MEKELLE UNIVERISTY
COLLEGE OF NATURAL AND COMPUTATIONAL SCIENCES
DEPARTMENT OF CHEMISTRY
A THESIS ON
THE CHALLENGES OF CHEMISTRY LABORATORY PRACTICES AND
THEIR SOLUTIONS, IN THE CASE OF CISTERCIAN MONASTERY
MARIAM TSION SECONDARY SCHOOL, BOLE SUB CITY, GURD
SHOLA DISTRICT
Research thesis submitted to the Department of Chemistry in partial fulfillment of
the requirements for the degree of Master of Science in Chemistry
BY: Zeray Welegerima
Advisor:-Mr. Amanual Hadera (MSc.Asst.prof)
December, 2024
MEKELLE, ETHIOPIA
PC
1
APPROVAL SHEET
MEKELLE UNIVERSITY
COLLEGE OF NATURAL AND COMPUTATIONAL SCIENCES
THE CHALLENGES OF CHEMISTRY LABORATORY PRACTICES AND THEIR
SOLUTIONS (the case of Cistercian monastery mariam tsion secondary school, Bole sub city,
Gurd shola district
SUBMITTED BY:
______________________________ _____________
Student’s Name
ID. No.
___________
__________
Signature
Date
APPROVED BY:
1._________________________________________ ______________ _______________
Advisor
Signature
Date
2. _________________________________________ ______________ _______________
Department Head
Signature
Date
3. _________________________________________ ______________ _______________
Chairperson
Signature
Date
4. _________________________________________ ______________ _______________
Internal Examiner
Signature
Date
5. _________________________________________ ______________ _______________
External Examiner
Signature
Date
Declaration
VII
Hereby, I,
Zeray Welegerima
, do declare that, this thesis entitled " The challenges of
chemistry laboratory practices and their solutions, in the case of Cistercian monastery mariam
tsion secondary school, bole sub city, Gurd shola district" is my own original work and that all
sources of materials used for this thesis have been properly acknowledged. This thesis has been
submitted in partial fulfillments of the requirements for MSc degree in Chemistry at Mekelle
University. I declare that this has not been submitted partially or fully to any other institution for
the award of any academic degree, diploma, or certificate.
Name of student candidate:
Zeray Welegerima
Signature with date: ____________________________
This thesis has been submitted for examination with my approval as university advisor/coadvisor.
Name of the advisor: ________________________________________
Signature of the Advisor with date: _______________________________
Name of the co-advisor:________________________________________
Signature of the co-advisor with date: ____________________________
Place: Mekelle University, Mekelle, Ethiopia
Date of submission: _______________________________
VIII
ACKNOWLEDGEMENTS
First of all, I would like to express my sincere gratitude to God for providing me with the
knowledge, resources, and inspiration to conduct this research. I am deeply thankful for the
guidance and wisdom that has been bestowed upon me.
I would also like to extend my appreciation to the Ministry of Education and the Department of
Chemistry for their unwavering support and for providing the necessary facilities and funding
that enabled me to carry out this research project. Their dedication to advancing scientific
knowledge and promoting educational excellence has been instrumental in the successful
completion of this work am truly grateful for the opportunity to contribute to the field of
chemistry, and I hope that the findings of this research will lead to further advancements and a
deeper understanding of the subject matter.
I would like to thank my advisor's Amanual Hadera Tesfay (MSc.Asst.prof), for his valuable
suggestions and advice, beginning from the preparation of the research proposal to the
completion of the research work. I would like to express my deepest gratitude to my beloved
sister, Rahel Welegerima, for her unwavering support and invaluable financial assistance
throughout the course of my research and the completion of this thesis. Next to this, my special
gratitude goes to my partners, Cistercian monastery Mariam Tsion secondary school teachers,
and principals for supporting me and giving me constructive ideas for doing my research. My
gratitude goes to my wife, Tsega Hadish, for her moral and financial support from the beginning
up to the end of the research.
Last but not least I would like to extend my gratitude to the teachers and students who were
participating in this research work.
IX
Table of contents
Page
ACKNOWLEDGEMENTS ........................................................................................................... ix
List of Tables ............................................................................................................................... xii
Abstract ........................................................................................................................................ xiii
CHAPTER ONE ........................................................................................................................... 1
1.
INTRODUCTION ................................................................................................................. 1
1.1.
BACKGROUND OF THE STUDY .............................................................................. 1
1.2.
Statement of the Problem .............................................................................................. 2
1.2.1.
OBJECTIVE OF THE STUDY ............................................................................. 3
1.2.1.1.
General objectives.......................................................................................... 3
1.2.1.2.
Specific objectives ............................................................................................ 3
1.3.
Research questions ......................................................................................................... 3
1.4.
Significance of the study ................................................................................................ 4
1.5.
Delimitation of the study................................................................................................ 4
1.6.
Limitation of the Study .................................................................................................. 4
CHAPTER TWO ........................................................................................................................ 5
2.
LITERATURE REVIEW ................................................................................................... 5
2.1.
Uses of Chemistry Laboratory ...................................................................................... 5
2.2.
Problems on chemistry Laboratory Application ......................................................... 7
2.3.
The Chemistry Lab at School: It’s Character ............................................................. 8
2.4.
Students' perspectives on chemistry in high school .................................................... 9
Laboratory Work ...................................................................................................................... 9
2.5.
The accessibility of Amenities and Machinery .......................................................... 10
2.6.
Student Performances in the Chemistry Laboratory ............................................... 11
CHAPTER THREE .................................................................................................................... 13
3.
RESEARCH DESIGN AND METHODOLOGY ............................................................. 13
3.1.
Description of the Study Area ..................................................................................... 13
3.2.
Research Design............................................................................................................ 14
3.3.
Sources of Data ............................................................................................................. 14
3.3.1.
Primary Data ......................................................................................................... 14
X
3.3.2.
Secondary Data ..................................................................................................... 14
3.3.3.
Population, Sample size, and Sampling Technique ........................................... 14
3.3.4.
Target Population ................................................................................................. 14
3.3.5.
Sample Size and Techniques ................................................................................ 14
3.3.6.
Data Gathering Tool ............................................................................................. 16
3.4.
Procedures of Data Collection ..................................................................................... 18
3.5.
Method of Data Analysis ............................................................................................. 19
3.6.
Ethical Consideration .................................................................................................. 19
CHAPTER FOUR ....................................................................................................................... 20
4.
RESULTS AND DISCUSSION .......................................................................................... 20
4.1.
Characteristics of the Respondents ............................................................................ 20
4.2.
The Current Status of Chemistry Laboratory .......................................................... 22
4.3.
Challenges in Chemistry Laboratory ......................................................................... 26
4.4.
The Effects of Chemistry Laboratory on Student Performance.............................. 31
4.5.
Suggested Solutions to Improve Laboratory Problems ............................................ 34
4.6.
Observation of Laboratory Room .............................................................................. 37
4.7.
Action Plan and Implementation ................................................................................ 38
CHAPTER FIVE ........................................................................................................................ 40
CONCLUSIONS AND RECOMMENDATIONS .................................................................... 40
5.
CONCLUSIONS .................................................................................................................. 40
5.1.
RECOMMENDATIONS ............................................................................................. 41
REFERENCE .............................................................................................................................. 42
6.
APPENDIXES .................................................................................................................. 46
XI
List of Tables
Table 1- The summary of the total population, sample size and sampling techniques
Table 2- Reliability Test
Table 3 -The questionnaires return rate
Table 4-Characteristics of the students’ respondents
Table 5- characteristics of teachers’ respondents
Table 6-Characteristics of Department Head and School Principal respondents
Table 7 -The status of chemistry laboratory
Table 8 -Challenges in chemistry laboratory
Table 9-The effects of the chemistry laboratory on student performance
Table 10 -Suggested solutions to improve laboratory problems
Table 11-List of chemicals and equipment’s present in laboratory
Table 12- Students’ test results
XII
Abstract
Introduction: Chemistry laboratory practices play a crucial role in enhancing students'
understanding of scientific concepts and developing essential practical skills. However,
educational institutions in developing countries often face various challenges in maintaining
effective chemistry laboratory environments.
Objective: This study aims to investigate the challenges encountered in the chemistry laboratory
practices at Cistercian Monastery Mariam Tsion Secondary School in Bole Sub City, Gurd Shola
District, and propose feasible solutions to address these issues.
Methodology: The research employs a mixed-methods approach, combining quantitative and
qualitative data collection techniques. A survey was conducted among chemistry teachers and
students to assess their perceptions of the prevalent challenges, while in-depth interviews were
carried out with school administrators and laboratory technicians to gain a comprehensive
understanding of the problem.
Result: The findings reveal that the school faces several challenges, including inadequate
laboratory equipment and supplies, outdated or malfunctioning apparatus, limited laboratory
space, and a lack of proper safety protocols. Additionally, the study identifies constraints related
to teachers' training, students' engagement, and the overall management of the chemistry
laboratory. Based on the findings, the study proposes a multifaceted approach to address the
identified challenges. Recommendations include securing funding for laboratory upgrades,
implementing a systematic maintenance and replacement plan for equipment, providing
comprehensive training for teachers and laboratory technicians, and enhancing students' safety
awareness and hands-on engagement in the laboratory. The findings of this study contribute to
the understanding of the challenges faced by secondary schools in developing countries in
effectively implementing chemistry laboratory practices. The proposed solutions serve as a
valuable reference for policymakers, school administrators, and education stakeholders in
developing strategies to enhance the quality of chemistry education and laboratory experiences
for students.
Key:
Chemistry
laboratory,
laboratory
practice,
secondary
school
XIII
CHAPTER ONE
1. INTRODUCTION
1.1. BACKGROUND OF THE STUDY
Chemistry should be taught and learned through practical applications since it is a practical
science. Science educators have suggested that there are many advantages to learning through
laboratory activities, and that chemistry practical are a crucial component of an effective science
education. Many educators have voiced concerns about their effectiveness in promoting learning,
despite the fact that many science teachers believe that students learning in a chemistry
laboratory actually leads to better learning and performance because we all understand and
remember things better if we have done them ourselves [1].Students studying chemistry who
lack practical experience have poor communication and observational skills, which leads to poor
results [2]. Additionally, high-quality practical chemistry aids in the development of students'
comprehension of scientific ideas and procedures [3], which is why secondary schools heavily
invest in the construction and furnishing of chemistry labs. Since chemistry practical is a crucial
component of secondary science education [4], a significant amount of chemistry lesson time in
secondary schools is devoted to it with the understanding that it will help students achieve at a
higher level. According to research on the evaluation of the practical significance of laboratory
chemistry, it is no longer reasonable or practical to continue giving laboratory work a major role
in science education. Consideration the relatively high demand for resources and time,
then the effectiveness and usefulness of chemistry practical as a teaching and learning
strategy has to be addressed. According to science teachers do not usually find it convenient to
make chemistry practical the centre of their instruction. They usually complain of lack of
materials and equipment to carry out chemistry practical and at the same time, it is possible that
some of these materials and equipment may be locked up in the school laboratory store without
teachers being aware of their existence [5].
The science of chemistry contains lots of abstract concepts that causes frequent problems in
conceptual instruction in the chemistry lessons. Many students
have
difficulties
in
embodying abstract concepts; therefore, they also have difficulties in chemistry lessons
which contain so many abstract concepts [6]. For this reason, it is recommended that students
configure the concepts of chemistry lessons on their own. The places where students can learn
and configure his or her own scientific know express that the most efficient way of
PC
1
chemistry education is through laboratories and they say that “chemistry education without
laboratory is like painting without colors and canvas or learning how to ride a bike by
reading its operating manual” [7]. However, it is known that laboratory applications which
are very important in chemistry lessons do not get enough attention [8]. Teachers may avoid
using laboratories because of some different reasons like
insufficiencies in traditional
verification method, safety doubts of teachers in some risky experiments, some teachers’ lack of
self-confidence, inadequate effort and time required to perform experiments [9] therefore lab
education do not reflect its full potential [10].
It can be said that laboratory applications are very important for chemistry education but
because of some reasons they are not used efficiently [11]. Practical chemistry lesson enables
students to build up their own experience with concrete materials [12].Several factors may
have an impact on how laboratories affect students' learning of chemistry in the classroom.
Leading influences on the teaching and learning of chemistry include things like the type,
caliber, and frequency of chemistry practical’s; the facilities and equipment that are available;
and the gender distribution of the students. They play important roles in identifying the various
attitudes and learning styles of students and, in turn, the various ways that education affects
individuals in different ways. This has an impact on how chemistry is taught in classrooms and,
in fact, on how well students do on the chemistry test. Chemistry practical’s can be costly,
especially when it comes to replacing equipment and supplies. In addition to inadequate funding
for sufficient materials, equipment, and technical assistance, and insufficient time to prepare for
the chemistry practical, the frequency of performing the practical definitely suffers [13].
1.2. Statement of the Problem
The Ethiopian government's strategic focus on digital transformation holds significant
potential to drive economic growth, improve service delivery, and enhance the country's
global competitiveness .The transformation strategy to be truly successful, it will require a
strong collaboration and integration with the natural sciences fields such as physics,
chemistry, and materials science, play a pivotal role in the development and application of
emerging technologies that underpin digital transformation. Ethiopian students typically
perform poorly in natural science classes, and the country's schools have limited experience
implementing science education. Students' performance in natural science and technology,
2
which are essential to propel the nation's economy, will suffer from a lack of laboratory
experience and the ongoing exodus of students from natural science in secondary schools,
which will have major ramifications for universities offering natural science degree[14].
At Cistercian Monastery mariam Tsion secondary School, students in grades 9 and 10 have
extremely poor attitudes toward the subject of chemistry, as evidenced by their academic
performance. There could be several reasons for this. One of these potential causes is taking
chemistry classes without doing any laboratory work. The absence of chemistry labs at
Cistercian monastery
mariam tsion Secondary School could be the cause of the issue. The
difficulties of practicing chemistry in a lab and the condition and caliber of chemistry labs
have not been studied at Cistercian monastery mariam tsion Secondary School. As a result,
the researcher attempted to look into the difficulties associated with practicing chemistry in a
lab setting in the context of Cistercian monastery mariam tsion secondary School.
1.2.1. OBJECTIVE OF THE STUDY
1.2.1.1.
General objectives
The study aims to identify the obstacles faced by Cistercian Monastery Mariam Tsion secondary
schools when utilizing chemistry labs and offer potential remedies.
1.2.1.2.

