Factors Affecting Higher Secondary Students’ Ability to Conduct Chemistry Experiments

Abstract

This study examines the factors influencing students' performance in chemistry laboratory skills and proposes strategies for improvement. Conducted at a government female college in Bangladesh, the mixed-method research involved 50 higher secondary students and 3 chemistry teachers through random sampling, and 6 students via purposive sampling. Data collection utilized questionnaires, interviews, and focus group discussions, analyzed through thematic analysis and descriptive statistics. Findings revealed challenges in performing heating and cooling processes and applying theoretical knowledge, attributed to the students' limited prior knowledge, negative attitudes toward practical work, teachers' instructional methods, feedback practices, and inadequate laboratory facilities. Strategies to address these issues include authentic performance assessments, teacher training, and increased funding for laboratory resources. The study provides actionable recommendations for administrators, educators, and policymakers to enhance chemistry education and offers insights into improving laboratory learning in the global context and, particularly within resource-constrained settings like Bangladesh.