Students’ and Teachers’ Perception and Practice towards Laboratory Work in Chemistry Teaching-Learning: Evidence from Secondary Schools in North Wollo Zone, Ethiopia
Table 2
Teachers’ 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.
—
—
—
—
—
—
5
41.6
7
58.3
2
I believe that teachers must encourage students to participate actively in laboratory activities.
9
75
1
8.3
1
8.3
—
—
1
8.3
3
Teaching must prepare students for laboratory activities.
6
50
4
33.3
2
16.6
—
—
—
—
4
Laboratory works are good in theory, but in reality, it is difficult to carry out effective laboratory work.
5
41.6
4
33.3
1
8.3
2
16.6
30
7.7
5
I know that laboratory work adds a workload on teachers.
—
—
6
50
—
—
6
50
—
—
6
Laboratory work is not economical to use in teaching-learning.
2
16.6
3
25.4
2
16.6
4
33.3
1
8.3
7
The implementation of laboratory activities requires well-trained teachers.
9
75
3
25
—
—
—
—
—
—
8
In using laboratory work, teachers find it difficult to cover the prescribed syllabus.
1
8.3
4
33.3
—
—
6
50
1
8.3
9
Except for repeating procedures given in manuals, no new knowledge can be learned in laboratory work.
—
—
—
—
1
8.3
6
50
5
41.6
10
I feel fear thinking that many of the chemicals used in the experiments may cause health hazards to me.
1
8.3
2
16.6
2
16.6
5
41.6
2
16.6
11
Laboratory activities waste a lot of students’ time, and most of the activities are teacher-centered.
—
—
1
8.3
2
16.6
6
50
3
25
12
Most of the activities are not relevant.
—
—
1
8.3
—
—
7
58.3
4
33.3
13
The results of the experiments are predetermined and do not motivate students.
