Evaluating the use of science laboratories and biological equipment in the teacher training institutions in the West Nile Region, Uganda

Abstract

This study investigated the use of science laboratories and biological equipment in the teacher training institutions in the West Nile Region, Uganda. The study objectives included to establish availability of science laboratory facilities at Teacher Training Institutions, to determine the level of integration of science laboratory activities in Biology teaching and learning at Teacher Training Institutions, to examine the relationship between the availability of science laboratory facilities and to identify factors influencing the availability and utilization of science laboratories. This study employed a descriptive survey research design that involved both quantitative and qualitative data. Primary data was collected using closed ended questionnaires and qualitative data was collected using interview guides. Respondents (n=126) were predominantly young adults aged 21–26 (52.4%), with a slight male majority (52.2%). Findings reveal significant infrastructural and resource limitations, with over 75% of respondents reporting inadequate equipment and 85.7% citing poor laboratory conditions. Although some labs have been recently renovated, many remain disrepair, overcrowded, and poorly maintained, with unreliable electricity and water supply disrupting practical activities. Practical Biology lessons are infrequent, with only 13.5% conducted regularly, and 69.8% indicating limited integration of labs into the curriculum. Despite 79.4% of respondents recognizing student engagement in labs, only 20.6% believe sufficient practical time is allocated. A weak but significant positive correlation (r=0.192, p=0.031) exists between laboratory availability and utilization, emphasizing that improved infrastructure marginally enhances practical use. Funding constraints (71.4%), inadequate infrastructure, and shortages of essential materials impede effective laboratory use. Variations across institutions indicate that better-equipped labs, particularly in institution B, facilitate more active engagement. Overall, infrastructural deficiencies and resource scarcity significantly hinder the effective implementation of practical Biology instruction in the region. The findings emphasize that merely possessing physical resources is insufficient; factors such as adequate funding, infrastructure, qualified staff, and strong institutional support are essential for effective laboratory-based teaching. The study concluded that although science laboratories are present at TTIs in the West Nile region of Uganda, their effectiveness is limited by inadequate materials and equipment, space constraints, poor maintenance, and a lack of sufficient technical support. Based on these findings, it is recommended that policymakers prioritize sustained funding and resource allocation for upgrading laboratory infrastructure and supplies, coupled with curriculum and teacher support to enhance practical Biology teaching and student learning outcomes in the West Nile region.