Examining Teachers' and Students' Perceptions on the Use of Science Kits to Improve Chemistry Performance in Lower Secondary Schools

Abstract

This study looks into teachers' and students' views on using science kits to improve chemistry performance in lower secondary schools. The study aims to learn more about the efficacy and acceptability of adding science kits to the chemistry curriculum. Science education is an important component of a well-rounded academic experience, and improving its delivery through novel techniques such as science kits offers enormous promise. The study takes a qualitative approach, collecting data from teachers and students through questionnaires and interviews. The study included 91 participants, including 81 students, seven science teachers, and three administrative staff members, who were chosen using random and purposive sampling methods. Data were gathered through student questionnaires, interviews with instructors and staff, and appropriate documents. The findings revealed that incorporating science kits into education had considerable benefits. These included high engagement with science kits (92.5%), enhanced knowledge of scientific ideas (96.2%), a more enjoyable learning experience (97.5%), increased student success rates in assessments (80.2%), and a move toward student-centered learning (74.0%). A disproportionate emphasis on theoretical tests (91.3%), overcrowded scientific classrooms (88.8%), and a strong demand for science materials (72.8%) were all challenges. To improve student performance with science kits, proposed techniques included providing an adequate supply of kits (100%), training teachers in appropriate kit usage (92.5%), and implementing safety precautions (74.0%). It is suggested that educational institutions ensure the availability of a wide range of science kits, including atomic model kits and others, and integrate regular practical works into science teaching. Keywords: Science kits, students' performance, practical work, teaching and learning