Students’ Perceptions of the Role of Practical Work in Chemistry Education: A Survey Study

Abstract

Over the years, it has been widely argued that science education cannot be meaningful to students without adequate practical experiences in school laboratories. Practical work typically involves hands-on activities where students interact with materials to observe and understand natural phenomena. These activities are often designed to engage students individually or in small groups. Since chemistry is inherently a practical science, its teaching and learning should incorporate effective laboratory experiences. This study investigates students’ perceptions of the impact of chemistry practicals on the learning of chemistry. A survey research design was adopted, and a sample of one hundred and twenty-five (125) students was drawn from five selected private secondary schools in Okene Local Government Area of Kogi State, Nigeria. Data were collected using a structured questionnaire and analyzed using simple percentages. The results were presented in tabular and descriptive forms. Findings revealed that the use of chemistry practicals in teaching and learning significantly improves students’ academic performance in the subject. The study also showed that the nature, quality, and frequency of practical activities have a substantial influence on students’ understanding and achievement in chemistry. These findings highlight the importance of carefully selecting appropriate practical activities, ensuring high-quality laboratory experiences, and increasing the frequency of practical sessions. The study recommends that students should be actively engaged in deep learning during chemistry practicals. It also suggests the need for further research on curriculum development and learning standards for chemistry practical work.