Influence of laboratory use on teacher trainees’ acquisition of science process skills in selected PTCs In Busoga sub-region

Abstract

This study investigated the influence of Laboratory (lab) use on teacher trainees' acquisition of Science Process Skills (SPS) in selected Primary Teachers' Colleges (PTCs) in Busoga sub-region. The study specifically established; the relationship between frequency of laboratory use and teacher trainees‟ acquisition of SPS; the extent to which participation in lab activities influences acquisition of SPS; and ways in which support to teacher trainees‟ influences acquisition of SPS. A cross sectional survey design was used to collect data from 229 respondents in 5 PTCs using purposive sampling and simple random sampling. Data were entered into Statistical Package for Social Scientists (SPSS version 22). A Pearson correlation was used to determine relationship between variables. ANOVA was used to determine differences in acquisition of SPS among teacher trainees. Qualitative data were analyzed thematically and reported in verbatim form. Results indicated that all principals, tutors and lab assistants acknowledged that the time allocated to lab use for a week was less than 6 hours, thus, tutors and teacher trainees were not effectively utilizing labs for practical activities for example only 30% used the lab regularly and the other 70% not. The level of teacher trainees‟ participation in lab use was also low since there was lack of equipped labs in most of the colleges. In view of support, teacher trainees received support during practical work in the labs for example, tutor support is represented by 65.3%, peer support is 71% and lab assistant’s support is 53.3%. However, the support received could not adequately enhance teacher trainees’ acquisition of SPS. It was therefore concluded that teacher trainees and tutors of science did not adequately use labs for practical sessions. Therefore, teacher trainees are not getting adequate science process skills. Recommendations were that, the colleges should allocate more hours for lab activities and actively involve teacher trainees in practical activities in the labs to enhance acquisition of SPS.