Jairus Bulimo Khamali, Helen Omondi Mondoh, Jacinta Aswani Kwena


Despite the fact that Chemistry is the gatekeeper and backbone of other science subjects, the general performance in Chemistry among secondary school students countrywide remains poor. Research evidence shows that poor performance in Chemistry not only results from intrinsic conceptual difficulties in the subject but also springs from poor Chemistry Laboratory work. However, Chemistry educationists seem to be in disagreement with respect to the relationship between Chemistry Laboratory work and students’ academic performance in Chemistry. This study, therefore, sought to find out the relationship between Chemistry Laboratory work and students’ academic performance in Chemistry. The study was guided by John Dewey’s Constructivist Learning theory. The study was conducted in Kilifi North Constituency. The research design was correlation, simple random sampling was used to select one girl school, six mixed schools, and Purposive sampling was used to select one boys’ school. Stratified random sampling and simple random sampling were used to select 80 students. Data was collected by use of Student Questionnaire (SQ) and through analysis of documents and mark sheet form. Statistical package for social sciences (SPSS) was used to facilitate data analysis. Descriptive statistics and inferential statistics were used. The level of significant used in the study was 0.05. The findings revealed, 27.5% of schools utilize the expected 11-13 lessons per term, 33.75% utilizes 7-10 lessons and 38.75% utilizes 3-6 lessons. The findings emerging from this study also revealed that there was a significant positive relationship between; the use of chemistry laboratory and student’s academic performance in chemistry. In conclusion, students whose teachers always take them to the laboratory during practical lessons performed better in practical examinations.


Article visualizations:

Hit counter



chemistry laboratory, academic performance, Kenya


Cohen, L., Manion, L., & Morrison, K. (2011). Research Methodology in Education. Routledge: Falmer.

Dahar, M. F., & Faize, F.A. (2011).Effects 0f the availability and the science laboratory on Academic Achievement of students in Punjab (Pakistan). European Journal of Scientific Research, Vol.51 (2), 193-202.

Farounbi, M. (1998). Resource concentration, utilization and management correlates of students’. Learning outcomes: a study in school quality in Oyo State. University of Ibadan: Unpublished PhD Thesis.

Gatara, T. (2010). Introduction to: Research Methodology: Nairobi: The Olive Marketing and Publishing Company.

Hofstein, A., Shore, R. & Kipnis, M. (2004). Providing high school chemistry students with opportunities to develop learning skills in an inquiry-type laboratory: A case study. International Journal of Science Education, 26 (1), 47 – 62.

Keys, W.C., Hand, B., Vaughin, P. & Collins, S. (1999). Using the science writing heuristic as a tool for learning from laboratory investigations in secondary science. Journal of Research in Science Teaching, 36 (3), 1065-1084.

Kitheka, A. M. (2005). Factors Contributing to Students Poor Performance in the Kenya Certificate of Secondary Education. Kenyatta University: Unpublished Master’s Thesis.

Kolb, D. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice Hall.

Kothari, C.R. (2004). Research Methodology: Methods and Techniques. New Delhi: New Age International (P) Ltd, Publishers.

Kurbanoglu, A., Izzet, R., Akim, W. & Ahmet, W. (2010). The Relationships between University Students’ Chemistry Laboratory Anxiety, Attitudes, and Self-Efficacy Beliefs. Australian Journal of Teacher Education, 35 (8), 27-30.

Mugenda, O., & Mugenda, A. (2003). Research Method; Qualitative & Quantitative

Approaches. Nairobi: Acts Press.

Munyori, B. (2006, March 6). Shame of National School. The Standard, P.4.

Ngarauya, G., Kimaru, J., & Mburu, P. (2004). Secondary chemistry form one. Nairobi: longhorn Publishers.

Obwacha, B. (2005, October 6). The Sick Man of National School. The Standards P.25.

Ongeri, S. (2012, March 1). Declining trend in chemistry performance. The daily Nation, P 2.

Prince, D.S. (2011). Extensiveness and Perceptions of Lecture Demonstrations in the High School Chemistry Classroom. Theses, Student Research and Creative Activity: Department of Teaching, Learning and Teacher Education.Paper12. Retrieved from

Tobin, K.G. (1990). Research on science laboratory activities: In pursuit of better questions and answers to improve learning. School Science and Mathematics, 90, 403-418.

United Nations Educational, Scientific and Cultural Organisation (UNESCO), (2005). United Nations Decade Education for Sustainable Development 2005-20014. Paris: UNESCO.

Woolnough, B. & Alsop, T. (1985). Practical Work in Science. London: Cambridge University Press.



  • There are currently no refbacks.

Copyright (c) 2018 Jairus Bulimo Khamali, Helen Omondi Mondoh, Jacinta Aswani Kwena

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).