Utilization of Laboratory Resources and Learners’ achievement in Biology in Secondary Schools in Webuye West, Kenya

Laboratory practical is a learning approach that involves various activities such as investigating, recording, observing, examining, interaction with audio-visual tools to create knowledge. This research study examined the utilization of laboratory resources and learners’ academic achievement in Biology in secondary schools in Webuye West Sub-County, Kenya. The objective of this study is to establish the types of laboratory resources and their effect on learners’ academic achievement in Biology. Jerome Bruner’s Theory of Constructivism provided the theoretical foundation for the study. A mixed research design, combining descriptive survey and experimental research methods, was adopted. The target population are in 36 public secondary schools in Webuye West Sub-County. A sample of 11 schools were selected randomly from 3 clusters.420 students of Form 4 who studies Biology were selected proportionately using Cochran’s formula. In addition 11 school principals were selected purposefully, 24 teachers of Biology were randomly selected in sampled schools as respondents. Data collection instruments included questionnaires for teachers of Biology. The researcher used checklists in the laboratory, interview guides for principals, and practical tests administered to students. 210 students of Form 4 formed the experimental group, the other 210 formed control group. Data were analyzed descriptively using SPSS version 26. with chi-square test analysis for independence that showed relationship between category of school and adequacy of laboratory resources that showed significant correlation of x2 (1) = 7.219, p=0.007. The study findings revealed disparities in the availability and adequacy of laboratory resources, which significantly influenced Biology instruction. While science laboratories were generally available, essential materials such as reagents were insufficient, limiting hands-on learning experiences. ICT resources were also inadequate, hindering digital integration in teaching. It therefore recommended that the Ministry of Education and School Administrators should increase funding for laboratory resources to ensure all secondary schools are adequately equipped.