Laboratory Work and Its Impact in Learning Chemistry at Middle Secondary Schools of Trongsa, Bhutan

Abstract

Aims: The study aimed to assess the impact of laboratory work in learning chemistry among Middle Secondary School students in Trongsa. It explored the effect of laboratory work. Study Design: The study employed mixed method research design that encompasses both quantitative and qualitative aspects of the research approach. Place and Duration of Study: The study was conducted in the schools of Trongsa, Bhutan over a period of one year. Methodology: Using a concurrent mixed-method approach, data were collected from 104 Class X students, 4 science teachers, 2 principals, and 2 chemistry laboratory assistants. Instruments included surveys, interviews, observations, document analysis, and checklists. Results: Questionnaires were reliable (α=0.82 for teachers, α=0.71 for students). Additionally, a pre-post quasi-experimental design involving 102 students in experimental (N=50) and control (N=52) groups revealed significant impact. Experimental group achievement (M=16.98, SD=2.66) exceeded control (M=13.07, SD=3.30) with p=.000, t(100)=5.764, and Cohen's d=1.4. Conclusion: Laboratory work significantly enhanced Chemistry learning outcomes, as evidenced by the experimental groups’ markedly improved post-test scores. The study recommended addressing constraints like teacher workload and competency to promote more effective use of laboratory work in Chemistry education.