Laboratory facilities and students’ academic performance in biology in Uganda: a case of selected public secondary schools in Mityana municipality.

Abstract

This study investigated the effect of laboratory facilities on students’ academic performance in Biology in public secondary schools in Mityana Municipality, Uganda. The study was guided by three objectives: to examine the effect of laboratory resources on students’ academic performance in Biology, to assess the influence of laboratory staffing on students’ academic performance in Biology, and to determine the contribution of integration of Information and Communication Technology (ICT) on students’ academic in Biology. A descriptive and cross-sectional research designs were employed, adopting both quantitative and qualitative approaches. The study involved 206 participants including; Municipality Education Officer, Head teachers, Deputy Head teachers, teachers, laboratory staff, and students, selected by using purposive and simple random sampling techniques. The data were collected through survey, interviews, and observation methods, using questionnaires, interview guides, and observation checklists instruments, respectively. Quantitative data were analyzed by descriptive statistics, and correlation analysis, while qualitative data were analyzed thematically. The correlation revealed a weak positive relationship, r = 0.196, between laboratory resources and students’ academic performance in Biology, statistically significant at (p = 0.005) as it was less than the standard alpha level of 0.05, contributing to 3.8%. A Pearson correlation coefficient of r = 0.242, explaining a weak positive relationship between laboratory staffing and students’ academic performance in Biology. The relationship was very significant at (p = 0.000), explaining a 5.8% contribution. Findings indicated a Pearson correlation coefficient of r = 0.362 suggesting that there was weak but positive relationship between ICT integration and students’ academic performance in Biology. The relationship was very significant at (p = 0.000) contributing to 13.1% R Square. The study concluded that well-equipped laboratories, adequate staffing, and effective integration of ICT substantially improve students’ mastery of Biology concepts, confidence, and examination performance. It recommended that Ministry of Education and Sports, working with Municipal Education Officers and Head teachers should prioritize investing in laboratory infrastructure, recruitment and training of laboratory technicians and assistants, and provision of ICT resources to support practical Biology learning. The study recommended further areas for future research on the role of teacher pedagogical skills in mediating the relationship between laboratory facilities and student performance, influence of student motivation and learning attitudes on Biology academic outcomes and the effectiveness of virtual laboratories and simulations as alternatives to physical laboratories in resource-constrained schools.