The effects of laboratory resources, student engagement, and teacher quality on chemistry achievement

Abstract

Multiple interrelated factors, including the quality of teaching, adequacy of laboratory resources, and the extent of student engagement, shape chemistry achievement among Ethiopian secondary school students. This study examined the direct effects of laboratory resources, student engagement, and teacher quality on chemistry achievement across diverse educational settings in Ethiopia. Guided by Constructivist, Social Learning, and Resource-Based theories, a quantitative correlational design was employed. Data were collected from a stratified random sample of 300 students and 30 chemistry teachers in urban, semi-urban, and rural schools. Validated instruments measured laboratory resource adequacy, multi-dimensional student engagement, teacher quality, and chemistry achievement. Descriptive results indicated moderate laboratory resource availability (M = 3.80/5), high student engagement (M = 4.10/5), and strong teacher quality ratings (M = 4.20/5). The mean chemistry achievement score was moderately high at 72.4 (SD = 10.5). Path analysis revealed that teacher quality significantly predicted student engagement (β = 0.45) and achievement (β = 0.35). Laboratory resources also positively influenced student engagement (β = 0.30) and achievement (β = 0.38). Most notably, student engagement emerged as the strongest predictor of achievement (β = 0.52), underscoring the central role of active student involvement in academic success. The findings highlight the interconnectedness of instructional quality, resource availability, and learner engagement in shaping chemistry achievement. Implications are discussed for policymakers, educators, and researchers seeking to enhance science education outcomes. [African Journal of Chemical Education—AJCE 16(1), January 2026]