A cross-sectional study of students' perceptions of practical work in science education

Abstract

This study aimed to investigate students' perceptions of practical work in science in a co educational school in Malta. The study explored the issues involved in the theoretical basis, rationale and implementation of practical work. A case study strategy was employed using both quantitative and qualitative methods to achieve the objectives of the study. This took the form of a questionnaire filled by 379 senior school students (11 to 16-year-olds) and interviews with five of the students' respective teachers. The target population of the study was all the students and science teachers of the secondary school. Amongst the main findings students and teachers stated cognitive, affective and skills arguments as reasons why experiments were carried out. Students seemed to find experiments helpful in understanding the subject and performing in examinations. They mentioned a number of factors that helped them remember an experiment such as if the experiment is fun, easy and interesting. Students remarked on factors that make a good experiment such as having good quality apparatus, clear instructions and performing the experiment themselves. Overall they seemed to have a good understanding of both the aim of the experiment and what went on during an experiment. Most students in all grades believe report writing helps them understand the experiment better. Students gave recommendations for improvement such as removing or reducing the amount of report writing and having smaller groups when doing the experiment. Differences depending on gender were investigated, for example, in Grades 8 and 9 males found the practical sessions easier than their female counterparts whereas in Grades 10-12, females seemed to find practical sessions easier overall. Variations according to the grade they are in were also investigated. The results of this study include implications for science practical work within the school and recommendations for further research.