The study explored the application of experiments in natural science education. An interpretivist research philosophy guided the data collection process and it allowed the researcher to use a qualitative research approach. This approach made it possible for the researcher to go to schools and understood the phenomenon from the participants’ point of view and experiences. Participants had detailed information as they were the ones who applied experiments on a daily basis as they conducted their duties. The case study design enabled the researcher to focus on five schools and studied them in-depth to generate rich information for the study. Findings showed that experiments are an effective instructional method that motivated learners and enhanced their understanding of scientific concepts. They improved learners’ participation and attitudes towards learning science. Findings also showed that the application of experiments in NS faced challenges such as shortage of laboratories, apparatus, equipment, materials and chemicals. Other challenges included large classes and less time allocation for science in the time table. The study recommended that the Ministry of Basic Education, schools and stakeholders should build adequate laboratories and fully equip them with necessary resources. If there are no materials teachers should improvise with resources available in their local environments to conduct experiments. Schools in collaboration with the Ministry should train science teachers and equip them with skills and knowledge of designing and implementing experiments or improvising if there are shortages of resources. Schools should use educational technologies in the application of experiments in natural science subjects.
experiments, education, applied, science
Dr Benkosi Madlela is Postdoctoral Research Fellow at the University of Johannesburg. Email: benkosimadlela@gmail.com
No potential conflict of interest was reported by the author(s).
This work was not supported by any funding.
This study was conducted in accordance with the ethical guidelines set by the University of Johannesburg. The conduct of this study has been approved and given relative clearance(s) by the Department of Basic Education.
AI tools were not used in writing this paper.
Abdi, A. (2014). The effect of inquiry-based learning method on students’ academic achievement in science course. Universal Journal of Educational Research, 2(1), 37–41. https://doi.org/10.13189/ujer.2014.020104
Aina, J. K. (2018). Physics learning and the application of multiple intelligences. Revista Brasileira de Gestão Ambiental e Sustentabilidade, 5(9), 381–391. https://doi.org/10.21438/rbgas.050926
Alsalhi, N. R. I. (2020). The representation of multiple intelligences in the science textbook and the extent of awareness of science teachers at the intermediate stage of this theory. Thinking Skills and Creativity, 38, 100706. https://doi.org/10.1016/j.tsc.2020.100706
Anto, I. J. C., Buagas, I. R. A., Ong, P. M. V. J., Naparan, G. B., & Villaver, A. V. (2023). Challenges and coping strategies of science teachers. Canadian Journal of Educational and Social Studies, 3(4), 148–166. https://doi.org/10.53103/cjess.v3i4.168
Arifin, I. I. N., & Arifin, I. N. (2019). The effect of prior knowledge on students’ learning outcomes on the subject of basic science concepts. In 5th International Conference on Education and Technology (ICET 2019) (pp. 158–160). Atlantis Press.
Aydogdu, C. (2015). Science and technology teachers’ views about the causes of laboratory accidents. International Journal of Progressive Education, 11(3), 106–120.
Bretz, S., Fay, M., Bruck, L. B., & Towns, M. H. (2013). What faculty interviews reveal about meaningful learning in the undergraduate laboratory. Journal of Chemical Education, 90(3), 5–7. https://doi.org/10.1021/ed300384r
Bouzit, S., Alami, A., Selmaoui, S., & Rakibi, Y. (2023). Scientific experiments in Moroccan high schools life science courses: Constraints and solutions. European Journal of Educational Research, 12(2), 957–966. https://doi.org/10.12973/eu-jer.12.2.957
Creswell, J. W. (2014). Research design: Qualitative, quantitative and mixed methods approaches. SAGE.
Dhanapal, S., & Shan, E. W. Z. (2014). A study on the effectiveness of hands-on experiments in learning science among year 4 students. International Online Journal of Primary Education, 3(1), 20–31.
Department of Basic Education (2012). Natural Science curriculum and policy statement documents. Pretoria.
Edutopia (2009). Howard Gardner on multiple intelligences. https://www.edutopia.org/video/howard-gardner-multiple-intelligences
George, M. J. (2017). Assessing the level of laboratory resources for teaching and learning of chemistry at advanced level in Lesotho secondary schools. South African Journal of Chemistry, 70, 154–162. https://doi.org/10.17159/0379-4350/2017/v70a22
Gudyanga, R., & Jita, L. C. (2019). Teachers’ implementation of laboratory practicals in the South African physical sciences curriculum. Issues in Educational Research, 29(3), 715–731. http://scholar.ufs.ac.za:8080/xmlui/bitstream/handle/11660/6528/
Hamed, G., & Aljanazrah, A. (2020). The effectiveness of using virtual experiments on students’ learning in the general physics lab. Journal of Information Technology Education: Research, 19, 976–995. https://doi.org/10.28945/4668
Haradhan, M. (2018). Qualitative research methodology in social sciences and related subjects. Journal of Economic Development, Environment and People, 7(1), 23–48.
Hofstein, A., Kipnis, M., & Abrahams, I. (2013). How to learn in and from the chemistry laboratory. In Teaching chemistry–A studybook (pp. 153–182). Brill.
Hu, X., Wan, J., Zheng, B., Ren, H., Chen, J., Ying, Q., & Bai, X. (2024). Effective practices of enhancing students’ safety awareness in teaching laboratories in the new era. Frontiers in Educational Research, 7(5). https://doi.org/10.25236/FER.2024.070504
Iyer, G., & Kalyandurgmath, K. (2021). The study of methods and challenges faced by science teachers while conducting practical (lab) online in Mumbai region due to COVID-19. International Journal of Creative Research Thoughts, 9(7), 75-90.