Specific objectives
To assess how Cistercian monastery mariam Tsion Secondary School's chemistry lab
activities are currently implemented.

To determine what elements affect interactivity and how well chemistry labs are used in
the teaching and learning process.

To determine the main issues impeding the study area's implementation of the chemistry
laboratory work.

To ascertain how the chemistry lab affects students' performance.
1.3.

Research questions
What difficulties arise when using a chemistry laboratory in a secondary school for both
teachers and students?

What is the current state of affairs with reference to the arrangement of laboratory
supplies and equipment in secondary education?
3

How are the laboratories in secondary schools doing?

Are secondary schools teachers equipped, trained, and prepared enough to use the
chemistry laboratory successfully?
1.4. Significance of the study
The purpose of the study is to determine the difficulties associated with teaching chemistry in a
laboratory at Cistercian Monastery Mariam Tsion Secondary School.
Finding out the difficulties of chemistry instruction in a lab at Cistercian Monastery Mariam
Tsion Secondary School will be aided by the research. Using local materials to teach practical
activities and encourage students to use them is one way it helps school principals to inspire
teachers and laboratory techniques.
At the national level, we will take the issue seriously and ensure that secondary schools have
access to sufficient chemistry lab supplies or equipment to meet the standards outlined in the
Secondary Education Development Plan.
1.5.
Delimitation of the study
The Cistercian Monastery Mariam Tsion Secondary School, Gurdshola district served as the
study's sites. The methodology and content of the study were both constrained. In this study,
Cistercian Monastery Mariam Tsion Secondary School's chemistry lab practices were examined
with an eye toward identifying obstacles. Thus, the investigator evaluated the difficulties
associated with practicing chemistry in a lab and their potential remedies. To carry out this
investigation, the researcher thought that a suitable sample had been selected from the intended
population. Teachers of chemistry, the head of the chemistry department, the principal of the
school, and students in grades 9 and 10 participated in this investigation.
1.6.
Limitation of the Study
During this study, the researcher faced the following problems. The Limitation of the study was
lack of current local researches which are related to the research title and absence of relevant and
up-to-date reference materials. Irrespective of the above challenges more effort was exerted to
meet the target.
4
CHAPTER TWO
2. LITERATURE REVIEW
Several authors have given differing definitions of the school laboratory. According to
Maduabum (1992), a laboratory is where science teachers conduct experiments for the benefit of
their students [14]. The lab exercises consist of experiments and additional tasks that assist the
students in learning scientific concepts. According to [15], a science laboratory is a workspace
where research is conducted or activities related to science are carried out in a comfortable
setting. In her view, the laboratory serves as a secure location to store scientific tools, supplies,
and equipment. [16] Noted that a laboratory can be located outside, in locations like riverbanks,
workshops, fields, or adequately furnished rooms found in the majority of schools.
In the words of [17], "a laboratory is a room, a building, or a special period of time equipped and
set apart for practical or experimental studies to take place." According to him, a good scientific
programmer's laboratory is their core, providing students with experiences that align with the
objectives of scientific literacy. This suggests that without a fully functional laboratory, science
instruction and learning cannot be fully completed in a secondary school. [18] It has been noted
that in order to effectively teach and learn science subjects, the laboratory is a necessary
component of the educational institution. A laboratory is described as a space or building used
for scientific research, experiments, demonstration, testing, data analysis, etc. in the Oxford
Advanced Learners Dictionary Special Price Edition. But everything that is done in a science lab
is done so in order to gain knowledge or skills that will further science, which will then lead to
the advancement of human society. [19] It was noted that the laboratory method of instruction is
a two-way process that is carried out by one or more individuals using the exercise and
experimental approaches, both of which are beneficial when teaching science. Students have the
chance to use experimental procedures to seek information by employing the experimental
approach. Careful observations and data interpretation are required for these procedures.
2.1.
Uses of Chemistry Laboratory
Laboratory experiments, or practical sessions, are an integral part of teaching and learning
chemistry, just as they are in other sciences [20]. It is thought that challenging or abstract
5
theories and chemical principles are easier for students to understand through practical chemistry
classes (experiments). Additionally, practices provide students with a number of opportunities,
including the ability to handle chemicals confidently and safely, gain practical experience with
tools and equipment, foster a love of chemistry and scientific thinking, develop basic
manipulative and problem-solving skills, foster investigative skills, recognize chemical hazards,
and learn how to evaluate and control risks related to chemicals. It is debatable to what extent
teachers can effectively foster the development of students' higher-order thinking abilities, such
as critical thinking, through laboratory work [21]. It is crucial to examine the goals associated
with laboratory work because, in order for the chemistry practical to be successful, both teachers
and students must have a clear understanding of these goals. Students get the chance to learn the
techniques and methods that are supporting conceptual shifts that could result in improved
performance in chemistry during these lab exercises. With constructivism, the student becomes
an active participant in the learning process rather than a passive recipient of knowledge.
Research shows that when students actively participate in creating their own knowledge and
learning to apply that knowledge to analyze scientific processes, their academic achievement and
motivation to study science improve significantly. Students would learn meaningfully in the lab
if they had enough time and opportunities for interaction and introspection. The focus on
learning activities entails two things, according to [22]: teaching that is student-centered and
teaching that is laboratory-centered. Since students are the focal points of educational activities,
teacher-centered teaching is not very beneficial to students' learning processes. Students can
develop understanding through exercises like conducting experiments in class and talking with
peers about the findings. For students to build new knowledge and concepts, laboratory-centered
teaching—specifically, the type, caliber, and frequency of chemistry practical’s—is essential.
Furthermore, according to [23], students can derive significant knowledge from laboratory
experiments if they are provided with sufficient chances to utilize tools and resources that aid in
the construction of their understanding of scientific concepts and phenomena. Engaging in active
scientific practice leads to the construction of deep scientific knowledge in numerous studies has
been done on the value of laboratory work in science education to date. Teachers and science
educators currently concur that laboratory work is essential to understanding science [24].
Several researchers have provided a detailed account of the function of laboratory work in
science education [25]. In science education, the primary goal of laboratory work is to give
6
students conceptual and theoretical knowledge that will enable them to learn scientific concepts
and comprehend the nature of science through scientific methods. Students can also experience
science through laboratory work in scientifically structured learning environments, where the
type and caliber of laboratory activities are taken into account.
2.2.
Problems on chemistry Laboratory Application
The teaching-learning approach is less inquiry-oriented, students are less involved in real-world
scientific investigations, and there are issues with piquing students' interest in the study of
science, according to a number of reviews and reports on secondary science education.
Secondary science education's chalk-and-talk approach is an inadequate way to teach science in
the twenty-first century. Science nowadays is more inquiry-oriented [26].
The adoption of more inquiry-oriented and practical pedagogy in secondary science education
will only be successful if science teachers are provided with sufficient laboratory space,
scientific supplies, and excellent technical assistance. It will take more advanced technical
assistance to put into practice a science curriculum that is more authentic and inquiry-based. In
the event that a more captivating secondary science curriculum is not put in place, students will
continue to drift away from the sciences in secondary education. This will have detrimental
effects on university science enrollment as well as the quantity of qualified professionals in
science, engineering, and technology that are required to propel the nation's economy.
Reforming secondary science labs is crucial for both achieving individual goals and the
advancement of the country. The most important people involved in the implementation of
science labs are teachers, committed leaders, and skilled, trained laboratory technicians. As a
result, evaluating the available resources and the difficulties in solving science lab problems
becomes essential. Several factors may have an impact on how practice affects students' learning
of chemistry in the classroom. Leading influences on the teaching and learning of chemistry
include things like the type, caliber, and frequency of chemistry practical’s; the facilities and
equipment that are available; and the gender distribution of the students. They play important
roles in identifying the various attitudes and learning styles of students and, in turn, the various
ways that education affects individuals in different ways.
7
This has an impact on how chemistry is taught in classrooms and, in fact, on how well students
do on the chemistry test. The costs associated with practical chemistry are high, especially when
it comes to replacing equipment and supplies. The frequency of conducting the practical
definitely declines when coupled with inadequate funding to provide adequate technical support,
materials, and equipment as well as a lack of time to prepare the chemistry practical [27].
Student laboratory experiments are more challenging to plan, coordinate, and oversee in addition
to being costly in terms of money and time [28].According to a National Endowment for
Science, Technology, and the Arts (NESTA) survey of science teachers in the UK, 64% of them
said they didn't have enough time for experiments, and many more said that safety regulations
had made them postpone using chemistry practical’s. According to 87% of respondents,
performance would be more significantly impacted by learning, which would allow for more
experiments and scientific investigation. Science teachers in the UK are not alone, according to
[27], in citing a lack of time as a deterrent to doing more hands-on chemistry.
2.3.
The Chemistry Lab at School: It’s Character
Over the years, science education has attempted to emulate the work of "real scientists." In many
parts of the world, science curricula for schools reframe the scientific method, the scientific
processes, the scientific content, the inquiry process, and the habits of scientists [29]. Sometimes
the purpose of teaching practical chemistry is lost in the imitation of the real scientist. Some
educators and learners prioritize getting the answers right, while leaving process skill mastery up
to chance [30].The primary obstacle to enhancing the caliber and diversity of hands-on learning,
however, is the time constraints and national assessment framework requirements that instructors
face. These factors are interrelated. This could compel educators to employ demonstration
experiments in lieu of student experiments, and occasionally educators resort to using "drill and
practice" to get students ready for tests [25].In traditional laboratory classes, students typically
work on teacher-structured lab exercises or experiments. The procedures are closely followed
and adhered to, with careful attention to detail at every stage. Often referred to as a "recipe lab"
[31], this type of lab activity requires minimal student involvement with the subject matter.
