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AN INVESTIGATION ON SAFETY PROCEDURE IN SCIENCE LABORATORY IN SELECTED SECONDARY SCHOOL

CHAPTER ONE

INTRODUCTION

1.1 Background of the study

A landmark for students’ success in advanced science courses is acquiring good laboratory safety habits early in their academic journey. The ability of any country to produce well-qualified scientists with a solid background in science requires the implementation of a science curriculum that fosters scientific enquiry and engages students in practical experience meeting the needs of the society throughout all levels of education (Wrightson et al., 2008). Science laboratory courses are typical examples of such curricular requirements. Ong, McLean and Greco (2012) assert that unfortunately, working in a science laboratory in general and a chemical one in particular is often associated with the potential exposure to hazardous materials or unhealthy situations and the risk of occurrence of accidents (Young, 2003). Creating and ensuring a safe and healthy learning environment in a school laboratory setting and preparing students who are productive, respectful, and easily supervised who would avoid participating in dangerous activities in lab have become a major concern and priority for many schools (Bradley, 2011). The intricate multifaceted life we live requires us to pay particular attention to safety issues (Gerlovich, Rarsa, Frana, Drew and Stiner, 2002).

Again, this is particularly true in the increasingly highly demanding middle and high school science curriculum, which leans toward fostering hands-on, inquiry-based laboratory investigation, and exploration for students who probably have not been trained on safety practices before becoming engaged in lab activities (American Chemical society, 2001).

According to Young (2003), safety plays an important role in schools and colleges. Ensuring pupil and student safety has been part of the ethical framework for decades. Schools also have legal responsibilities for safety and it is an integral part of the Ofsted framework. Like other public services, schools and colleges are adapting to a period of considerable change as well as continuing to meet existing challenges. There are new structures and accountabilities, additional parental/public/political concern, alongside worries about excessive risk aversion. There is a new understanding of the benefits of risk-taking as part of young people’s development. Safety education and integrating ‘risk’ within the curriculum is key to these challenges.

The establishment of an academic institution that provides students with a safe learning environment could be achieved by observing or implementing relevant protective measures such as tort laws and professional standards and by adhering to safety rules and guidelines set by national organizations such as the Occupational Safety and Health Administration (OSHA), American Chemical Society (ACS), and the National Science Teachers Association (NSTA) as well as by other local and state regulatory agencies (Gerlovich, 1997). Laboratory safety and health problems became apparent after the passage of the Occupational Safety and Health act of 1970 which led to the establishment of the Occupational Safety and Health Administration (OSHA) in the following year. OSHA regulations provide direction for the protection of all personnel and facilities in most, if not all, fields of industry and academia and the establishment of OSHA has, in fact, led to more understanding of the risk in a work environment. Since the inception of OSHA, several laws and regulations have been enacted on federal and state levels that require schools to take precautionary actions in order to minimize hazards, harmful exposure, and injuries in any school laboratory and mandates the keeping of an accurate record of accidents in these laboratories (Nord and Howard, 2007). Investigating the status of science safety in secondary schools by Gerlovich et al. (2008) has led to the unequivocal conclusion that significant safety concerns existed in schools, especially with respect to age and condition of the facility, class size and area, lack or regular testing or complete absence of essential safety equipment, the inconsistent observation of most standard safety procedures by school teachers, and unfamiliarity of science educators with a number of vital and pertinent science safety laws, codes, and standards.

1.2 Statement of the Problem

The teaching of science in the nation's schools has progressed far beyond what existed even a few years ago. With the constant pace of progress and discovery in the scientific fields, school districts across the country are constantly being challenged to keep up with these advances, adding them to their science curricula both academically in the classroom and practically in the science and chemistry laboratory. However, in many districts, comprehensive laboratory safety procedures and programs are either nonexistent, out of date, or not judiciously followed, which increases the risk of accident or injury to all involved. This shortcoming can also place the potential liability for such incidents squarely upon the school or school district which failed to develop, update, or fully implement these vital guidelines.

1.3 Objectives of the Study

The main objective of this study is to determine an investigation on safety procedure in science laboratory in selected secondary school. Specific objectives include;

1. To assess the current safety procedures implemented in science laboratories in selected secondary schools.

2. To identify potential hazards and risks present in science laboratory environments.

3. To propose recommendations for improving safety protocols in science laboratories at secondary school level.

1.4 Research Questions

1. What safety procedures are currently in place in science laboratories in selected secondary schools?

2. What are the common hazards and risks encountered in these science laboratory environments?

3. What measures can be implemented to enhance safety standards in secondary school science laboratories?

1.5 Research Hypotheses

1. There is a correlation between the implementation of comprehensive safety procedures and the reduction of accidents/incidents in secondary school science laboratories.

2. Schools with well-trained laboratory personnel are less likely to experience safety-related incidents compared to those with inadequately trained personnel.

3. Improved safety protocols in science laboratories lead to a more conducive learning environment and better academic performance among students.

1.6 Significance of the Study

The study's significance lies in its potential to enhance student safety, raise educator awareness, ensure legal compliance, and improve academic performance. By identifying and addressing hazards and risks in science laboratories, it can create safer learning environments, reducing accidents and injuries among students. Educators can become more aware of safety protocols, leading to proactive measures to enhance safety standards. Compliance with safety regulations safeguards schools from potential liabilities. Additionally, a safe learning environment fosters better academic performance by providing students with the necessary conditions for focused learning and experimentation. Overall, the study's findings can positively impact both the physical well-being and educational outcomes of students in secondary schools.

1.7 Scope of the study

The scope of this study encompasses science laboratories in secondary schools within Nasarawa State, Nigeria. It will examine safety procedures, hazards, and risks present in these laboratories, focusing on factors such as equipment, chemicals, and experimental procedures. The study will also assess the training and preparedness of laboratory personnel in ensuring safety standards. Recommendations for improving safety protocols will be tailored to the specific context of secondary schools in Nasarawa State.

1.8 Limitations of the study

One limitation of this study is the potential lack of comprehensive data on safety procedures and incidents in science laboratories across all secondary schools in Nasarawa State. Additionally, logistical constraints such as limited access to certain schools or resources may impact the depth and breadth of data collection. The study's findings may also be influenced by variations in the implementation of safety protocols and resources among different schools within the state.

1.9 Definition of Terms

1. Safety Procedure: Defined as a set of established rules, protocols, and guidelines designed to ensure the safety of individuals, equipment, and the environment within science laboratory settings.

2. Hazard: Refers to any potential source of harm or danger that could cause injury, illness, or damage in the science laboratory, including chemicals, equipment, or experimental procedures.

3. Risk: The likelihood or probability of a hazard causing harm or injury to individuals, property, or the environment within the science laboratory.

4. Secondary School: A term used to describe educational institutions that provide education to students typically between the ages of 11 to 18, covering grades 6 to 12, and serving as a transition between primary education and tertiary education.

5. Laboratory Personnel: Individuals responsible for overseeing laboratory activities, including teachers, technicians, and assistants, who are tasked with ensuring the safe and efficient operation of the science laboratory.

6. Safety Standard: A set of criteria or benchmarks established to regulate and maintain safety within science laboratory environments, often based on best practices, regulations, and guidelines set forth by educational institutions or governing bodies.

7. Conducive Learning Environment: An atmosphere within the science laboratory that is conducive to effective teaching and learning, characterized by safety, organization, accessibility to resources, and supportive interactions between students and educators.

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