IMPACTS OF LABORATORY EXPERIMENTS ON ACADEMIC ACHIEVEMENTS OF SENIOR SECONDARY CHEMISTRY EDUCATION STUDENTS IN EGOR LOCAL GOVERNMENT AREA, BENIN CITY

This study investigated the impacts of laboratory experiments on the academic achievement of senior secondary school chemistry students in Egor Local Government Area, Benin City. It examined how the frequency of practical sessions, the quality of laboratory facilities, and teachers’ competency in conducting experiments influence students’ understanding and performance in chemistry. The study adopted a descriptive survey design, using a structured questionnaire administered to 69 students selected through proportionate and simple random sampling from five public secondary schools. Data were analyzed using descriptive statistics, Pearson correlation, and independent samples t-test. Findings revealed that practical sessions are infrequent in most schools, and students reported that the scarcity of hands on activities limit their understanding, retention, and interest in chemistry. Results further showed that the quality of laboratory facilities significantly affects students’ performance, with poorly equipped laboratories hindering effective practical engagement. Teacher competency also displayed a positive and significant relationship with students’ academic achievement, indicating that skilled and confident teachers play a crucial role in facilitating meaningful laboratory learning. The study concludes that inadequate facilities, infrequent practical sessions, and limited teacher expertise collectively contribute to low achievement in chemistry. It recommends improved funding for laboratory infrastructure, more frequent and well timed practical lessons, and enhanced teacher training to strengthen the integration of theory and practice.