According to [32], students can succeed in their laboratory class even if they have little
comprehension of the tasks they are performing. But when dealing with new methods and/or
tools, the student might not have much choice but to accept this passive approach, especially if
8
the lab preparation consists only of reading and comprehending the lab manual. The lab is
thought to be an information overload environment where students have little "brain space to
process information," leading to them following directions mindlessly and blindly. Furthermore,
they hardly ever analyze their findings or the experiment's outcomes. Regarding the significance
of chemistry lab experiments and practical’s, there are two extreme viewpoints [33]. The first is
that student initiatives or circumstances are rarely given much of a chance in traditional
approaches. This method asks the student to fill out a well-planned report template, and most of
the laboratory procedures are listed in detail in the accompanying manual. Students really don't
get a chance to comprehend or learn how to do chemistry at the end of a lab session. The chance
for a student to participate in deep learning is the second [34].This would give a student the
chance to determine the primary goals of the project, organize and carry out the work, pinpoint
any conceptual and practical challenges encountered, document and talk about the findings and
observations, and make useful suggestions for changes and enhancements [35].
2.4.
Students' perspectives on chemistry in high school
Laboratory Work
Importantly, it was found that the measure is sensitive to the type of experiences to which the
students are exposed, to differences in the type of subject that the students learn (biology,
chemistry, and physics), and finally to gender differences. For example, it was found that
chemistry students in 12th grade found laboratory work less stimulating than their 11th and 10thgrade counterparts. In addition, a comparison of boys and girls regarding the various attitudinal
dimensions revealed no significant differences, unlike previous work in physics learning [36], in
which it was found that the boys’ attitude was significantly more positive. This questionnaire
was administered more recently in a study in which two groups of students were compared [37].
The first group consisted of students who performed inquiry-type chemistry experiments [38],
whereas the other group comprised students whose laboratories mainly consisted of
confirmatory-type experiments. It was found that in general, the students who were involved in
the inquiry-type practical experiences developed a much more positive attitude towards learning
chemistry in general and towards learning chemistry in a laboratory setting in particular
compared to another group (control). At the beginning of the 1990s, the focus of scholarly
research in science education Literature moved away somewhat from the affective domain and
9
moved more towards the cognitive domain in general and towards conceptual change in
particular. Two comprehensive reviews that were published in early 1990 [39] did not discuss
research focused on affective variables such as attitudes and interest. Nevertheless, the science
education literature continues to emphasize that laboratory work is an important medium for
enhancing attitudes, stimulating interest and enjoyment, and motivating students to learn science
in general and chemistry in particular [40].
2.5.
The accessibility of Amenities and Machinery
The place of experimental work in laboratories has always assumed a high profile at all levels of
chemical education. Laboratory classes are an ideal place to integrate the active learning
approach. Science laboratories have long played a unique role in science education, providing an
opportunity for inquiry-based investigative learning [41]. These classes provide an opportunity
for hands-on experiences designed to help students further understand the concepts learned in the
classroom. The modern laboratory provides students with opportunities to learn specific
procedures and instrumentation and to develop skills such as problem-solving and
communication [42]. In secondary schools where the provision of science laboratories is less
than satisfactory, the teaching and learning of chemistry are hindered in a number of ways: (i)
when classes are not taught in these specialized rooms, the opportunities to investigate and
engage in chemistry practical are reduced, and hence the effectiveness of teaching; and (ii)
timetabling difficulties make the nature and frequency of chemistry practical and learning more
difficult to manage. There is a clear need for the standards of accommodation to be improved
and for the laboratory stock to be improved. If the nature and quality of practical chemistry are to
improve, then there is a continuing need for the upgrading and refurbishment of laboratories and
for new laboratories to be built in schools [43].
10
2.6.
Student Performances in the Chemistry Laboratory
Chemistry practices have been and are being used in chemistry teaching to support theoretical
chemistry instruction. The success of any given chemistry practical task depends on the intended
learning objectives of that task. Learning objectives for chemistry practical tasks can be divided
into two categories, for example, categories A and B. In category A, the practical tasks should be
to enable the learners to: (i) identify objects; (ii) learn a fact; and (iii) identify phenomena. In
Category B, the practical tasks should be to enable learners to (i) learn a concept, (ii) learn a
relationship, and (iii) learn a theory or model. The science educators‟ criticisms on chemistry
practical are on tasks with objectives in category (B) and not those in category (A). [1] Describes
the tasks with objectives in category (A) as being as effective as many other forms of instruction.
The observable aspects of practical tasks are often remembered many months or even years later
if the event is a striking one. The role of chemistry practices is to help students make links
between two "domains of knowledge: the domain of objects and observable properties and
events on the one hand, and the domain of ideas on the other. The learning objectives in category
(B) above are more strongly involved in practical chemistry than those in category (A). Students
are unlikely to grasp a new scientific concept or understand a theory or model (category B
objectives) as a result of any single chemistry practical task, however well designed. Students
acquire a deeper and more extended understanding of an abstract idea or set of ideas in a gradual
process, hence the need for frequent and varied practical activities.
Designing practical tasks that animate the students thinking before they make any observations
can make them more effective. One approach that has been found to be strikingly successful for
this is the Predict, Observe, and Explain (POE) task structure [44]. In this approach, students are
first asked to predict what they would expect to happen in a given situation and to write this
down, then to carry out the task and make some observations, and finally to explain what they
have observed (which may or may not be what they predicted). The POE structure makes the
practical task more purposeful, plays a pivotal role in students learning of chemistry, and
eventually improves performance in the subject. The role of laboratory work in science education
has been detailed by some researchers [45]. The main purpose of laboratory work in science
education is to provide students with conceptual and theoretical knowledge to help them learn
scientific concepts and, through scientific methods, understand the nature of science. Laboratory
11
work also gives the students the opportunity to experience science by using scientific research
procedures. In order to achieve meaningful learning, scientific theories and their application
methods should be experienced by students. Moreover, laboratory work should encourage the
development of analytical and critical thinking skills and encourage interest in science [46]. The
teaching and learning of science have over the years tried to mimic what "real scientists do. The
processes of science, the scientific method, the inquiry process, the content of science, and the
habits of scientists are all contextualized in the science curriculum for schools.
12
CHAPTER THREE
3. RESEARCH DESIGN AND METHODOLOGY
Research methodology involves quantitative and qualitative data that are used for conducting
this research. This part includes description of the study area, research design, and method of
data collection, research instruments, sampling techniques and data analysis.
3.1.
Description of the Study Area
The study was conducted at the Mariam Tsion Secondary Private School, a Cistercian
Monastery located in Bole Sub City's Gurd Shola District. Gurd shola, one of the towns in the
Bole sub-city of Addis Ababa, central Ethiopia, is the study's location. Gurd Shola is located
close to the market and the Ethiopian Athletics Federation building. Self-help international
development established Mariam Tsion Secondary School, a Cistercian monastery, in 1968 E.C.
This map shows the Mariam Tsion Secondary Private School located within the Gurd Shola
district of the Bole Sub City in Addis Ababa, Ethiopia. The school is situated in close proximity
to the local market and the Ethiopian Athletics Federation building, as specified in the provided
statement.
13
3.2.
Research Design
In this study, a descriptive survey design was employed. The study aims to explore the
challenges faced in the chemistry laboratory practices at the Mariam Tsion Secondary School. A
descriptive survey design is well-suited for this type of exploratory, fact-finding research, as it
allows the researchers to gather detailed information about the current state of the problem. It
was also important to interpret the current data obtained. The existing educational phenomena
were described through justification. Both qualitative and quantitative data were used to interpret
the gathered data. Because quantitative data is more economical and important in generalization
of large population from small groups and qualitative data used to get insight and detail
information.
3.3.
Sources of Data
The researcher data using both primary and secondary data sources to get adequate and relevant
information about the challenges of chemistry laboratory practice at Cistercian Monastery
Mariam Tsion Secondary School
3.3.1.
Primary Data
The primary data was collected directly from the respondents. These are chemistry
department head, school principals, students and chemistry teachers were asked through
questionnaire, interview and observation.
3.3.2.
Secondary Data
Secondary data was collected from written documents, manual and guide lines about how to
control and utilize chemicals and apparatus of chemistry laboratory in secondary school.
3.3.3.
Population, Sample size, and Sampling Technique
3.3.4.
Target Population
The target population of the study was all Cistercian Monastery Mariam Secondary School
grade 9 and 10 students
3.3.5.
Sample Size and Techniques
Combinations of simple random and purposive sampling were used in order to get the
sample size of the study. The combination of simple random sampling and purposive sampling
was likely employed to ensure representativeness and generalizability of the quantitative
14
findings, while also obtaining targeted, in-depth insights from key informants. This mixedmethods approach enables the researchers to gather comprehensive and complementary data to
thoroughly investigate the research problem. Random selection was made on the students from
total population because of the presumption that all (students) have no the same knowledge in
the chemistry laboratory application and gives them equal chance. The formula used to
determine the sample size for the student population is the Yamane formula:
n = N / (1 + N (e) ^2)
Where:
n = Sample size
N = Total population
e = Expected error (0.05 or 5% in this case)
The Yamane formula is a widely used formula for calculating sample size in survey research,
particularly when the total population size is known. It is a simple and effective method for
determining an appropriate sample size to ensure a desired level of precision.
The Yamane formula is a relatively recent and commonly used formula in research. It was first
introduced by Taro Yamane in 1967 in his book "Statistics: An Introductory Analysis." The
formula has since been extensively used and cited in various research studies and publications.
The use of the Yamane formula in this study is appropriate and up-to-date, as it is a wellestablished and widely accepted method for determining sample size in survey research. The
formula takes into account the total population size and the desired level of precision, which
helps to ensure that the sample selected is representative of the broader population.
The combination of simple random sampling for the student population and purposive sampling