Kivunja, C., & Kuyini, A. B. (2017). Understanding and applying research paradigms in educational contexts. International Journal of Higher Education, 6(5), 26–41.
Kizito, N. (2021). Step by step guidelines on improvising laboratory experiment materials. Voice of Research, 10(2).
Kotsis, K. T. (2024). The significance of experiments in inquiry-based science teaching. European Journal of Education and Pedagogy, 5(2), 86–92. https://doi.org/10.24018/ejedu.2024.5.2.8
Le Roux, C. S. (2010). Teaching science environment and society. University of South Africa.
Madlela, B., & Umesh, R. (2024). Utilising educational technologies to support inquiry-based learning in natural science. International Journal of Educational Management and Development Studies, 5(3), 172–197. https://doi.org/10.53378/ijemds.353093
McMillan, J. H., & Schumacher, S. (2014). Research in education. Pearson Education.
Mokoro, D. K. (2020). Adequacy of laboratory facilities for effective implementation of competence-based curriculum in public secondary schools in Arumeru District, Tanzania. East African Journal of Education and Social Sciences (EAJESS), 1(2), 141–149. https://doi.org/10.46606/eajess2020v01i02.0029
Morgan, H. (2021). Howard Gardner’s multiple intelligences theory and his ideas on promoting creativity. In F. Reisman (Ed.), Celebrating giants and trailblazers: A-Z of who’s who in creativity research and related fields (pp. 124–141). KIE Publications.
Muianga, X., Klomsri, T., Tedre, M., & Mutimucuio, I. (2018). From teacher-oriented to student-centred learning: Developing an ICT-supported learning approach at the Eduardo Mondlane University, Mozambique. TOJET: The Turkish Online Journal of Educational Technology, 17(2), 46–54.
Ndihokubwayo, K. (2017). Investigating the status and barriers of science laboratory activities in Rwandan teacher training colleges towards improvisation practice. Rwandan Journal of Education, 4(1), 47–54.
Olugbenga, M. (2021). The learner-centered method and their needs in teaching. International Journal of Multidisciplinary Research and Explorer, 1(9), 64–69.
Osei-Himah, V., Parker, J., & Asare, I. (2018). The effects of improvised materials on the study of science in basic schools in Aowin Municipality-Ghana. Research on Humanities and Social Sciences, 8, 20–23.
Prakash, S. (2022). Multiple intelligence theory as a pedagogical process and its relevance in new education policy, IJNRD, 7(8).
Raymond, L. I., & Wong, T. (2018). Teaching them before we teach: The effectiveness of conducting classroom experiments before teaching the underlying theory. IAFOR Journal of Education, 6(3), 79–92. https://doi.org/10.22492/ije.6.3.05
Ryan, G. (2018). Introduction to positivism, interpretivism and critical theory. Nurse Researcher, 25(4), 41–49. https://doi.org/10.7748/nr.2018.e1466
Saunders, M., Lewis, P., & Thornhill, A. (2012). Research methods for business students (6th ed.). Pearson Education Limited.
Senayah, K. E., Tchagnaou, A., Djagnikpo, O. E., & Devi, M. K. (2016). The role of teacher training in the acquisition of skills by secondary 1 students in Togo. African Education Development Issues, 7, 139–153.
Sener, S., & Çokçaliskan, A. (2018). An investigation between multiple intelligences and learning styles. Journal of Education and Training Studies, 6(2), 125–132.
Shamsudina, N. M., Abdullah, N., & Yaamatc, N. (2013). Strategies of teaching science using an inquiry based science education (IBSE) by novice chemistry teachers. Procedia – Social and Behavioral Sciences, 90, 583–592. https://doi.org/10.1016/j.sbspro.2013.07.129
Sshana, Z. J., & Abulibdeh, E. S. (2020). Science practical work and its impact on students’ science achievement. Journal of Technology and Science Education, 10(2), 199–215. https://doi.org/10.3926/jotse.888
Tabuena, A. C., & Pentang, J. T. (2021). Learning motivation and utilization of virtual media in learning mathematics. Asia-Africa Journal of Recent Scientific Research, 1, 65–75. https://doi.org/10.2139/ssrn.3969549
Tichapondwa, S. M. (2013). Preparing your dissertation at a distance: A research guide. Virtual University for Small States of the Commonwealth.
Udosen, I. N., & Ekukinam, T. U. (2014). Improvisation of technological instructional media and students’ performance in primary science in Nigerian schools. World Conference on Science and Technology Education.
United Nations Educational, Scientific and Cultural Organization. (2014). Teaching and learning: Achieving quality for all. https://bit.ly/3L191XS
Wei, B., & Chen, Y. (2020). The meaning of ‘experiment’ in the intended chemistry curriculum in China: The changes over the period from 1952 to 2018. International Journal of Science Education, 42(4), 656–674. https://doi.org/10.1080/09500693.2020.1723181
Wei, B., & Li, X. (2017). Exploring science teachers’ perceptions of experimentation: Implications for restructuring school practical work. International Journal of Science Education, 39(13), 1775–1794. https://doi.org/10.1080/09500693.2017.1351650
Cite this article:
Madlela, B. (2025). An exploration on applied experiments in natural science education. International Journal of Educational Management and Development Studies, 6(2), 188-209. https://doi.org/10.53378/ijemds.353210
License:
This work is licensed under a Creative Commons Attribution (CC BY 4.0) International License.
