Chemistry laboratory learning environment and students’ perceptions of practical work in the competency-based curriculum in selected secondary schools in Wakiso District

Abstract

This study investigated the relationship between the Chemistry Laboratory Learning Environment (CLLE) and Students’ Perceptions of Practical Work in the Competency-Based Curriculum (CBC) that was rolled out in 2020. The aspects of the chemistry laboratory learning environment included social interactions, teaching and learning activities and facilities. Chemistry practical work should be enjoyable, foster skills that include; collaboration, scientific literacy, creativity, handling equipment and problem solving. Using a cross-sectional survey design, data was collected from a population of 417 students and a sample of 270 Senior Three (S.3) students from two (02) selected Government Aided Secondary Schools in Wakiso District, using a structured questionnaire. The sample consisted of 44% male students and 56% female students. The data was analysed using SPSS Version 23 for descriptive statistics, Pearson correlation and regression analysis. The findings showed that overall; the students were not contented with the aspects of the CLLE and had indifferent perceptions of the Practical Work in the CBC. The study revealed that the Teaching-Learning Activities and Laboratory Facilities had a significant relationship with Students’ Perceptions of Chemistry Practical Work. However, the Social Interactions showed an insignificant relationship with Students’ Perceptions of Chemistry Practical Work. The CLLE is greatly affected by inadequacy of facilities. The study recommends re-tooling of teachers on how to foster meaningful social interactions, increasing teacher: student ratio, assessment aimed at improving learning and more resources should be invested in the facilities and for positive perceptions towards practical work in the CBC. Further research can be focused on this area.