for the school leadership is also a common and appropriate approach in mixed-methods research,
as it allows for the collection of both quantitative and qualitative data to address the research
objectives. For the rest, purposive selection was made. From total population; 125 students were
𝑁
selected using Yeman formula n=1+𝑁(𝑒)2 where n=sample size, N=total population, expected
error (0.05) simple random sampling technique from grade 9 and 10 students. 2 chemistry
15
teachers, one school principal and one chemistry department head were used by purposive
sampling. Summary of the population sample size and sampling techniques in the form of table
is shown as below.
Table 1: The summary of the total population, sample size and sampling techniques
Sample School
Students
Teachers
Department
Head
School
Principal
P
S
%
P
S
P
S
P
S
Cistercian Monastery
mariam tsion
secondary school
400
125
31.25
2
2
1
1
1
1
Sampling Techniques
Simple random
Availability
Availability
Availability
Key: P=population, S=sample, %= percent of sample size
3.3.6.
Data Gathering Tool
The researcher used the following data gathering tools in conducting the research. These were
questionnaires, Interviews, observation, and document sources. The researcher used
questionnaires to collect qualitative and quantitative data from the respondents because
questionnaires give enough time and confidentiality to complete the responses and easy to
administer. The questionnaires were prepared for chemistry teachers and students and it
contained closed ended and open ended types questions. For closed ended questions respondents
were asked to indicate their degree of agreement about challenges of chemistry laboratory
problems using the five point Likert scale from 1-5(where 1= strongly disagree, 2= disagree,
3=undecided, 4=agree, 5=strongly agree). The study was conducted at the Cistercian Monastery
Mariam Tsion Secondary School, which suggests an educational setting where the primary
language of instruction and communication is likely English. Conducting the survey in the local
language (if different from English) would have required translation and adaptation of the
questionnaire, which could introduce potential biases and inconsistencies in Administering the
16
questionnaire in English, which is presumably the primary language of instruction and
communication at the school, is a more practical and efficient approach. However, it is important
to note that without explicit. The questionnaire for the students was likely prepared in English, as
it is the most reasonable. Quantitative form of questionnaire is insufficient to provide necessary
information about the challenges of chemistry laboratory usage in Cistercian monastery mariam
tsion secondary school. As a result, the researcher has used semi-structured interview. Interview
was conducted verbally through face to face interaction between the researcher and the
respondents which were the school principal and department. The primary data was also gathered
through observation. The researcher observed Cistercian monastery mariam tsion
secondary
school chemistry laboratory room and looked at the arrangement of equipment and chemicals,
chemicals and equipment present in the laboratory room and the expired date of the chemicals
etc. Through document analysis, researcher has reviewed different documents that has related to
the chemistry laboratory utilization such as laboratory manuals, types and number of apparatus
and chemicals present, laboratory reports, and department meeting minutes bout previous
laboratory practical work at stated school.
Validity and Reliability
Before distributing the questionnaire directly to the actual respondents, pilot test was conducted
to test the validity of the questionnaires prepared. To make sure validity of instrument, first the
questionnaires were prepared by researcher and then corrected and approved under close
guidance of advisor for validity of the instruments. The questionnaires that translated to students’
mother tongue languages were checked and corrected by researcher friends, who have
knowledge about the stated languages. The questionnaires were pilot tested at
Cistercian
monastery mariam tsion secondary school. Accordingly, 1 teacher and 30 students responded to
the questionnaires which were administrated for pilot testing. In pilot testing useful feedbacks
obtained on whether the survey’s wording and clarity were apparent to all respondents, and
whether the questionnaires expressed the same thing to all respondents. Problems relating to
wording, layout, and length were seen in the pilot study and then revised for the final study.
Accordingly, the reliability of result was presented in the table below and the reliability test was
performed to check the consistency and accuracy of the measurement scales.
17
Cronbach's alpha is a statistical measure of the internal consistency or reliability of a set of items
or variables. It is commonly used to assess the reliability of multi-item scales or questionnaires.
In the context of the provided table, the Cronbach's alpha values represent the status of chemistry
laboratory, Challenges in chemistry laboratory, The Effects of chemistry laboratory on student
performance, Suggested solutions to improve laboratory problems and Average Reliability
Coefficient. As Table 2 shows, the result of Cornbach’ coefficient’s alpha is satisfactory (it is
between 0.78 and 0.89). According to Cornbach, the reliability coefficients 0.70 and 0.90 are
generally found to be internally consistent. The reliability test result of the study is given as
below.
Table 2: Reliability Test
No
Variables
No of Items
Cronbach’s
Alpha
1
The status of chemistry laboratory
8
0.89
2
Challenges in chemistry laboratory
10
0.88
3
The Effects of chemistry laboratory on student performance
6
0.78
4
Suggested solutions to improve laboratory problems
5
0.83
5
Average Reliability Coefficient
29
0.85
3.4.
Procedures of Data Collection
After the approval of the proposal the research gave close-ended and open-ended questionnaires
for students and teachers. The statement "After the approval of the proposal the research gave
close-ended and open-ended questionnaires for students and teachers" means that the researchers
used a combination of two types of questionnaires in their data collection process:
Close-ended questionnaires are survey instruments that provide a set of predetermined response
options for the participants to choose from. These types of questions are typically used to collect
quantitative data, as they allow for the systematic analysis and comparison of responses.
Examples of close-ended questions include multiple-choice, Likert-scale, or dichotomous
(yes/no) questions. Open-ended questionnaires are survey instruments that allow participants to
provide responses in their own words, without predefined response options. These types of
18
questions are used to gather qualitative data, as they provide more in-depth and nuanced insights
into the participants' perspectives, experiences, and opinions. Open-ended questions typically
start with words like "what," "why," "how," or "describe," and allow the respondents to elaborate
on their thoughts and ideas. Then after the importance of the study was explained to the
respondents, the questionnaires were distributed for the students and teachers collected by the
researcher with collaboration of school principal. After the questionnaires collected, semistructure interview was conducted with school principal and chemistry department head. The
researcher also accessed the necessary documentary sources and observes the laboratory room.
3.5.
Method of Data Analysis
Data obtained from students and chemistry teachers through questionnaire were analyzed using
quantitative data analysis while the data gathered from chemistry department head, school
principal through interview was analyzed qualitatively. The data which has been collected
through close-ended questionnaires were tabulated. The interpretations were made with the help
of mean, independent t-test and percentage. The items were classified into different tables in line
with the basic questions. Each of the items was analyzed and interpreted. The data obtained
through semi-structured interviews were transcribed and organized in categories and themes, and
discussed. The data gathered through closed-ended questionnaire was checked, tabulated and
analyzed using the SPSS version 20 and the data were analyzed using mean and t-test analysis.
The interpretation was made from all five Likert point scale measurements based on the
following mean score results: 1.00-1.49= strongly disagree, 1.50- 2.49=Disagree, 2.503.49=Undecided, 3.50-4.49=Agree, 4.50-5.00=strongly agree. Apart from this, t-test was used to
test statically significant difference between the mean scores of the two independent variables
The existing response differences were tested at 0.05 significance levels.
3.6.
Ethical Consideration
According to (Best, 2003), involving participant work is important considering the ethical
principles lay down to protect them. To make the research process professional, ethical
consideration was made. The letter was written to each school to get permission and made an
appointment for data collection. The researcher oriented the respondents about the purpose of the
study. Additionally, they had been informed that their participation in the study would be based
on their interest and agreement.
19
CHAPTER FOUR
4. RESULTS AND DISCUSSION
The analysis and interpretation of the information obtained from the respondents via surveys,
interviews, observation, and document analysis are covered in this chapter. The discussion and
response given by the teachers and students are presented in the form of table
4.1.
Response Rate
This refers to the percentage of the total numbers of research instruments that were distributed,
filled and returned. This was presented in the following table
Table 3 The questionnaires return rate
Respondents
Sample size
Response
Students
125
125
Teachers
2
2
Total
127
127
4.2.
Characteristics of the Respondents
Similar to how the teachers were asked to provide their sex, age, work experience, and academic
background, the kids were asked to fill out questionnaires with details about their history,
including grade level, name of school, and sex. The principal of the school and the head of the
department were questioned about their sexual orientation, educational background, and
professional experience.
Table 4: Characteristics of the students’ respondents
No.
1
2
3
Respondents (students’) N=125
Characteristics
Sex
Grade level
Age
Frequency distribution
%
Male
60
48
Female
65
52
Grade 9
75
60
Grade 10
50
40
15-18 years
125
100
20
As Table 4 indicates, the total participation of male and female students in the school was
closer each other, which was 48% is males and 52% females. And their age level also nearer
each other.
Table 5 characteristics of teachers’ respondents
As the above table expressed 100% chemistry teachers are male. There is no female chemistry
teacher in that school. The chemistry teachers have educational qualification is 1 teacher is BEd
and 1 teacher is BSc.
Characteristics
Sex
Year of service
Educational qualification
Respondents (teachers) =2
Frequency
distribution
%
Male
2
100
Female
-
-
Less than 5
-
-
5-10 years
1
50
11-15 years
1
50
16-20 years
-
-
21-25 years
-
-
More than 25
-
-
BED/BSC
2
100
MSC
-
-
21
Table 6 Characteristics of Department Head and School Principal respondents
Characteristics
Sex
Year of service
Educational
qualification
Depart
ment
head
School
principal
Respondents (teachers) =2
Frequency
distribution
%
Male
1
1
2
100
Female
-
-
-
-
Less than 5
-
-
-
-
5-10 years
-
-
-
-
11-15 years
1
1
2
100
16-20 years
-
-
-
-
21-25 years
-
-
-
-
More than
25
-
-
-
-
2
100
-
-
BED/BSC
MSC
4.3.
1
1
-
-
The Current Status of Chemistry Laboratory
The questionnaires prepared for students and teachers were answered using very low, low,
average, high, very high about the current status of chemistry laboratory and were analyzed and
interpreted in the following way
Table 7 the status of chemistry laboratory
No
Items
Respondents
N
Mean
t-test
Significant
(p values)
1.1
The quality of chemistry
laboratory building and
furniture
Students
125
1.688
0.564
0.574
Teachers
2
1.500
0.375
0.771
22
1.2
1.3
1.4
1.5
1.6
1.7
1.8
Total
127
1.594
The extent to which chemistr
y laboratory
equipped with chemicals and
reagents based on the text
book
Students
125
1.760
0.845
0.400
Teachers
2
1.500
0.518
0.695
Total
127
1.630
The level of chemistry
laboratory apparatus present
in your school.
Students
125
1.784
0.957
0.340
Teachers
2
1.500
0.566
0.671
Total
127
1.642
Students
125
1.776
0.918
0.360
Teachers
2
1.500
0.550
0.679
Total
127
1.638
Students
125
1.780
0.957
0.340
Teachers
2
1.500
0.566
0.671
Total
127
Students
125
1.792
0.997
0.321
Teachers
2
1.500
0.582
0.663
Total
127
1.642
Students
125
1.768
0.881
0.380
Teachers
2
1.500
0.534
0.687
Total
127
Students
125
1.688
0.564
0.574
Teachers
2
1.500
0.375
0.771
Total
127
1.594
The interest of teachers to do
chemistry laboratory
activities in teaching
