Contributions of Laboratory Practical Works to Quality of Science Teaching-learning Process and Student Learning Engagement in Hawassa City Administration

Abstract

The study examined the effects of science laboratory practice on quality of teaching-learning process and student’s learning engagement in classrooms in secondary schools’ classrooms. The study employed mixed method with quantitative driven embedded mixed (QUAN+qual) design. The researchers selected seven secondary schools from sixteen secondary schools using simple random sampling technique. The researchers selected 477 samples: 75 natural science teachers, 7 laboratory technician, 5 supervisors, 10 principals and 380 students using simple random sampling, availability, purposive and stratified followed by simple random sampling techniques, respectively. The researchers collected data from both primary and secondary sources using self-constructed questionnaires, unstructured interview, observation and document reviews. The researchers analyzed quantitative data using descriptive and inferential statistics and narrated qualitatively. The findings showed that laboratory practice is important for proper implementation of biology, chemistry and physics curricula. The learning experiences and activities of teachers and students did not align with the learning objectives. While the application of laboratory has values to the quality of teaching-learning process, the shortages of apparatus and equipment caused poor performance of students and inequitable quality of teaching-learning process. The study recommends that principals, supervisors, science teachers and laboratory technicians should be responsible bodies to improve students and teachers' participation in laboratory practical works by fulfilling necessary laboratory facilities and equipment.