SCIENCE LABORATORY PRACTICES AND STUDENTS ATTITUDES IN CHEMISTRY IN PUBLIC SECONDARY SCHOOLS IN RWANDA A CASE OF NGOMA DISTRICT

This study investigated the science laboratory practices and students attitudes in chemistry in public secondary schools in Rwanda, specifically inNgoma district. Descriptive research designs using mixed approach were used. The study encompassed both quantitative and qualitative sources of data that were collected with a questionnaire and an interview guide as the chosen research tools. The target participants comprised 735 participants including 719 students, 8 teachers, 4 deans of studies, and 4 head teachers from 4 public secondary schools in Ngoma district. To obtain the sample size, purposive and random sampling techniques were employed. The sample of 213 was determined with the help of the Slovins formula. Statistical analysis was achieved using Statistical Product and Service Solutions (SPSS) after coding, editing, and processing of the raw data. Outputs of descriptive statistics and the relationship between science laboratory practices and students attitudes in chemistry were estimated. The findings were portrayed using tables with a subsequent careful interpretation and discussion. 149 (74 %) perceive science laboratory practices as the determinant of students motivation towards learning science subjects, and equally as the key factor to enhancing intellectual development in science subjects. 144 (72 %) held that science laboratory practices improve students problem-solving skills while 142 (71 %) emphasized that science laboratory practices help students develop experimental skills. Importantly, a strong Pearson correlation was obtained (r = .969, p = .031) between science laboratory practices and students attitudes in Chemistry subject. The study findings are important to educational planners and curriculum designers, as the findings serve as the guide for them during incorporation of practical content into the curriculum either during design or during modification of the existing one.