Unpacking the Disconnection: An Exploration of Barriers to Practical Work Integration in A-Level Chemistry Teaching in Gweru District Public Schools

Abstract

The process of integrating theoretical knowledge with practical activities in secondary school chemistry classrooms present a series of challenges that warrant a thorough examination of the factors contributing to these difficulties. These myriads of challenges have prompted researchers to investigate the reasons why certain educators prefer to separate the teaching of theoretical concepts from practical applications in the field of chemistry instruction. This qualitative study employed interviews and classroom observations involving 15 Advanced Level Chemistry teachers in the district of Gweru in Zimbabwe. The findings revealed that significant factors such as a congested curriculum, inadequate resources, limited experience among educators, and insufficient support staff for the preparation of chemistry practical activities contribute to the limited incorporation of practical work in Advanced Level chemistry classes in Zimbabwe. Considering these results, the study suggests the need for professional development opportunities of chemistry teachers to enhance their competencies in delivering practical lessons, increased financial support from relevant authorities to spruce-up laboratory facilities, and a comprehensive review and redesign of the Advanced Level chemistry curriculum to incorporate hands-on activities within the theory lessons.