Investigating Academic Achievements in Chemistry at the Secondary School Level through a Laboratory-Centred Instructional Approach

Abstract

This study investigated the improvement of Chemistry education in secondary schools through laboratory-centered instruction, contrasting it with traditional classroom methods. Science education had traditionally relied on lectures and textbooks, but laboratory instruments were considered a more immersive approach. The research, conducted in Pakistan, validated laboratory-centric lesson plans and assessed their impact on academic achievement. A group of sixty 9th-grade students participated, with their learning outcomes evaluated through tests. The findings revealed that laboratory-based learning significantly improved students' performance in Chemistry. Gender-based differences in learning styles were also noted, underscoring the importance of tailored teaching approaches. This study demonstrated that incorporating laboratory experiments into the curriculum could substantially enhance Chemistry education in secondary schools, shedding light on the efficacy and benefits of this approach. This study helps us understand that doing things in a lab can make learning Chemistry easier and more effective for students in secondary schools.