Effect of laboratory-based pedagogy on junior secondary students’ basic science achievement: a pilot randomised pretest-posttest study

A pilot randomized pretest-posttest study investigated the impact of Laboratory-Based Pedagogy (LBP) on Basic Science achievement among junior secondary students. The research aimed to address a gap in evidence regarding LBP's effectiveness in developing educational contexts, guided by Piaget's constructivist theory. The study involved 30 students from a single school, split into experimental and control groups to compare hands-on laboratory activities with traditional teacher-centred instruction.

This research is strategically important because it evaluates an educational methodology that could enhance student engagement and learning outcomes in science. Understanding the efficacy of Laboratory-Based Pedagogy can inform curriculum design and resource allocation, potentially improving the foundational scientific literacy of future workforces. This is crucial for national development, particularly in contexts where evidence-based educational strategies are needed.

Laboratory-Based Pedagogy (LBP) is a pedagogical approach advocated for promoting active, inquiry-based science learning.

Forward consideration, not a verified fact.