Effects of Hands-on Laboratory Experiment on Students’ Skills Achievement in Physics in Day Secondary Schools in Rwanda: A Case of Gicumbi District

This research investigated the effect of a hands-on laboratory experiment on students’ skills achievement in physics in day secondary schools in Gicumbi district, Rwanda. Specifically, this research examined the hands-on laboratory practices that affect students’ skills and achievement in physics in day secondary schools in Rwanda, analyze the level of students’ skills achievement in physics that is due to the hands-on laboratory experiment in day secondary schools in Rwanda, and establish the relationship between the hands-on laboratory experiment and students’ skills achievement in physics in day secondary schools in Rwanda. The study adopted a descriptive survey design with a mixed approach. The targeted population of the study consisted of 72 headteachers, 5416 students, and 1750 teachers, making the total population of 7238, selected across Gicumbi district. The researcher used purposive sampling techniques to choose physics teachers and students and simple random sampling to choose schools and headteachers, a descriptive and correlational research design was used in combination with a mixed methodology. Quantitative data were collected using questionnaires, while qualitative data were acquired using interviews. The findings were analyzed through descriptive statistics such as frequency, percentage, mean, and standard deviation, as well as inferential statistics such as correlation and regression analysis. The findings revealed that 72.2% of students felt confident in applying theoretical knowledge to practical experiments, showcasing the effectiveness of structured hands-on practices. However, 67.6% expressed dissatisfaction with the clarity of laboratory activities, indicating a need for improvement. Additionally, 78.1% of students reported increased confidence in performing physics calculations after lab experiments, while 60% felt their understanding of complex concepts could be enhanced through hands-on activities. Furthermore, 75% of students believed practical experiments helped them retain physics concepts better than theory alone, and 87% of teachers agreed that regular exposure to laboratory activities boosts student performance in assessments. Collectively, these findings highlight the need to enhance hands-on laboratory practices to improve student engagement and achievement in physics. The research recommends curriculum developers to create structured hands-on activities aligned with theoretical concepts and incorporate diverse instructional strategies. NESA needs to integrate practical assessments into evaluations, while the Ministry of Education should allocate resources for improving laboratory facilities and provide professional development for teachers.