Practices and challenges in implementing practical activities in chemistry teaching: A case study of secondary schools in dire Dawa administration

Abstract

This study investigates the practices and challenges of implementing practical activities in the chemistry curriculum in selected secondary schools in the Dire Dawa Administration. A descriptive survey approach was used to examine the effectiveness and challenges of practical work in nine schools (six government and three private) selected through purposive sampling. Data was collected from a diverse sample, including grade 11 and 12 students, chemistry teachers, department heads, principals, lab technicians, and educational officers, totaling 240 students and various school staff. Primary data collection methods included questionnaires, interviews, document analysis, checklists, and laboratory observations. Quantitative data were analyzed using percentage distributions and chi-square tests, while qualitative data were thematically analyzed to support the findings. Key findings revealed that practical activities in secondary schools are limited, with chemistry teaching methods primarily lecture-based and minimal student engagement in hands-on activities. Major barriers to effective practical work include a lack of laboratory facilities, insufficient equipment and reagents, undertrained laboratory personnel, low teacher motivation, and limited time for practical sessions. Additional challenges include poor planning, irregular lab sessions, and the absence of practical assessments in grading systems. The study emphasizes the need for awareness initiatives, regular workshops, and training to enhance chemistry teachers' practical skills. Participants also supported incorporating practical assessments into the grading system. The study recommends increased government support and targeted strategies to improve practical science instruction in secondary schools, in line with recent educational policy objectives.