chemistry education.
Understanding of students
towards chemistry laboratory
usage for doing experiments
in their text book.
The level of chemicals and
reagents on the laboratory
to working different experime
nts for students
The extent of school principal
to help teachers in carrying
out chemistry laboratory
experiment
The extent of wellprepared laboratory manuals
1.642
1.642
Key N=number of respondents
23
Note: If the mean from1.00-1.49=Very Low/Strongly disagree, 1.50-2.49=Low/Disagree,2.50
3.49 = Average/ Undecided, 3.50-4.49=High/Agree, 4.50-5.00=Very High/strongly agree.
Disagree and strongly disagree imply that the respondents did not think the question was
appropriate. The response "undecided" suggests that the participants were unsure of their level of
support. However, agree and strongly agree responses show that the participants agreed with the
questions posed.
N (number of students=125 and number of teachers=2
Concerning item 1.2 in Table 7, the respondents were asked about the extent of chemistry
laboratory equipped with chemicals and reagents. The mean of the two groups separately rated
at low level. The total mean of the respondents were in between 1.5-2.49(1.63). Accordingly,
most of the respondents confirmed that the extent of chemistry laboratory equipped with
chemicals and reagents was low. The computed independent t-test results indicated that there
was no statistically significant mean difference between the two groups as the obtained, p values
0.40 and .0.69 are greater than 0.05. This implies that there was low extent of chemistry
laboratory equipped with chemicals and reagents. In the interview, the head of the Department of
Chemistry also said: One of the challenges of chemistry laboratory practice is the shortage of
chemicals and reagents, which makes it difficult to do chemistry laboratory experiments
during the teaching and learning process in the school. Regarding item 1.3 in the same table, the
students and teachers were asked to answer the level of chemistry laboratory apparatus present in
their school. The respondents confirmed that the level of chemistry laboratory apparatus present
in their school is low, since the mean of each respondent was rated at a low level. The mean of
the students and teachers was 1.78 and 1.50, respectively. The computed independent t-test
results indicated that there was no statistically significant mean difference between the two
groups, as the obtained p values (0.34 and 0.67 were greater than 0.05). This also implied that the
level of chemistry laboratory apparatus present in the school was low.
In Table 7, item 1.4, the respondents asked about the interest of teachers in doing chemistry
laboratory practice during teaching chemistry education. The mean scores of each respondent
were rated at a low level. The total mean of the two groups for this item falls between 1.5 and
2.49 (1.63). This implies that the interest of teachers in doing chemistry laboratory practice
during teaching chemistry was low. The computed independent t-test results indicated that there
24
was no statistically significant mean difference between the two groups, as the obtained p values
(0.36 and 0.67) were greater than 0.05. This indicated that the interest of teachers in doing
chemistry laboratory practice during teaching chemistry lessons was low. In the interview, the
school principal also indicates: There is a chemistry lab even though the school laboratory lacks
facilities and chemistry teachers are not interested in doing experiments for young children.
As item 1.5 in the above table reveals, the respondents were asked to indicate their degree of
agreement about the understanding of students towards chemistry laboratory usage to do the
experiments that are found in their text book. The mean of each respondent was rated at a low
level, since the average mean of students and teachers was 1.78 and 1.50, respectively. The
computed independent t-test results indicated that there was no statistically significant mean
difference between the two groups, as the obtained p values (0.34 and 0.67) were greater than
0.05. This demonstrated that students had a limited understanding of chemistry laboratory
practice to perform the experiments outlined in their textbook. Regarding item 1.6 in the above
table, the students and teachers were asked to answer about the extent of chemicals and reagents
in the laboratory to work on different experiments for students. The respondents confirmed that
the extent of chemicals and reagents in the laboratory to working on different experiments for
students was low, since the mean of each respondent was rated at a low level, which means the
mean of the students and teachers was 1.79 and 1.50, respectively. The computed independent ttest results indicated that there was no statistically significant mean difference between the two
groups, as the obtained p values (0.34 and 0.66 are greater than 0.05). This also shows that the
extent of chemicals and reagents in the laboratory to work on different experiments for students
was at a low level as it was checked during document analysis and during observation of the
laboratory. The chemicals that are found in the laboratory are expired, outdated, and dangerous.
In Table 7, item 1.7, the respondents were asked about the extent to which the school principal
helps teachers carry out chemistry laboratory experiments. The means of the respondents were
1.768 and 1.64, respectively, and the total mean was between 1.5-2.49(1.64).This indicates that
the extent to which the school principal helped teachers carry out chemistry laboratory
experiments was low. The computed independent t-test results indicated that there was no
statistically significant mean difference between the two groups, as the obtained p values (0.38
and 0.68) were greater than 0.05. This indicated that there is a low level of support from the
25
school principal to help teachers carry out chemistry laboratory experiments. In the interview,
the school principal also said we are not helping and following up with chemistry teachers in
carrying out chemistry laboratory experiments, and we did not give attention to chemistry
laboratory work. It was one of the reasons for the proper usage of the chemistry laboratory.
In Table 7, item 1.8, the respondents were asked about the extent of well-prepared laboratory
manuals. The means of the respondents (students and teachers) were 1.688 and 1.500,
respectively, and the total mean was between 1.5 and 2.49 (1.59). This indicates that the extent
of well-prepared laboratory manuals was low. The computed independent t-test results indicated
that there was no statistically significant mean difference between the two groups, as the
obtained p values (0.57 and 0.77) were greater than 0.05. This indicated that there was a low
level of well-prepared laboratory manuals in the school. There was not a properly produced
general chemistry laboratory handbook for students in grades 9 and 10 to conduct laboratory
experiments, as was confirmed during document analysis and laboratory room observation.
4.4.
Challenges in Chemistry Laboratory
The students and teachers were asked to respond for the questionnaires on the Challenges of
chemistry laboratory usage to respond using the five Likert scale (1=strongly disagree,
2=disagree, 3=undecided, 4=agree, 5=strongly agree).
Table 8 Challenges in chemistry laboratory
No
Items
Respondents
N
Mean
t-test
Significant
(p values)
2.1
2.2
2.3
Lack teachers’ commitment to do
chemistry laboratory
experiment.
Lack of chemistry laboratory
technician
Teachers work load is an
Students
125
4.344
0.457
0.649
Teachers
2
4.500
0.311
0.808
Total
127
4.422
Students
125
4.272
0.712
0.478
Teachers
2
4.500
0.455
0.728
Total
127
4.386
Students
125
4.216
0.957
0.340
26
Obstacle to do chemistry laborat
ory experiments.
2.4
2.5
2.6
2.7
2.8
2.9
2.10
Teachers
2
4.500
0.566
0.671
Total
127
4.358
Presence of large number of
students in each class is an
obstacle to do chemistry practical
activities.
Students
125
4.232
0.881
0.380
Teachers
2
4.500
0.534
0.687
Total
127
4.366
There is lack of budget for purch
asing the necessary laboratory ra
w materials and chemicals.
Students
125
4.296
0.621
0.536
Teachers
2
4.500
0.407
0.753
Total
127
4.398
Some of the teachers have lack
the necessary skills for
carrying out chemistry laborator
y experiments
Students
125
4.224
0.918
0.360
Teachers
2
4.500
0.550
0.679
Total
127
.4362
Less attention is given from
administrative government of
the region and school administrat
or to chemistry laboratory.
Students
125
4.296
0.621
0.536
Teachers
2
4.500
0.407
0.753
Total
127
Students
125
4.240
0.845
0.400
Teachers
2
4.500
0.518
0.695
Total
127
4.370
Students
125
4.304
0.592
0.555
Teachers
2
4.500
0.391
0.762
Total
127
4.402
Students
125
4.296
0.621
0.536
Teachers
2
4.500
0.407
0.753
Total
127
4.398
Absence of special period of
time table for practicing chemistr
y laboratory experiment.
Shortage of water for cleaning w
astes and to do experiments with
it.
The absence of teachers
training on laboratory work
(practices).
4.398
Key N=number of respondents
27
In a questionnaire that focuses on item 2.1, the respondents were asked to indicate their
frustration with the lack of teachers’ commitment to do chemistry labor experiments. The values
of students and teachers are 4.34.50 and 4.50, respectively. This shows that both the students and
teachers responses were acceptable. The total mean of the two groups to this item is 3.50 and
4.490-4.49 (4.42). This implies a lack of teachers’ commitment to do chemistry laboratory
experiments, which is one of the challenges of doing chemistry laboratory experiments. . The
computed independent t- test results indicated that there was no statistically significant mean
difference between the groups, as the obtained p(significant) values (0.57 and 80) were greater
than 0.05. This indicated a lack of teachers’ commitment to do chemistry laboratory experiments,
which is one of the challenges for chemistry laboratory work. In the interview, the school
principal also said one of the challenges of doing chemistry laboratory experiments was a lack of
teachers' commitment to doing laboratory experiments for the students in order to change
students’ attitudes towards chemistry .
The values of students and teachers are 4.274.50 and
4.50, respectively. These show both the students and teachers responses were rated to agree level
for the questionnaire. The total mean of the two factors for this item is 3.50 and 4.49-4.49
(4.38). This implies a lack of chemistry laboraticians. The computed independent t- test results
indicated that there was no statistically significant mean difference between the two groups as
the obtained p(significant) values (0.47 and 0.72) are greater than 0.05. This also indicated that a
lack of chemistry laboratory technicians is one of the challenges for chemistry laboratory work.
In the interview, the chemistry department and the school principal also said that Cistercian
Monastery
Mariam Tsion Secondary School has no chemistry laboratory technician. Because
the concerned body has no interest in trained laboratory technicians and is not employed. In table
8, as item 2.3 indicates, the respondents were asked to indicate their degree of agreement that
teachers work load is an obstacle to doing chemistry laboratory experiments. The mean values of
students and teachers are 4.21 and 4.50, respectively. This shows both the students and teachers
responses to this questionnaire. The total mean of the two groups for this item falls between 3.50
and 4.49 (4.35). This implies that the work load is an obstacle to doing chemistry laboratory
experiments. The computed independent t- test results indicated that there was no statistically
significant mean difference between the two groups as the obtained p(significant) values (0.34
and 0.67) were greater than 0.05. This also indicated that work load is an obstacle to doing
chemistry laboratory experiments, which is one of the challenges of working in a chemistry
28
laboratory. Regarding table 8 in item 2.4, the respondents were asked to indicate their degree of
agreement that the presence of a large number of students in each class is an obstacle to doing
chemistry practical activities. The mean values of students and teachers are 4.23 and 4.50,
respectively. This shows both the students and teachers responses to this questionnaire. The total
mean of the two groups for this item falls between 3.50 and 4.49 (4.36). This implies that the
presence of a large number of students in each class is an obstacle to doing chemistry practical
activities, which was one of the challenges to doing chemistry laboratory work. The computed
independent t- test results indicated that there was no statistically significant mean difference
between the two groups as the obtained p(significant) values (0.38 and 0.68) were greater than
0.05. In the interview, the chemistry department and the school principal also said that in the
school, the number of students present in each class was 70–75. This implies that it is difficult to
