Abstract:
The study assessed the contributions of the science laboratory learning environment to students’ academic achievement in science at senior secondary school level in Chipata District, Zambia. The quantitative paradigm was used for the study while descriptive research design was adopted. The population comprised of all the 20 secondary schools in Chipata district with a total of 7972 senior secondary students. 8 secondary schools were purposively selected for the study. The sample of 160 students for the study was selected using systematic random sampling technique. Data was collected using a questionnaire. The questionnaire was both content and face validated. The reliability of the instrument was tested through a pilot study conducted on 30 students at a school in a neighbouring district. The reliability of the questionnaire was determined using Cronbach Alpha reliability method. The reliability coefficient of 0.501 was obtained. Factor analysis was carried out and the communalities of all items ranged between 0.597 and 0.917 the items were then confirmed reliable. Data collected was analysed using descriptive statistics and regression analysis. Statistical Package for Social Science (SPSS) version 20.0 was used to analyse the data. The findings of the study were that student academic achievement in science at senior secondary school level in Chipata District was below average. The study also revealed that student cohesiveness; rule clarity and integration dimensions were favourable laboratory environments while material environment and open-endedness were not favourable laboratory environments. The study found that, integration was the only dimension which significantly contributed to students’ academic achievement in science at senior secondary school level in Chipata District. It was therefore, recommended that, the Ministry of General Education should provide schools with laboratory materials and equipment as well as laboratories to the secondary schools to make laboratory environment favourable in terms of material environment. The teachers of science should improve open-endedness in the laboratory by making the laboratory activities more student-centred in order to make the learning environment favourable.
