Abstract
The research is financed by Madda Walabu University, Bale Robe, Ethiopia Abstract Laboratory work as a teaching and learning science is prominence in the Ethiopian curriculum for secondary school. It is emphasized that students should be given opportunities to develop the ability to search for answers to questions, plan, and conduct, interpret and present results. Moreover, students should also be encouraged to use their science knowledge to communicate, argument and present conclusions. But incorporating laboratory work curriculum and implementing in real context are different things. Because of different factors it is not implemented in most cases in Ethiopian. Hence, the objective of this research was to determine factors that affect the implementation of laboratory work in science subjects at Secondary Schools in Bale Zone. There are about 57 secondary schools found in Bale zone and from these 6 schools from pastoralist and 5 schools from pastoralist a total sample size of 11 schools using stratified sampling method. Primary data was gathered from teachers, school principals and students. Secondary data were collected from natural science books (physics, chemistry and biology), documents such as annual plans, laboratory reports, annual reports and exam papers. The find of research has showed that the major hindering factors for laboratory works to be functional are shortage lab technician and resources (lab materials, chemicals, well organized and separated Laboratory room) and large class size. The educational offices should seriously plan and enforce the provision of the required facilities for the schools and professional support for the teachers. The school environment should be facilitated to handle the implementation of the Laboratory works. Keywords: Determinant factors, Laboratory work, science subjects, Secondary Schools . DOI : 10.7176/JEP/10-13-09 Publication date :May 31 st 2019
Highlights
The terms laboratory work, practical work and experiment are often used synonymously. Hult (2000) defines experiment as an activity where students are offered opportunities to try and verify a thought or a theory
In well-organized way practical works may not be implemented in real context because of the sophisticated factors identified by different researchers which are related to school facilities, teachers’ competency and motivations, teachers’ work load and large class size
Intended laboratory work may not be implemented in real context because of the different sophisticated factors identified by different researchers which are related to school facilities, teachers’ competency and motivations, teachers’ work load and large class size
Summary
The terms laboratory work, practical work and experiment are often used synonymously. Hult (2000) defines experiment as an activity where students are offered opportunities to try and verify a thought or a theory. In well-organized way practical works may not be implemented in real context because of the sophisticated factors identified by different researchers which are related to school facilities, teachers’ competency and motivations, teachers’ work load and large class size. Intended laboratory work may not be implemented in real context because of the different sophisticated factors identified by different researchers which are related to school facilities, teachers’ competency and motivations, teachers’ work load and large class size. The objective of this study was to identify factors affecting the implementation of the science laboratory work in the secondary schools of Bale zone. The research will be carried out in 11 secondary schools of Bale zone In these schools only grade 10 students, Science teachers, principals will be considered as the subjects of the study. Based on the formula stated 384 students and 5% that is 20 and a total of 404 students were used in this study
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