Using low-cost laboratory materials for effective teaching and learning chemistry in upper secondary schools:A case of Muhanga District, Rwanda

Abstract

Hands-on activities are essential for a successful chemistry instruction. Yet the higher cost needed to equip schools with educational resources remains a defy for countries with financial constraints. Cost-effective materials would be alternative for schools which cannot afford standard educational materials. This study conducted from December 2024 to April 2025 intended to probe the potential of low-priced educational aids to enhance effective chemistry instruction and was conducted in upper public secondary schools sited in Muhanga district. Precisely, the researcher sought to explore views of teachers and students on efficacy of inexpensive materials, learning behaviors students taught with low-cost laboratory materials and determine the relationship between using such materials and students’ academic performance. The study was descriptive and quasi-experimental design in nature and was guided by Constructivism and Experiential learning theories. A mixed-method approach was applied. The current study preferred to employ stratified random sampling, simple random sampling and purposive sampling methods. A population of 1254 was involved in the study, including 1198 senior five students and 56 upper secondary chemistry teachers. A sample of 195 senior five students and 6 chemistry teachers from 4 sampled public secondary schools took part in this valuable study. Validated research tools used in data collection consisted of students’ and teachers’ questionnaires, an interview guide for teachers; students’ learning behavior checklists, pre-test as well as post-test. SPSS-20 software was utilized to compute and analyze statistical data .The researcher respected to ethical guiding principles for the entire study. Findings from teachers ‘questionnaires and teachers ‘interview revealed that a very significant percentage of between 80% and 100% of chemistry teachers agreed that using low-cost laboratory educational aids in chemistry classes can enhance effective teaching and learning. Students’ agreement on effectiveness of low-cost laboratory materials in chemistry classes was at a percentage between 68% and 100%. The influence of using low-cost laboratory apparatus on students ‘performance was determined by comparing the mean of post-test performance scores of students taught electrolysis with low-cost laboratory apparatus (experimental group) with that of students taught without such teaching aids (control group).T-test was used to test the statistical difference in mean achievement scores of students. The independent t-test was conducted at 0.05 level of significance and the p-value =.000 which is < .05 was obtained. Based on p-value obtained the null hypothesis,( H0: The mean score on post-test of experimental group is not significantly different to that of control group i.e. µ1 = µ2),formulated for the study was rejected. The study exposed that students taught with inexpensive laboratory apparatus performed better than students taught without such instructional resources. Besides these study findings, the study revealed that students taught with low-cost laboratory materials were engaged, motivated and responsive. Based on the proved capacity of low-cost laboratory materials to enhance effective chemistry education, the study formulated recommendations for encouraging Muhanga educational officials, head teachers, teachers to adopt such materials for enhancing effective chemistry education.