Introduction
Physics in Nigeria are sometimes taught by a lecture approach without laboratory activities. This is described as a “Chalk and talk teaching approach, despite the fact that the West African Examination Council mandated that because of its very empirical nature, physics must be studied by aid of the laboratory classes, this was not being done. Also, the West African Council on science education noted in its 1969 annual report that physics was not being studied or taught with the aid of laboratory activities in Nigeria secondary schools. Students who are taught physics by the chalk and talk lecture approach have repeatedly demonstrated poor student motivation and achievement in and from their physics education programme. This is evidenced by the poor results in both the internal and external examination. The number and quality of passes in WACE physics examination from 1966 –up to date as externally unsatisfactory. The problem of poor achievement by Nigeria Secondary School physics students is wide spread and consistent. It is possible that these physics candidate did poorly in the council’s physics examination because they were taught this subject by lectures alone rather than subject without practical in the laboratory. Ali, (2014) noted that lectures alone do not provide the students the opportunity to comprehend, apply and analyze physics problems. Hence, they probably do poorly in theses higher cognitive hierarchies in their secondary school physics examination.
Physics as one of the branches of science is one of the science subjects in the secondary school curriculum. It performs some vital roles which help in the achievement of some national goals. In fact, physics is the basic sciences subject that deals with those fundamental questions on the structure of matter and interaction of elementary constituents of nature that are susceptible to experimental investigation and theoretically inquiry.
Physics as one of the science subjects has remained one of the most difficult subject in the school curriculum (NERD, 2014). A study by Owolabi, (2014) revealed that the performance of Nigeria students in ordinary level physics was generally poor, which he attributed to many factors including teaching strategy; it was considered an important factor. Jegede O. J., Okota O.E., and Eniayeju, P.A., (2010) reported factors responsible for students general poor performance in physics as; poor laboratory facilities, inability of physics teacher to put across ideas clearly to the students and inadequate number of learning facilities in school as against consistent increase in the number of students.
The mastery of physics concepts cannot be fully achieved without the use of the laboratory. The teaching of physics without learning materials (laboratory equipment), will certainly result to poor performance in the subject.
The laboratory consists of various tools and equipment used by scientist/science student’s either for the finding of new knowledge or to ascertain previous findings. Physics laboratory is a place where different types of experiment and researches concerning all the discipline of physics take place. Laboratory classes enhance a meaningful learning of science concept and theories (Seweje, 2010; Oluber and Unyimadu, 2011). Physics laboratory have been found to be a primary vehicle for promoting formal reasoning skill and students understanding, thereby enhancing desired learning outcome in students Ogunleye, (2012).
The laboratory classes help in increasing the achievement of students in learning and understanding the subject physics.
Finally, laboratory classes motivate students to learn physics thereby increases their academic performance.

Statement of the problem
Throughout the years, using laboratory for physics classes in Nigeria has not being encouraging hence thorough investigation into the factors that can enhance laboratory classes, motivate students and level of achievement in physics.
Purpose of the Study
The purpose of the research study is to identify the factors that motivate students and level of their achievement in laboratory classes.
1. To improve learning that stimulates positive impact towards the study of physics in the laboratory.
2. To inculcate scientific reasoning among physics students that helps to motivate and enhance great achievement.
3. To build the relationship between students and physics teachers during laboratory classes.
4. To enhance motivation and level of achievement in physics.
Research questions
1. Does a laboratory class help in teaching of physics?
2. Does laboratory classes motivate students thereby stimulates positive impact towards the study of physics?
3. Is there any significant relationship between students and teacher during laboratory classes?
4. Does a physics laboratory class helps to inculcate scientific reasoning among physics students?
5. Does a physics laboratory class enhance the student’s achievement in physics?


Scope of the Study
This research work is the laboratory classes, motivation and level of achievement in physics among five streams of SS1 students of Alvana model secondary school Owerri Imo state.
Methodology
The research design, population of the study, sample and sampling techniques, research instrument, validity of the instrument, method of data collection and method of data analysis will be discuss below.

Research design
The design of the study is descriptive survey, because it is only interested in describing and collecting data on facts about laboratory classes, motivation and level of achievement in physics.
Population of the Study
The population of the study consists of five streams of SS1 students of Alvana model secondary school Owerri, Imo State Wifu 2500, numbers of students.

Sample and Sampling Techniques
The sample was draw from five (5) streams of SS1 students of Alvana model secondary school owerri. A total of 250 students were randomly selected.
Research Instrument
The research instrument used for the study was structured students questionnaire (SSQ). The questionnaire consists of 18 items constructed a two points scare “Yes” or “No”. It was divided into A and B. Section A dealt with background information. The name class, Age, Sex while Section B solicited for the information on the impact of physics laboratory classes, motivation and level of achievement in physics. The questionnaire design with 18 items how laboratory classes can motivate and enhance student’s performance in physics.

