Exploring Current Practicing Scenario and Investigating the Influential Factors of Practical Work in Secondary Chemistry Education in Bangladesh

S.M. Mushfiquer Rahman Ashique, Sanjida Akter Tanni, Tasnim Tabassum Awreen


Teaching-learning of chemistry has undergone continuous changes over time. The emphasis is being shifted toward more hands-on and inquiry-based activities. Practical activity in science education is deemed vital to foster a knowledge of science's nature and concepts. However, in the context of Bangladesh, practical chemistry is still not sufficiently applied in secondary schools, and a variety of influential elements are embedded there. Thus, the goal of this study is to explore the current scenario of chemistry practical work and to investigate the influential factors for practicing it in secondary school. The study approached a qualitative technique. Four chemistry teachers, three chemistry education specialists selected purposively, and two groups of secondary school students selected with maximal variation technique were included in the study's sample. The data were gathered through focused group discussions and interviews and then analyzed using the theme analysis technique. The study's findings indicate that a lack of physical facilities, teachers' lack of knowledge about practical work, excessive workload, insincerity for practical classes, school administration's lack of awareness and motivation, and unsafe working environments all have a significant impact on current practice of secondary chemistry practical work. Additionally, the absence of a separate chemistry laboratory, a lack of laboratory equipment, an insufficient amount of time allocated for practical work, students' negative attitudes toward chemistry practical work, and teachers' low level of expectation for the development of information and communication technology were identified as major influencing factors affecting chemistry practical work. The study has significance for all chemical educational professionals, but particularly for teachers and policymakers, who serve as important implementers.

Keywords: Practical work, laboratory, content knowledge, skill development.

DOI: 10.7176/JEP/13-12-13

Publication date: April 30th 2022

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ISSN (Paper)2222-1735 ISSN (Online)2222-288X

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