Laboratory-Based Learning and Academic Achievement in Physics, Chemistry, and Biology Education

Abstract

The purpose of this research was to examine how incorporating hands-on laboratory experiences into secondary school science classes affected students' performance in physics, chemistry, and biology. Study methodology included a quasi-experimental pretest-posttest with a control group. A grand total of 120 tenth graders took part, with 60 being assigned to the experimental group and 60 to the control group. In contrast to the control group, which got more conventional lecture-based education, the experimental group learned in a laboratory setting. In order to gauge academic progress, students were given achievement exams both before and after the six-week intervention. The statistical tools used for data analysis included the independent samples t-test, standard deviation, and mean. It appears that the groups were initially equivalent, as there was no statistically significant difference in the pretest findings. On the other hand, the experimental group showed markedly improved performance in all three areas on the posttest. Students that were given the opportunity to learn in a laboratory setting showed much more improvement, according to the gain score analysis. The results indicate that students gain a better grasp of concepts, do better in school, and are more invested in their science classes when they learn in a laboratory setting. The research concludes that science classes in secondary schools should include more hands-on learning opportunities.