do a chemistry laboratory experiment with a large number of students because there is a shortage
of equipment and raw materials. And also, it is difficult for each student to practice. For item 2.5
in table 8, the respondents were asked to indicate their degree of agreement with the lack of
budget for purchasing the necessary laboratory raw materials and chemicals. The mean values of
students and teachers are 4.29 and 4.50, respectively. This shows both the students and teachers
responses to this questionnaire. The total mean of the two groups for this item falls between 3.50
and 4.49 (4.35). This implies a lack of budget for purchasing the necessary laboratory raw
materials and chemicals. The computed independent t- test results indicated that there was no
statistically significant mean difference between the two groups as the obtained p(significant)
values (0.36 and 0.67) were greater than 0.05. This also shows that a lack of budget for
purchasing the necessary laboratory raw materials and chemicals was one of the challenges of
working in a chemistry laboratory. In the interview, the school principal also said the school does
not have enough budgets for purchasing the necessary laboratory materials. Because the school's
yearly budget was very low, there was no income source. In table 8, item 2.6 indicates that the
respondents were asked to indicate their degree of agreement with some teachers who lack the
necessary skills for carrying out chemistry laboratory experiments. The mean values of students
and teachers were 4.22 and 4.50, respectively. This shows both the students and teachers
responses to this questionnaire. The total mean of the two groups for this item falls between 3.50
and 4.49 (4.36). This implies that some teachers lack the skills necessary for carrying out
chemistry laboratory experiments. The computed independent t- test results indicated that there
29
was no statistically significant mean difference between the two groups as the obtained
p(significant) values (0.36 and 0.67) were greater than 0.05. This also indicated that some of the
teachers lack the necessary skills for carrying out chemistry laboratory experiments, which was
one of the challenges of working in the laboratory. For item 2.7 in table 8, the respondents were
asked to indicate their degree of agreement that less attention is given by the administrative
government of the region and school administrators to the chemistry laboratory. The mean values
of students and teachers are 4.29 and 4.50, respectively. This demonstrates that both students and
teachers provided responses that agreed with the questionnaire. The total mean of the two groups
for this item falls between 3.50 and 4.49 (4.35).This implies that less attention is given by the
administrative government of the region and school administrators to the chemistry laboratory,
which is one of the challenges for the chemistry laboratory application. The computed
independent t- test results indicated that there was no statistically significant mean difference
between the two groups as the obtained p(significant) values (0.53 and 0.75) were greater than
0.05. This also shows that less attention is given by the administrative government of the region
and school administrators to the chemistry laboratory, which was one of the challenges of
working in a chemistry laboratory experiment. In Table 8, item 2.8 indicates that the respondents
were asked to indicate their degree of agreement with the absence of a special period of time for
practicing chemistry laboratory experiments. The mean values of students and teachers were 4.24
and 4.50, respectively. This shows both the students and teachers responses to this questionnaire.
The total mean of the two groups for this item falls between 3.50 and 4.49 (4.37). This implies
the absence of a special timetable for practicing chemistry laboratory experiments. The
computed independent t- test results indicated that there was no statistically significant mean
difference between the two groups as the obtained p(significant) values (0.40 and 0.69) were
greater than 0.05. This also indicated that the absence of a special timetable for practicing
chemistry laboratory experiments was one of the challenges of working in a chemistry
laboratory. There was no schedule to do a laboratory experiment. Due to this, the teachers do not
have enough attention to work on chemistry laboratory experiments.
In table 8, item 2.9 indicates that the respondents were asked to indicate their degree of
agreement with the shortage of water for cleaning waste and to do experiments with it. The mean
values of students and teachers were 4.30 and 4.50, respectively. This demonstrates that both
30
students and teachers agreed with the questionnaire. The total mean of the two groups for this
item falls between 3.50 and 4.49 (4.40). This implies that a shortage of water for cleaning waste
and doing experiments with it was one of the challenges. The computed independent t- test
results indicated that there was no statistically significant mean difference between the two
groups as the obtained p(significant) values (0.55 and 0.76) were greater than 0.05. These values
also indicated that a shortage of water for cleaning waste and doing experiments with it was one
of the challenges of working in a chemistry laboratory. In Table 8, as item 2.10 indicates, the
respondents were asked to indicate their degree of agreement with the absence of teacher training
on laboratory work (practices). The mean values of students and teachers were 4.24 and 4.50,
respectively. This demonstrates that both students and teachers agreed with the questionnaire.
The total mean of the two groups for this item falls between 3.50 and 4.49 (4.39). This implies
that the absence of teacher training on laboratory work (practices) was the challenge for
laboratories. The computed independent t- test results indicated that there was no statistically
significant mean difference between the two groups as the obtained p(significant) values (0.53
and 0.75) were greater than 0.05. This also indicated that the absence of teacher training on
laboratory work (practices) was one of the challenges of working in a chemistry laboratory
4.5.
The Effects of Chemistry Laboratory on Student Performance
The students and teachers were asked to respond to the questionnaires on the effects of the
chemistry laboratory on student performance using a five-point Likert scale. The detailed
analysis is given in the following table.
Table 9: The effects of the chemistry laboratory on student performance
Key N=number of respondents
In Table 9, as item 3.1 indicates, the respondents were asked to indicate their degree of
agreement with the students have better understanding of chemistry laboratory equipment,
chemicals, and the safety rules of chemistry laboratories. The mean values of students and
teachers are 1.71 and 1.50, respectively. The total mean of the two groups for this item falls
between 1.5 and 2.49 (1.60), which is related to a low level. This implies that the students have
no better understanding of chemistry laboratory equipment, chemicals, and safety rules in
chemistry laboratories. The computed independent t- test results indicated
31
N
o
Items
Respondents
N
Mean
t-test
Significant
3.
1
The students have better understa
nding about chemistry laboratory
equipment’s, chemicals and
about safety rules of chemistry
laboratory
Students
125
1.712
0.651
0.517
Teachers
2
1.500
0.423
0.745
Total
127
1.606
Most students understand
abstract
ideas of chemistry lessons
without practicing laboratory
activities
Students
125
1.776
0.918
0.360
Teachers
2
1.500
0.550
0.679
Total
127
The students can perform well
concerning practical part of
chemistry in internal and external
examination
Students
125
1.728
0.712
0.478
Teachers
2
1.500
0.455
0.728
Total
127
1.618
The students think critically,
hypotheses and reason out witho
ut doing laboratory activities in
learning chemistry
Students
125
1.768
0.881
0.380
Teachers
2
1.500
0.534
0.687
Total
127
1.638
Chemistry teachers have an
interest to change students’
performance by doing chemistry
laboratory experiments
Students
125
1.744
0.776
0.439
Teachers
2
1.500
0.487
0.711
Total
127
1.622
There is no significant difference
on performance b/n the students
who are adequately exposed and
those who are not adequately
worked in chemistry laboratory.
Students
125
1.712
0.651
0.517
Teachers
2
1.500
0.423
0.745
Total
127
1.606
N
o
Items
Respondents
N
Mean
t-test
Significant
3.
1
The students have better understa
nding about chemistry laboratory
equipment’s, chemicals and
about safety rules of chemistry
laboratory
Students
125
1.712
0.651
0.517
Teachers
2
1.500
0.423
0.745
Total
127
Students
125
1.776
0.918
0.360
Teachers
2
1.500
0.550
0.679
3.
2
3.
3
3.
4
3.
5
3.
6
3.
2
Most students understand
abstract
ideas of chemistry lessons
1.638
1.606
32
without practicing laboratory
activities
3.
3
3.
4
3.
5
Total
127
1.638
Students
125
1.728
0.712
0.478
Teachers
2
1.500
0.455
0.728
Total
127
1.618
The students think critically,
hypotheses and reason out witho
ut doing laboratory activities in
learning chemistry
Students
125
1.768
0.881
0.380
Teachers
2
1.500
0.534
0.687
Total
127
1.638
Chemistry teachers have an
interest to change students’
performance by doing chemistry
laboratory experiments
Students
125
1.744
0.776
0.439
Teachers
2
1.500
0.487
0.711
The students can perform well
concerning practical part of
chemistry in internal and external
examination
In Table 9, as item 3.3 shows, the respondents were asked to indicate their degree of agreement
that the students can perform well in the practical part of chemistry in internal and external
examinations. The mean values of students and teachers are 1.72 and 1.50, respectively. The
total mean of the two groups for this item falls between 1.5 and 2.49 (1.61), which is related to a
low level. This implies that the students did not perform well concerning practical part of
chemistry in internal and external examinations. The computed independent t- test results
indicated that there was no statistically significant mean difference between the two groups as
the obtained p(significant) values (0.47 and 0.72) were greater than 0.05. This also indicated that
an absence performed well concerning the practical part of the chemistry laboratory had an effect
on internal and external examinations examination and lack of better understanding of
chemistry. Laboratory equipment, chemicals, and safety rules in chemistry laboratories have
effects on student performance.
In Table 9, as item 3.4 shows, the respondents were asked to indicate their degree of agreement
with most students thinking critically, hypothesizing, and reasoning out without doing laboratory
activities in learning chemistry. The mean values of students and teachers are 1.76 and 1.50,
respectively. The total mean of the two groups for this item falls between 1.5 and 2.49 (1.63),
which is related to a low level. This implies that most students do not think critically about
hypotheses and reasoning without doing laboratory activities in learning chemistry. The
computed t-test results indicated that there was no statistically significant mean difference
between the two groups, as the obtained p-values (0.38 and 0.68) were greater than 0.05. This
33
also indicated a lack of critical thinking, hypotheses, and reasoning without doing laboratory
activities in learning chemistry have effects on student performance.
In Table 9, as item 3.5 shows, the respondents were asked to indicate their degree of agreement
with the idea that chemistry teachers have an interest in changing students’ performance by
doing chemistry laboratory experiments. The mean values of students and teachers are 1.74 and
1.50, respectively. The total mean of the two groups for this item falls between 1.5 and 2.49
(1.62), which is related to a low level. This implies that chemistry teachers have no interest in
changing students’ performance by doing chemistry laboratory experiments. The t- test results
indicated that there was no statistically significant mean difference between the two groups as
the obtained p(significant) values (0.51 and 0.74) were greater than 0.5. This also indicated that a
lack interest in changing students’ performance by doing chemistry laboratory experiments
without doing laboratory activities in learning chemistry has effects on student performance.
In Table 9, as item 3.6 shows, the respondents were asked to indicate their degree of agreement
towards no significant difference in performance between the students who are adequately
exposed and those who are not adequately worked in chemistry. The mean values of students and
teachers are 1.71 and 1.50, respectively. The total mean of the two groups for this item falls
between 1.5 and 2.49 (1.60), which is related to the low level. This implies there are significant
differences in performance between the students who are adequately exposed and those who
have not adequately worked in chemistry. The computed independent t test results indicated
