Engagement in Science Practicals

This study examined student engagement in science practicals at secondary schools in Nyamagana District, Tanzania, and how laboratory resources, teacher support, and class size relate to behavioral, emotional, and cognitive engagement.A convergent parallel mixed-methods design included 295 students and 64 science teachers from 12 schools.Quantitative data were analyzed using descriptive statistics and multiple regression, while qualitative insights came from observations and open-ended responses.Overall engagement was moderate, with behavioral engagement higher than emotional and cognitive dimensions.Regression results showed positive associations for laboratory resources ( = 0.41, p < .001)and teacher support ( = 0.27, p = .001),and a negative association for larger class size ( = -0.13,p = .018).Participants cited barriers: inadequate equipment, limited teacher training, and exam-oriented instruction.The study recommends improved laboratory provision, sustained teacher development, and manageable classes, and calls for research on digital and virtual laboratories in resource-constrained settings.