The Impact of Science Practical Work Management Practices on Student Learning Outcomes
DOI:
https://doi.org/10.17309/jltm.2025.6.3.02Keywords:
science practical work, laboratory management, learning outcomes, teacher practices, Tanzanian secondary schoolsAbstract
Objectives. This study examined the impact of science practical work management practices on student learning outcomes in public secondary schools in Tanzania. Specifically, it aimed to determine the role of teachers in organizing and managing laboratory activities with respect to students’ academic performance and interest in science subjects.
Materials and Methods. A convergent parallel mixed-methods design was employed, integrating quantitative and qualitative data collected concurrently from 64 science teachers and 295 students across 22 public secondary schools in the Nyamagana and Magu districts. Data were gathered using questionnaires and structured classroom observations. Quantitative data were analyzed using descriptive statistics, Pearson’s correlation, and linear regression in SPSS (version 25), while qualitative data were examined through thematic analysis to complement and contextualize the statistical findings.
Results. The findings revealed a strong positive correlation between science practical work management practices and student learning outcomes (r = 0.734, p < 0.01). Regression analysis further indicated that students’ academic performance was strongly predicted by teachers’ management practices (β = 0.834, p < 0.01). These quantitative results were supported by qualitative evidence showing that effective teacher preparation, efficient organization of resources, and active student engagement enhanced learners’ confidence and conceptual understanding. Nevertheless, inadequate facilities and large class sizes were identified as major constraints.
Conclusions. The study concludes that well-managed science practical work substantially improves student learning outcomes by fostering engagement, motivation, and conceptual mastery. To enhance the quality of science education, particularly in resource-constrained schools, strengthening teachers’ competencies in planning and conducting laboratory activities is essential.
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Copyright (c) 2025 Baraka Sanjito, Denis Hyams-Ssekasi
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