that There was a statistically significant mean difference between the two groups, as the
obtained p (significant) values (0.51 and 0.74) are greater than 0.05. This also indicated that
there are significant differences in performance between students who are adequately exposed
and those who are not adequately exposed to chemistry have effects on student performance.
4.6.
Suggested Solutions to Improve Laboratory Problems
The students and teachers were asked to respond to the questionnaires on the effects of the
chemistry laboratory on student performance using the five-point Likert scale (1=strongly
disagree, 2=disagree, 3=undecided, 4=agree, 5=strongly agree). The detailed analysis is given in
the following table.
Table 10 Suggested solutions to improve laboratory problems
No
Items
Respondents
N
Mean
t-test
Significant
(p values)
4.1 School principal should
Students
125
4.37
0.356
0.722
34
motivate and helps the teachers
Teachers
2
4.50
0.247
0.845
Total
127
4.43
4.2 Non-governmental organization
Students
125
4.23
0.881
0.380
should takes interest in
Teachers
2
4.50
0.534
0.687
Total
127
4.36
Students
125
4.32
0.509
0.611
Teachers
2
4.50
0.343
.789
Total
127
to do laboratory experiments for
the students
enhancing the quality of
chemistry laboratory
4.3 Training and retraining
programs should be given by
government to assist teachers’
attitudes towards making
Improvisation as part of their
4.36
duty.
4.4 Provision of laboratory material
Students
125
4.24
0.810
0.419
equipment’s and facilities and
Teachers
2
4.50
0.502
0.703
Employing laboratory
Total
127
4.5 The teachers using locally
Students
125
4.30
0.592
0.555
available raw material to do
Teachers
2
4.50
0.391
0.762
chemistry laboratory activities
Total
technician.
in order to solve laboratory
problems
127
4.37
4.40
Key N=number of respondents
In Table 10, as item 4.1 shows, the respondents were asked to indicate their degree of agreement
that the school principal should motivate and help the teachers do laboratory experiments for the
students. The mean values of students and teachers are 4.37 and 4.50, respectively. The total
mean of the two groups for this item falls between 3.50 3.50-4.49 (4.43) is related to agreeing.
This implies that the
school principal should motivate and help the teachers do laboratory
35
experiments for the students. The computed independent t- test results indicated that there was
no statistically significant mean difference between the two groups, as the obtained p(significant)
values (0.72 and 0.84) are greater than 0.05. This also indicated that the school principal should
motivate and help the teachers do laboratory experiments for the students to solve the challenges
of laboratory practice.
In Table 10, regarding item 4.2, the respondents were asked to indicate their degree of agreement
that non-governmental organizations should help enhance the quality of the chemistry laboratory.
The mean values of students and teachers were 4.23 and 4.50, respectively. The total mean of the
two groups for this item falls between 3.50 and 4.49 (4.36) and is related to agree. The computed
independent t- test results indicated that there was no statistically significant mean difference
between the two groups as the obtained p(significant) values (0.72 and 0.84) were greater than
0.05. This indicated that nongovernmental organizations should help enhance the quality of
chemistry laboratories to solve the challenges of laboratory practice.
On table 10, regarding item 4.3, the respondents were asked to indicate their degree of agreement
that training and re-training programs should be given by the government to assist teachers’
attitudes towards making improvisation as part of their duty. The mean values of students and
teachers are 4.32 and 4.50, respectively. The total mean of the two groups for this item falls
between 3.50 and 4.49 (4.24) and is related to agree. The computed independent t- test results
indicated that there was no statistically significant mean difference between the two groups as
the obtained p(significant) values (0.61 and 0.78) were greater than 0.05. This indicated that
training and re-training programs should be given by the government to assist teacher’s attitudes
towards making improvisation as part of their duty to solve the challenges of laboratory practice.
In Table 10, regarding item 4.4, the respondents were asked to indicate their degree of agreement
about the provision of laboratory materials, equipment, and facilities and employing laboratory
technicians. The mean values of students and teachers were 4.24 and 4.50, respectively. The total
mean of the two groups for this item falls between 3.50 and 4.49 (4.37) and is related to agree.
The computed independent t- test results indicated that there was no statistically significant mean
difference between the two groups, as the obtained p(significant) values (0.41 and 0.70) were
greater than 0.05. This indicated that the provision of laboratory materials, equipment, and
facilities and employing laboratory technicians can solve the challenges of laboratory practice.
36
In Table 10, as item 4.5 shows, the respondents were asked to indicate their degree of agreement
about the teachers using locally available raw materials to do chemistry laboratory experiments
in order to solve laboratory problems. The mean values of students and teachers are 4.30 and
4.50, respectively. The total mean of the two groups for this item falls between 3.50 and 4.49
(4.40), which is related to agreeing. This implies the teachers are using locally available raw
materials to do chemistry laboratory experiments in order to solve laboratory problems. The
computed independent t- test results indicated that there was no statistically significant mean
difference between the two groups as the obtained p(significant) values (0.55 and 0.76) were
greater than 0.05. This also indicated that the teachers can use locally available raw materials to
do chemistry laboratory experiments in order to solve laboratory practical activities.
4.7.
Observation of Laboratory Room
The data gathered through observation was listed in the following table.
Figure 1 Table 11: list of chemicals and equipment’s present in laboratory
Key: √= present, X=not present
No
1
Chemicals
Distilled water
Availability
X
Expired
Unexpired
Equipment
items
Items
present
-
-
Bunsen
Availability
√
Burner
2
Litmus Paper
√
√
-
Conical
√
flasks
3
Sodium
√
√
-
water bath
X
hydroxide
4
hydrochloric acid
√
√
-
Burette
√
5
Barium chloride
√
√
-
Measuring
√
cylinder
6
silver nitrate
√
√
-
Test-tubes
√
7
Tetraoxosulphate
√
√
-
Periodic
√
(vi) acid
table chart
37
8
Sodium triozo
√
√
-
Pipette
√
carbonate (iv)
9
Methyl orange
√
√
-
Filter paper
√
10
Phenolphthalein
√
√
-
Weighing
X
balance
11
Zinc metal
√
√
-
12
Potassium metal
√
√
-
√
√
-
Models
√
(pellet)
13
Magnesium
hydroxide
14
Iron (II) Sulphate
√
√
-
15
Chloroform
√
√
-
16
17
18
Absolute ethanol
Iodine crystal
Ammonia
solution
X
X
√
√
-
4.8.
Action Plan and Implementation
From this study, the challenges to use chemistry laboratory were identified. Based on the
identified problems the researcher prepared action plan and implement the following points: The
researcher planned to discuss with school principal and parent teacher association about
problems of chemistry laboratory. Then after that the school was budgeted to fill filled the
necessary chemicals and equipment’s. And also agreed to help, monitor and control chemistry
laboratory, and initiate for teachers doing laboratory experiments. The researcher planned to
introduce and asked woreda educational office about challenges of chemistry laboratory in
Cistercian Monastery
Mariam Tsion Secondary School and agreed to employed laboratory
technician. The researcher made meeting with chemistry department head and chemistry teachers
to discuss about expired chemicals, the arrangement of chemicals and equipment’s, and
identification of the necessary chemicals and equipment’s that are not present in the laboratory
room. In this meeting they agreed and arranged, identified the chemicals. The researcher also
planned to do some laboratory experiment for selected grade 9 students which are present in their
38
text book to evaluate the performance of students on laboratory practicing by grouping into
experimental and controlled group. They have been given two tests for both controlled and
experimental group based on the laboratory experiment done and related to the lesson learnt. The
following results were obtained.
Table 12 students’ test results
Number of students
Experimental group test result
Controlled group test result
on average
on average
Experiment
Controlled
Test-1
Test-2
al group
Group
10%
20
20
AV
Test-1
Test-2
10%
10%
10%
mean
mean
mean
mean
7.5
6.5
4.5
3.5
7
AV
4
From the above test results of students which are experimental and controlled group it can be
conclude that there are great difference on performance between the students who are adequately
exposed and those who are not adequately worked in chemistry laboratory.
39
CHAPTER FIVE
CONCLUSIONS AND RECOMMENDATIONS
5. CONCLUSIONS
The study's findings lead to the following conclusions after the quantitative and qualitative data
were analyzed: At the Secondary School in Cistercian Monastery Mariam Tsion, there was little
use of the chemistry lab. It has been reported that the chemistry lab at the school is not properly
stocked with the chemicals, equipment, and reagents that the textbook specifies. Additionally,
the school's chemical lab did Equipment and chemicals were not organized well. Apart from the
substandard structures and furnishings in chemical labs, there are also inadequate laboratory
instructions. The majority of the lab's reagents and chemicals were out of date. There are also
great challenges in practicing chemistry laboratory experiments. lack of teachers’ commitment to
do chemistry laboratory experiments; lack of chemistry labra technicians; teachers work load is
an obstacle to chemistry laboratory experiments; there is lack of budget for purchasing the
necessary laboratory raw materials and chemicals; less attention is given to the administrative
government of the region and the chemistry laboratory; shortage of water for cleaning wastes
and to do experiments with it; teachers did not get regular training in laboratory rules and
regulations. The study found that there is no better understanding of chemistry laboratory
equipment. Chemicals and about the safety rules of chemistry laboratories, the students cannot
do well concerning the practical part of chemistry in internal and external examinations without
practicing chemistry laboratories. There is a significant difference in performance between the
students who are adequately exposed and those who are not adequately employed in chemistry
laboratories. The students do not think critically, hypothesize hypotheses, or reason abstractly
about the chemistry lesson without doing laboratory activities to learn chemistry. The lack of
interest of chemistry teachers in doing chemistry laboratory experiments also affected the
performance of students.
40
5.1.
RECOMMENDATIONS
Based on the findings and conclusions, the following recommendations were made to improve
the challenges of chemistry laboratory practice in the Cistercian Monastery Mariam Tsion
secondary school in Gurd shola, Bole district. To improve laboratory utilization, the schools need
to take urgent actions to fulfill the basic laboratory facilities, equipment, and necessary
chemicals by negotiating with the concerned bodies for support, such as the PTA, the woreda
educational office, a local NGO, investors, and the community. Organize the laboratory in such a
way that they are on the right track to start implementing experiments and activities. Prepare a
well-designed laboratory manual and avoid the expired chemicals by reporting them to the
concerned body. To solve the challenges in chemistry laboratory practice, the government should
train laboratory technicians and employ them for the school, prepare a schedule for chemistry
laboratory practice per week, and provide re-training programs to assist teacher’s attitudes
towards making improvisation as part of their duty. The school must allocate enough budget to
do chemistry laboratory experiments, awarding and giving incentives to those working in
laboratory experiments. Generally, all the concerned bodies give attention to solving the
challenge of the chemistry laboratory at Cistercian Mariam Tsion Secondary School.
To improve the students’ performance in the chemistry subject the educational office at different
levels and the school principal facilitate the necessary materials and supervise the laboratory
room. Strategies about the challenges of chemistry practice include collaborative working,
strengthening, monitoring and controlling, facilitating, training, and reporting its implementation.
Generally, to close up the gap between actual chemistry teaching and learning and the gap in
laboratory activities by making realistic recommendations to address the limiting factors that
constrain the quality of chemistry lessons,.
41
REFERENCE

