience.
Availability: Availability refers to the extent to which a resource, service, or opportunity is present, accessible, and ready for use at a given time. It is a key factor in determining how efficiently and effectively certain needs or demands can be met.
Utilization: Utilization is the process of making use of available resources or tools to achieve specific objectives, typically referring to how effectively a resource is put to practical use. It reflects the degree to which resources are actively engaged to fulfill their intended purpose.
Colleges of Education: Colleges of Education are specialized institutions of higher learning that focus on training individuals to become professional educators in various fields, such as primary and secondary education. They offer programs that equip students with the theoretical knowledge and practical skills necessary for effective teaching.
Pages: 57
Category: Project
Format: Word & PDF
Chapters: 1-5
Source: Imsuinfo
Material contains Table of Content, Abstract and References.
