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.

Why it matters

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.

Key insights

• Laboratory-Based Pedagogy (LBP) is a pedagogical approach advocated for promoting active, inquiry-based science learning.
• There is a recognized lack of evidence concerning LBP's effectiveness at the junior secondary school level, particularly in developing educational contexts.
• The study design involved a pilot randomized pretest-posttest methodology.
• 30 junior secondary students from one school were involved, equally divided into experimental (LBP) and control (teacher-centred) groups.
• The experimental group engaged in structured hands-on laboratory activities integrated into classroom instruction.
• The control group received traditional teacher-centred instruction covering identical content.
• Data on Basic Science achievement was collected using the Basic Science Achievement Test (BSAT).
• The research was guided by Piaget's constructivist theory.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1937761