The Implementation Of Science Laboratory Activities At Secondary Schools Of Oromia Special Zone Surrounding Finfine

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.