Science Laboratory Availability and Functionality in Secondary Schools of Mbarara City, Uganda: A Qualitative Investigation

Preeti Kumari; Sudi Balimuttajjo; Irene Aheisibwe

doi:10.37284/eajes.8.2.3170

Preeti Kumari Mbarara University of Science and Technology
Sudi Balimuttajjo Mbarara University of Science and Technology
Irene Aheisibwe Mbarara University of Science and Technology

DOI: https://doi.org/10.37284/eajes.8.2.3170

Keywords: Science Laboratories, Scientific Evolution, Innovation, Laboratory Facilities

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Abstract

The science laboratory is crucial for teaching general science and natural science subjects. It provides a space to apply theoretical knowledge and promotes engaging and visual learning. Students can express their creativity, ignite their enthusiasm for scientific inquiry, and develop their critical problem-solving abilities through hands-on experiences. This paper is part of the doctoral thesis, which aims to assess the state of science laboratories in secondary schools in Mbarara City, Uganda. The research was conducted in 36 secondary schools, which include both Government and Private schools in Mbarara City, from January 2025 to April 2025, to investigate and identify the issues in the science laboratories of schools. The study used a qualitative approach, and data was gathered based on the type of school, encompassing both government and private institutions, through interviews with 30 headteachers and non-participant observations of the laboratories of all selected 36 schools. The findings indicated that school laboratories mainly serve general purposes, with a notably inadequate system of specialized labs for each science discipline, particularly in private schools, due to limited funding and resources. 82.75% of the total sampled schools have inadequate resources. Regarding laboratory tools, chemicals, and specimens, government schools are generally better equipped than their private counterparts. Apart from the inadequate resources, other issues like teachers' unavailability, scarcity of books, and many other issues also arose, directly or indirectly hampering the science laboratory's availability and functionality. The study will shed light on the need for timely monitoring of different aspects of science laboratory teaching at schools. Each school was observed only once, restricting the range of teaching-learning activities and observer effect can influence conclusions based on observation and data analysis.

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