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A study conducted by researchers from the University of Rwanda College of Education (UR-CE) and the African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS) has found that hands-on Biology laboratory experiments significantly enhance science process skills among secondary school students.

The research, titled “Enhancing Science Process Skills in Biology through Physical Laboratory Experiments in Rwandan Secondary Schools,” was carried out by Faustin Nduwayezu, Dr. Theophile Nsengimana, and Dr. Marcellin Rutegwa. The study involved 320 students and eight Biology teachers who participated in three laboratory sessions designed to assess the impact of practical experiments on students’ scientific competencies.

While science teachers widely acknowledge the value of laboratory work in making learning more concrete and engaging, the researchers noted that limited attention is often given to developing students’ science process skills. These skills include observation, hypothesis formulation, experimental design, data analysis, interpretation of results, and communication of findings—abilities that are central to scientific inquiry and the competence-based curriculum.

The findings showed that repeated participation in laboratory experiments led to significant improvements in students’ science process skills. As students engaged in successive hands-on activities, they became more proficient in observing biological phenomena, designing investigations, analyzing data, and presenting evidence-based conclusions.

The statistical analysis revealed a highly significant improvement in students’ skills across the three laboratory sessions, demonstrating the positive impact of practical learning experiences on scientific competence.

Teachers interviewed during the study also highlighted the benefits of laboratory-based learning. Most reported that hands-on experiments help students gain a deeper understanding of scientific concepts and provide opportunities to apply knowledge in practical situations. According to the teachers, laboratory experiences encourage active participation and strengthen learners’ ability to think critically and solve problems.

Despite these positive outcomes, the researchers identified challenges that may limit the effectiveness of practical science education. They emphasized the need for increased investment in laboratory facilities and resources to ensure that all students can benefit from meaningful experimental experiences. The study also recommends strengthening teachers’ capacity to guide, assess, and support the development of science process skills.

To address the challenge of limited laboratory resources, the researchers suggest the integration of virtual laboratory experiments as a complementary approach. Virtual laboratories can provide additional opportunities for students to engage in scientific investigations, particularly in schools with limited access to physical laboratory facilities.

The study underscores the important role of practical laboratory work in nurturing scientific thinking and equipping learners with the skills needed for future studies and careers in science.

Story by
Ntirandekura Schadrac
PRO, UR-College of Education