[1] Millar R. (2004). The role of chemistry practical’s in the teaching and learning of science.
High school science laboratories: role and vision. Washington, DC: National Academy of
Sciences.

[2] Dillon J. (2008). A review of the research on practical in school science (2nded). London:
Kings College.

[3] Abrahams I. & Millar, R. (2008). A study of the effectiveness of chemistry practical as a
teaching and learning method in school science. International Journal of Science
Education,14: 1945-1969

[4] Anson J. N. (2010). Strategies for Improving the Performance of Students in chemistry at
the Tertiary Level (3rd ed). Abuja, Nigeria: National Mathematical Centre.

[5] Nakhleh M. B. (1992) Why Some Students Don’t Learn Chemistry: Chemical Miscnce
pitons, Journal of Chemical Education, 69, 3191-196.

[6] Tezcan H. & Bilgin E. (2004). Journal of Gazi Faculty of Education, 24,175-177

[7] Svec M. T. &Anderson H. (1995). Effect of Microcomputer Based Laboratories Graphing
Interpretation Skills and Conceptual Understanding of Motion, Dissertate on Abstract
International, 55, 8, 23-38,

[8] Walton P. (2002). On The Use of Chemical Demonstrations in Lectures, the Royal Society
of Chemistry Journal, 6, 22-27.

[9] Trinidad J. Fiolhais Almedia L. (2002). Science Learning in Virtual Environments: A
Descriptive Study, Journal of Research in Science Teaching, 3, 4471- 488.

[10] Harrison T.G. & Baldwin A.J. (2009).Transferring Best Practice from Underrate Practical
Teaching to Secondary Schools: The Dynamic Laboratory Manual, Journal of chemical
education, 2, 1-8.

[11] Tesfaye T. &Yitbarek S. (2010). Status of Science Education in Primary Schools of Addis
Ababa. City Government of Addis Ababa Education Bureau

[12] Mduabum M. A. (1992). Teaching Biology effectively, (2nd Edition). Owerri: Whyte and
White Publishers.
42

[13] Ezeliora R. (2001). A guide to practical Approach to Laboratory Management and safety
precautions. Daughters of Divine love congregations: Enugu: Divinize Publishers.

[14] Igwe I.O. (2003). Principles of science and science teaching in Nigeria (An introduction).
Enugu: Jones Communication Publishers.

[15] Omiko A. (2007). Job orientation and Placement: The role of science Education in A
Developing Economy. Abakaliki: Larry and Caleb Publishing.

[16] Ufondu N.U. (2009).The Role of the laboratory on the Academic Achievement of Students in
Biology in Nigeria.

[17] Dienye N.E. and Gbamannja, S.P.T (1990). Science Education, theory and Practice. Owerri:
Totan Publishers Ltd.

[18] Reid N. & Shah I. (2007). The role of laboratory work in university chemistry Education
Research and Practice; 8 (2), 172-185.

[19] Lago ski J. J. (2002). The role of the laboratory in chemical education. Retrieved
fromhttp://www.utexas.edu/research/chemed/lagowski/jjl
beijing_02.Accessedon
1Aug,
(2015).

[20] Miha L. (2006). What does constructivism suggest for science education? Issue Paper:
California State University, Northridge

[21] Lunetta V.N. (1998). Science The school laboratory: Historical perspectives and centers
for Contemporary teaching. In: B.J. Fraser & K.G. Tobin (Eds), International
handbook of
science education. Dordrecht. Kluwer Academic Publishers.

[22] Nieswandt M. & McEneaney, E. H. (2009). Quality research in literacy and science education
III, Pages 189-211

[23] Twoli N.W. (2006). Teaching secondary school chemistry. Nairobi, Kenya: Nehemiah
Publishers.

[24] Ling T. A. & Towndrow, P. A. (2010). Giving students a voice in science practical
assessments. Centre for Research in Pedagogy and practical, Singapore: National
Institute of
Education.

[25] Hofstein A. & Lunette, V. N. (2003). The laboratory in science education: Foundation for the
twenty-first century. Wiley Periodicals, Journal of Research in Science Teaching
88:28-54.
43

[26] Lunetta V.N. (1998). Science The school laboratory: Historical perspectives and center for
contemporary teaching. In: B.J. Fraser & K.G. Tobin (Eds), International
handbook of science
education. Dordrecht. Kluwer Academic Publishers.

[27] Domin.D.S. (1999).A review of laboratory instruction styles. Journal of Chemical
Education76:543-547

[28] Johnstone A. H., Sleet S. J. and Vianna J. F. (1994). An information processing model of
learning: Its application to an undergraduate laboratory course in chemistry. Stud. Higher Educ.

[29] Achor E. E., Kurume, S. M. & Orokpo C. A. (2012). Gender Dimension in Predictor
Students ‘Performance in MOCK-SSCE Practical and Theo Chemistry Examinations in Some
Secondary Schools in Nigeria. California: Scientific & Academic Publishing.

[30] Teixeira-Dias J. J. C., Pedrosa de Jesus, M. H., Neri de Souza, F. and Watta,D. M
(2005).Teaching for quality learning in chemistry, International Journal of Science
Education
27(9), 1123-1137

[31] Walberg H. J. (1967). Dimensions of scientific interest in boys and girls Studying girls
Studying physics, Science Education, 51, 111-116.

[32] Kipnis M., & Hofstein A. (2003). The attitude towards laboratory work: A comparison
of inquiry type with more conventional approach (An internal report) Department
of Science
Teaching, the Weizmann Instiute The Weizm ann Institute of Science (in Hebrew).

[33] Hodson D. (1993). Re-thinking old ways: Towards a more critical Approach to practical
work in school science. Studies in Science Education, 22, 85-142.

[34] Office for Standards in Education (Ofsted), (2005).Science in Secondary School London:
HMI /Ofsted. Availableathttp://live.ofsted.gov.uk/publications/annul report0405 /4.2.15.html

[35] Ottander C. & Grelsson G. (2006). Laboratory work: the teachers “perspective. Journal of
Biological Education, 40(3), 113–118

[36] Ling T. A. & Towndrow, P. A. (2010). Giving students a voice in science practical
assessments. Centre for Research in Pedagogy and practical, Singapore: National
Institute of
Education.

[37] Hofstein A. & Lunetta, V. N. (2003). The laboratory in science education: Foundation for the
twenty-first century. Wiley Periodicals, Journal of Research in Science Teaching
44

[38] Svec M. T. &Anderson H. (1995). Effect of Microcomputer Based Laboratories Graphing
Interpretation Skills and Conceptual Understanding of Motion, Dissertate on Abstract
International.

[39] Nieswandt M. & McEneaney, E. H. (2009). Quality research in literacy and science education
III, Pages 189-211

[40] Abebe, M. (2018). Challenges and prospects of chemistry laboratory utilization in government
secondary schools of Hadiya Zone, Southern Ethiopia. Journal of Education and Practice, 9(5), 75-82.

[41] Adeyemo, S. A. (2010). Teaching/learning of chemistry in Nigerian secondary schools: The
curriculum transformation, issues, problems and prospects. International Journal of Educational
Research and Technology, 1(1), 86-94.

[42] Berhanu, T. (2016). An assessment of the availability and utilization of chemistry laboratory
facilities in selected secondary schools of Sidama Zone, Southern Ethiopia. Unpublished master's
thesis, Addis Ababa University, Ethiopia.

[43] Demissie, D. A. (2013). Factors affecting the effective utilization of chemistry laboratory in selected
secondary schools of Addis Ababa, Ethiopia. International Journal of Advanced Research, 1(7), 439-448.

[44] Hofstein, A., & Mamlok-Naaman, R. (2007). The laboratory in science education: The state of
the art. Chemistry Education Research and Practice, 8(2), 105-107.

[45] Jegede, S. A. (2007). Students' anxiety towards the learning of chemistry in some Nigerian
secondary schools. Educational Research and Review, 2(7), 193-197.

[46] UNESCO. (2017). Laboratory infrastructure and equipment for quality science education.
UNESCO Publishing.
45
6. APPENDIXES
Questionnaires filled out by chemistry teachers.
Dear respondents!
This questionnaire's goal is to gather data regarding the investigation of chemistry lab application
issues and their resolution in the context of Cistercian Monastery mariam Tsion Secondary School
in Gurd shola district. The details you are going to provide will be crucial in determining the current
state of chemistry laboratory applications, pointing out obstacles, and offering fixes for issues with
them. Ensure that your answers will remain private and be utilized exclusively for study. As a result,
we respectfully ask that you answer each and every questionnaire honestly and completely. In
responding to the questionnaire, please note the following points:
 It is unnecessary to write your name on the questionnaire.
 Read all instructions before attempting to answer the questions.
 No need to discuss with others filling out the questionnaire.
 Put a ’’√’’ mark in the boxes or blank space provided.
 Give your answer to all questions.
Write your answers for an open-ended questionnaire
46
PART-I. Personal Information
1. Age
20-24 years (
)
35-39 years
2. Sex
Male
(
30-34 years
(
)
)
24-29 years
40 and more (
)
3. Educational Qualification
(
Female
BED/BSc
(
(
(
)
)
)
)
MSc (
)
4. Year of service
Less than 5
(
)
16-20 years
(
5-10 years
(
)
21-25 years
11-15 years
(
)
More than 25
)
(
)
(
)
5. Area of study_______________________________
PART-II. Instruction for completing to investigate problems of chemistry laboratory
application
Please give your responses by putting “√” that you think are appropriate for close-ended
and write the answer on the space provided for open-ended questions.
Key: 5=Very high 4= high
3. Average 2=Low 1= Very low
No
Part.
Challenges in chemistry laboratory
1
2
3
4
5
II
1
Lack teachers’ commitment to do chemistry laboratory
experiment.
2
Lack of chemistry laboratory technician
3
Teachers work load is an obstacle to do chemistry laboratory
experiments.
47
4
Presence of large number of students in each class is an
obstacle to do chemistry practical activities.
5
There is lack of budget for purchasing the necessary laboratory
raw materials and chemicals.
6
Some of teachers lack the skill necessary for carrying out
chemistry laboratory experiments.
7
Less attention is given from administrative government of the
region and school administrator to chemistry laboratory.
8
The time table in your school has special period for chemistry
teachers to do laboratory experiment.
9
Shortage of water for cleaning wastes and to do experiments
with it.
10
The absence of teaches training on laboratory work (practices).
1
Part.
III
2
3
4
5
The Effects of chemistry laboratory on student
performance
1
The students have better understanding about chemistry
laboratory equipment’s, chemicals and about safety rules of
chemistry laboratory
2
Most students understand abstract ideas of chemistry lessons
without practicing laboratory activities
3
The students can perform well concerning practical part of
chemistry in internal and external examination
4
The students think critically, hypotheses and reason out without
doing laboratory activities in learning chemistry
5
Chemistry teachers have an interest to change students’
performance by teaching laboratory activities
6
There is no significant difference on performance b/n the
students who are adequately exposed and those who are not
adequately worked in chemistry laboratory
48
1
Part.
IV
Suggested solutions to improve laboratory problems
1
School leaders should motivate the teachers to do laboratory
2
3
4
5
activities for the students
2
Non-governmental organization should takes interest in
enhancing the quality of chemistry laboratory
3
Training and re-training programs should be given by
government to assist teachers attitudes towards making
improvisation as part of their duty
4
Provision of laboratory materials equipment’s and facilities
5
The teachers using locally available raw material to do
chemistry laboratory activities in order to solve laboratory
problems
49