Labkafe Blog

Learn how to maintain your school biology lab effectively. Discover essential tips for safety, organization, and optimal learning environments.

Table of Contents

• Why is it Difficult to Maintain the School Biology Lab?
• Inadequate Resources and Facilities in the Biology Lab
• Teacher Inexperience and Inefficiency Affects Biology Lab Maintenance 
• Health and Safety Concerns for Maintaining the Biology Lab
• Lack of Technical Assistance Hampers Biology Lab Maintenance
• Time Constraints Faced by School Biology Lab Administrators
• Examination and Assessment Format Plays a Crucial Role in Biology Lab Engagement
• Strategic Solutions to Maintain Your School Biology Lab
• Frequently Asked Questions (FAQs)

Why is it Difficult to Maintain the School Biology Lab?

Biology labs need specimens (live and preserved), reagents and apparatus that are used for various experiments. It is often challenging to run a lab smoothly. If you are facing challenges, keep reading. This is a guide on how a school biology lab needs to be managed. 

Inadequate Resources and Facilities in the Biology Lab

Setting up a well-equipped laboratory for practical work is difficult, especially in developing nations. Teachers often plan practical sessions in advance, listing all necessary materials, but they are frequently disappointed when these materials are not purchased. In many cases, school principals are reluctant to allocate funds for laboratory resources. As a result, certain practical activities are not conducted, particularly when the required materials cannot be improvised due to a lack of facilities.

Improvisation by teachers plays a crucial role in enhancing learning and deepening students’ understanding of concepts. However, basic facilities are still essential to ensure effective practical work.

>>Head over here for affordable School Biology Lab Resources!

Teacher Inexperience and Inefficiency Affects Biology Lab Maintenance

Teacher inefficiency and inexperience were reported as a hindrance by 48% of the biology teachers in studies (Imanda, 2020). A teacher’s training at the undergraduate or diploma level significantly influences their ability to use practical teaching methods. A strong foundation in psychological and pedagogical principles enhances a teacher’s ability to implement practical work effectively.

This highlights the need for regular in-service training and sensitization programs for biology teachers. A study by Mwangi and Orodho (2014) found that in-service training greatly enhances teachers’ capacity for classroom instruction and management. Similar findings were reported in a study by Sharpe (2012) in England.

Health and Safety Concerns for Maintaining the Biology Lab

Health and safety are critical factors in designing biology practical. Among the teachers studied, 38% identified safety concerns as a challenge. Some practical involve ethical issues, particularly those related to genetic manipulation, DNA studies, or chromosome alterations. Other experiments, such as those involving pathogens, require special safety precautions.

Due to the risks associated with biology practical and teacher inexperience, some teachers avoid conducting such experiments. If proper precautions are not taken, these practical can pose serious risks to both students and teachers. For example, certain specimens could spread diseases such as HIV/AIDS, tuberculosis, or COVID-19. To minimize risks, practical activities should be conducted in shifts or individually to reduce interpersonal contact and sharing of apparatus, ensuring social and physical distancing.

These findings contrast with a study by Ackon (2014), which reported no significant health challenges arising from practical activities.

Lack of Technical Assistance Hampers Biology Lab Maintenance

The absence of a laboratory technician or assistant is another major challenge, cited by 69% of the respondents. Practical activities often require technical supervision, and without a technician, it becomes difficult to ensure proper execution.

This issue is linked to school administration, as recruiting a laboratory technician is the responsibility of the school principal. In cases where hiring a technician is not feasible, team teaching can be an alternative. Multiple biology teachers can collaborate in lesson preparation and execution to ensure the success of practical sessions. Ameka and Nyakwara (2020) suggest lesson study as a potential solution. Research by Tenaw (2015) highlights that students with limited strength and mobility benefit significantly from laboratory activities when a laboratory technician is present.

Time Constraints Faced by School Biology Lab Administrators

Practical work requires additional time for planning and execution. Of the teachers surveyed, 62% cited time as a challenge in using practical work for biology instruction (Imanda, 2020). Teachers often face pressure to complete the syllabus within a limited timeframe while accommodating other school activities such as sports, drama, and music. As a result, they feel there is insufficient time to consistently integrate practical work into their teaching.

A study by Yandila and Komane (2004) in Botswana emphasized the importance of time management when planning and conducting biology practical lessons. Similar findings were reported by Ackon (2014) in Ghana. To address this issue, teachers should plan practical activities in advance and conduct trial runs before the main classroom lesson. This approach improves lesson time management and ensures effective use of practical work.

Examination and Assessment Format Plays a Crucial Role in Biology Lab Engagement

Out of the total study population, 45% of biology teachers reported that the lack of emphasis on practical in national examinations discourages them from using practical teaching methods. Since assessments significantly impact students’ academic progress, teachers tend to align their teaching methods with examination formats.

This is particularly true when national testing bodies follow a predominant testing trend that does not prioritize practical assessments. As a result, teachers may not be motivated to incorporate practical work into their teaching strategies.

Strategic Solutions to Maintain Your School Biology Lab

Roadmap for School Biology Lab Management

• To address challenges, schools should allocate adequate funding for laboratory resources and encourage teachers to use creative improvisation where necessary. 
• Regular in-service training can enhance teachers’ confidence and ability to conduct practical effectively. 
• Strict safety guidelines and alternative approaches, such as conducting practical in shifts, can help mitigate health risks. 
• Recruiting laboratory technicians or implementing team teaching can provide technical support. Proper lesson planning and trial runs can improve time management. 
• Lastly, education authorities should emphasize practical assessments in examinations to encourage teachers to integrate hands-on learning into their teaching methods.

>>Get in Touch with our Lab Experts to set up a school Biology Lab today!

Frequently Asked Questions (FAQs)

1. How can schools overcome the challenge of inadequate resources for biology practical?
Schools can allocate funds specifically for laboratory resources and encourage teachers to improvise with locally available materials. Collaboration with organizations and government agencies for laboratory funding can also be beneficial.

2. What can be done to improve teachers’ ability to conduct practical lessons?
Regular in-service training and professional development programs can enhance teachers’ confidence and competence in conducting practical. Universities and education boards should also emphasize hands-on training in teacher preparation programs.

3. How can health and safety risks be minimized during biology practical?
Teachers should follow strict safety guidelines, use protective equipment, and conduct risk assessments before experiments. Conducting practical in smaller groups or shifts can help maintain hygiene and reduce health risks.

4. What alternatives exist if a school cannot afford a laboratory technician?
Schools can implement team teaching, where multiple teachers collaborate to manage practical lessons. Senior students or well-trained teachers can also assist in supervising laboratory activities.

5. How can time constraints be managed to include practical in the syllabus?
Teachers can plan practical activities in advance, conduct trial runs, and integrate shorter, focused experiments into regular lessons. Schools can also adjust timetables to allocate dedicated practical sessions.

6. How can national examinations encourage more practical learning?
Education authorities should include practical components in assessments, ensuring that students are evaluated on both theoretical and hands-on skills. This would motivate teachers to prioritize practical work in their teaching methods.