Abstract:
The major purpose of this study was to assess the implementation of science laboratory activities
in government secondary schools of Oromia Special Zone Surrounding Finfine. Amixed method
research approach and convergent parallel design was emloyed for the study. Woreda and town
education offices and secondary schools were selected by purposive sampling technique based
on their proximity. The secondary school principals and vice principals, Science teachers and
`supervisors were selected using census or parametric method in order to get sufficient
information where as the students were selected by simple random sampling technique. In
addition, purposive sampling was used to select principals and supervisors for interview. Data
were gathered from science teachers, principals, vice principals and 383 students by
questionnaire. Besides, semi structured interview was conducted with school principals and
supervisors. In the same way observation and document analysis such as Laboratory annual
plans, laboratory activity reports and school annual reports were done by the researcher. The
data gathered through questionnaires were analyzed using frequency and percentages whereas
the qualitative data gathered through interview, observation and document analysis were
organized and narrated in words. The findings of the study indicated that: - a) The
implementation of Science laboratory activities in secondary schools of Oromia Special Zone
Surrounding Finfine is in a very low level where science teaching learning process was not
supported adequately by laboratory activities; b) The most common factors that affect the
implementation of science laboratory activities in secondary schools of the study area include
lack of laboratory rooms, inadequate supply of lab. equipments, reagents and facilities, absence
of trained laboratory technicians, lack of commitment and interest of teachers and lack of
regular schedule for laboratory activities. c) Laboratory activities did not get the necessary
concern in all schools investigated by this study. Therefore, to bring the progress of laboratory
activities in schools and to play a great role in initiating and supporting science teaching in the
class, all stakeholders such as science teachers, school principals, supervisors and educational
officers should be given an awareness and get current and sustainable workshops and trainings.
Generally, government bodies such as Oromia special zone surrounding Finfine education
offices, Oromia education Bureau and Ministry of education should give special attention for the
improvement and effective implementation strategies of science laboratory activities in the study
area.