Validity of the Instrument (SSQ)
The instrument was validated by expert in physics who ascertain whether the questions were relevant, clear and unambiguous.
Method of Data Collection
The questionnaire was distributed by the researcher to the students (respondents). The questionnaire was administered to them to tick their responses and they were also collected immediately to avoid alternation. Two hundred Fifty questionnaires were administrated and recovered.
Method of Data Analysis
The response to the items posted in the questionnaire were collected and tabulated with regards to the response from each class in order to answer each research question. In the analysis of the data collected simple percentage was used.


Result and Discussion
This section is concerned with the analysis of data collected from five streams of SS1 students; the summary table the results of the analysis, while all the calculation leading to the results are stated below.

Discussion of Findings
1. Does a laboratory class help in teaching of physics.
Table 1: Students responses.


Yes % No %
1 Stream 1 30 60 20 40
2 Stream 2 34 68 16 32
3 Stream 3 45 90 5 10
4 Stream 4 35 70 15 30
5 Stream 5 40 80 10 20
Total 184 73.6 66 26.4

The findings in the table above (table 1) revealed that physics laboratory classes helps in the teaching of physics students in Alvana Model Secondary School because 73.6% of the respondents agreed to the statement which is in consonance with Tatli, Z. H., (2010) whose finding that laboratory classes/ equipment reduces or eliminate individual difference in a way, because all equipment and methods used is doing experiment in laboratory studies are also element of individual training.
2. Does laboratory classes motivate students thereby stimulates positive impact toward the study of physics
Table 2: students responses

Yes % No %
1 Stream 1 37 74 13 26
2 Stream 2 44 88 6 12
3 Stream 3 49 98 1 2
4 Stream 4 30 60 20 40
5 Stream 5 40 80 10 20
Total 200 80.0 50 20.4

Table 2 revealed that physics laboratory classes improve learning that stimulate positive impact towards the study of physics among students in Alvana model secondary school, because 80.0% agreed with the statement while 20.4% disagreed with the statement. This can also be related with the work of Kallats, (2011) that seems practical work done in laboratory as a means to verify a science principle or theory already known to the students.
3. Is there any significant relationship between students and teacher during laboratory classes.

Table 3: students responses

Yes % No %
1 Stream 1 43 86 7 14
2 Stream 2 50 100 --- ---
3 Stream 3 50 100 ---- ----
4 Stream 4 50 100 ---- ----
5 Stream 5 30 60 20 40
Total 223 89.2 27 10.8

From the table 3, 89.2% agreed and 10.8% disagreed with the statement that there is a significant relationship between students and teacher during laboratory classes. The result reveals that there is significant relationship as compared with the work of Huan, A., Haur, S.C., and Biaowen, (2011) which stated that the laws of physics are found on experiment and that experiment done during laboratory classes are integral part of physics education and it takes a great deal of effort to pursue students to be more enthusiastic towards laboratory classes.








4. Does laboratory classes helps to inculcate scientific reasoning among physics students.
Table 4 students’ responses

Yes % No %
1 Stream 1 30 60 20 40
2 Stream 2 50 100
3 Stream 3 40 80 10 20
4 Stream 4 50 100
5 Stream 5 38 76 12 24
Total 208 83.2 42 16.8

Table 4 revealed that physics laboratory classes’ helps to inculcate scientific reasoning among physics students in Vilay, and Popu, (2018) stated also that practical activities enhance the understanding of physics theory and phenomena.
4. Does physics laboratory classes enhance the students performance in physics.





Table 5. Students responses.

Yes % No %
1 Stream 1 30 60 20 40
2 Stream 2 32 64 18 36
3 Stream 3 40 80 10 20
4 Stream 4 40 80 10 20
5 Stream 5 49 98 1 2
Total 191 76.4 59 23.6

The finding in table 5 reveals that physics laboratory classes enhances student’s performance in physics which leads to increase in level of achievement. The table discloses that 76.4% are in agreement. This also help to authenticate the works of Mustapha (2012) which states that laboratory classes provides learners with the opportunities to use scientific equipment to develop basic manipulative skills and practice investigative and develop problem solving attitudes needed for future work in science. The level of achievement is encouraging by these findings.
Summary and Conclusion
Based on the finding of the study
 The non-availability of laboratory equipment has great effect on the achievement level of students in physics.
 Student’s interests or motivation for the subject is affected by the numbers of practical classes they are exposed to per week in the laboratory.
 Student’s acquisition of skills is motivated by their participation in practical classes.
The widely uses of laboratory in science education are:
 To get students to comprehend abstract and complex scientific concepts by using concerts materials.
 To gain students problem solving analyzing skill by comprehend the nature of science.
 To develop practical experience and talents of students.

















Reference
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