Students’ and Teachers’ Perception and Practice towards Laboratory Work in Chemistry Teaching-Learning: Evidence from Secondary Schools in North Wollo Zone, Ethiopia
Table 1
Student response on their perception of laboratory work.
No.
Items
Strongly agree 5
Agree 4
Undecided 3
Disagree 2
Strongly Disagree 1
F
%
F
%
F
%
F
%
F
%
1
I believe those teaching theories alone are enough to develop students’ knowledge of chemistry.
25
6.4
29
7.4
25
6.4
189
48.8
119
30.7
2
It is my belief that teachers must encourage students to actively participate in the laboratory activities.
257
66.4
110
28.4
5
1.2
10
2.5
5
1.2
3
Teaching must prepare students for laboratory activities.
164
42.3
160
41.3
35
9
21
5.4
7
1.8
4
Laboratory works are good in theory, but in reality, it is difficult to carry out effective laboratory work.
59
15.2
113
29.2
95
24.5
90
23.2
30
7.7
5
I Know that laboratory work adds to the workload of teachers.
25
6.4
38
9.8
100
25.8
132
34.1
92
23.7
6
Laboratory work is not economical to use in teaching-learning.
45
11.6
83
21.4
103
26.6
110
28.4
46
11.8
7
The implementation of laboratory activities requires well-trained teachers.
240
62
103
26.6
19
4.9
18
4.6
7
1.8
8
In using laboratory work, teachers find it difficult to cover the prescribed syllabus.
37
9.5
65
16.7
92
23.7
141
36.4
52
13.4
9
Except for repeating procedures given in manuals, no new knowledge can be learned in laboratory work.
36
9.3
37
9.5
42
10.8
140
36.1
132
34.1
10
I Feel fear thinking that many of the chemicals used in the experiments may cause health hazards to me.
76
19.6
112
28.9
55
14.2
99
25.5
45
11.6
11
Laboratory activities waste a lot of students’ time, and most of the activities are teacher-centered.
56
14.4
78
20.1
52
13.4
128
33
73
18.8
12
Most of the activities are not relevant.
30
7.7
48
12.4
59
15.2
139
35.9
111
28.6
13
The results of the experiments are predetermined and do not motivate students.