Laboratory Resources Management and Performance of Teaching and Learning of Science Subjects in Public Secondary Schools in Nyagatare District, Rwanda
DOI:
https://doi.org/10.53983/ijmds.v15n06.007Keywords:
Laboratory resource management, science education, teaching and learning performance, laboratory availability, teacher trainingAbstract
This study assessed the influence of laboratory resource management on the teaching and learning of science subjects in rural public secondary schools in Nyagatare District, Rwanda. It focused on laboratory resource availability, teacher training in laboratory management, and laboratory scheduling practices. The study was guided by Constructivist Learning Theory and Systems Theory and adopted a descriptive survey design involving 45 respondents (school leaders, deans of studies, and science subject leaders) selected through a census approach. Data were collected using questionnaires and interviews and analyzed using descriptive statistics and thematic analysis. Findings revealed that laboratory resource availability positively influences students’ academic performance in science subjects, with most respondents reporting frequent laboratory sessions (60.0%) and active student participation (66.7%). Teacher training in laboratory management was also found to enhance the effectiveness of practical science teaching, with 73.4% of respondents indicating improved instructional delivery. Additionally, regular use of laboratories and high student engagement in practical activities were reported. However, challenges such as inadequate laboratory materials, uneven teacher training, and inconsistency in practical sessions were identified. The study concludes that effective laboratory resource management significantly improves science teaching and learning outcomes. It recommends increased investment in laboratory facilities, continuous teacher professional development, improved management practices, and stronger monitoring systems to enhance science education in rural schools.
References
[1] Abubakar. (2020). Impact of laboratory management workshops on students’ performance in physics in Nigeria. Journal of Science Education Research.
[2] Ajayi, O., & Adepoju, A. (2019). Teacher competence and utilization of science laboratory resources in secondary schools. African Journal of Educational Studies, 6(2), 45–58.
[3] Byukusenge, E., Nsanganwimana, F., & Tarmo, M. (2023). Laboratory resource availability and science teaching effectiveness in Sub-Saharan Africa. International Journal of Science Education Development, 15(3), 112–128.
[4] Coleman, R., & Hosein, A. (2022). Resource allocation and curriculum implementation in science education. Journal of STEM Education Research, 9(1), 33–49.
[5] Cossu, C., Awidi, I., & Nagy, J. (2022). Laboratory learning environments and student cognitive development in science education. European Journal of Science Teaching, 11(4), 201–219.
[6] Doucette, S., Clark, M., & Singh, R. (2019). Effects of laboratory training on teaching assistants’ performance in physics education. Journal of College Science Teaching, 48(6), 52–60.
[7] Education Endowment Foundation. (2022). Improving science achievement through practical learning approaches. EEF Publications.
[8] Feldman, S., & Matjasko, J. (2021). Inquiry-based science learning and student achievement outcomes. Review of Educational Research, 91(2), 245–270.
[9] Hagenimana, J., Uwizeyimana, T., & Niyibizi, J. (2023). Practical science teaching and student performance in Rwanda. Rwanda Journal of Education, 6(1), 88–104.
[10] Johnson, D., & Lawson, A. (2019). Integrating laboratory work with theoretical science instruction. Science Education Review, 98(3), 301–318.
[11] Kazimzuri, P. (2020). Laboratory resource constraints and science performance in Tanzania secondary schools. East African Journal of Education Studies, 4(2), 77–91.
[12] Kimort, L. (2023). Science laboratory availability and student engagement in Ghanaian secondary schools. Journal of African Science Education, 10(1), 56–70.
[13] MINEDUC. (2023). Education statistics report 2023. Ministry of Education, Rwanda.
[14] Montalbano, V., & Benedetti, R. (2013). Pre-service teacher training and laboratory instruction effectiveness. European Science Education Journal, 8(2), 120–134.
[15] Mwangi, P. (2017). Challenges facing laboratory implementation in rural secondary schools. Kenya Journal of Educational Research, 5(1), 65–79.
[16] Ntahomvukiye, A., & Sikubwabo, J. (2024). Laboratory resource availability and science achievement in Rwanda. Rutsiro Education Review, 2(1), 15–29.
[17] Okoth, J., Mwangi, L., & Otieno, P. (2021). Laboratory facilities and science performance in Kenyan secondary schools. Journal of African Educational Development, 7(2), 90–105.
[18] Oliveira, T., & Bonito, J. (2023). Laboratory organization and student achievement in science education. International Journal of Science Education, 45(5), 789–810.
[19] Palumbo, F., & Cammies, M. (2022). Resource accessibility and student engagement in science laboratories. Journal of Educational Practice, 14(3), 101–118.
[20] REB. (2022). National examination report. Rwanda Education Board.
[21] Robledo, G., Martínez, P., & Silva, R. (2023). Laboratory-based learning and student engagement in science. Science Education International, 34(2), 145–160.
[22] Rogers, T., & Fraser, B. (2022). Science laboratory environments and student learning outcomes. International Journal of Science Education, 44(8), 1205–1223.
[23] Smith, J., Brown, K., & Lee, H. (2020). Impact of laboratory scheduling on science achievement. Journal of Science Teaching, 27(4), 210–225.
[24] Tuyishime, E., & Tukahabwa, J. (2022). Effect of practical biology teaching on student performance in Rwanda. Rwandan Journal of Education Research, 3(1), 55–72.
[25] UNESCO. (2021). Science education and laboratory learning report. United Nations Educational, Scientific and Cultural Organization.
[26] UNESCO. (2023). Strengthening STEM education through laboratory practice. UNESCO Publishing.
