Influence of Laboratory Engagement Duration on Students’ Performance in Science Assessments

Frank Aduo; Richard Koranteng Akpanglo-Nartey; Krofa Maxwell; Rockson Ofori Amanfo

doi:10.71097/IJSAT.v16.i4.9850

Influence of Laboratory Engagement Duration on Students’ Performance in Science Assessments

Author(s)	Mr. Frank Aduo, Mr. Richard Koranteng Akpanglo-Nartey, Krofa Maxwell, Mr. Rockson Ofori Amanfo
Country	Ghana
Abstract	This study investigated the influence of laboratory engagement duration on students’ performance in science examinations, addressing a persistent gap in science education research, particularly within resource-constrained contexts. Guided by Constructivist Learning Theory, Experiential Learning Theory, and Time-on-Task Theory, the study employed a convergent mixed-methods design to examine both the quantitative relationship between laboratory time and academic performance, and the qualitative experiences that shape students’ practical learning. A sample of 200 students and selected teachers participated through questionnaires, examination score checklists, interviews, and laboratory observations. Descriptive statistics revealed moderate levels of laboratory engagement and average science achievement. Pearson correlations showed significant positive associations between weekly laboratory hours, number of experiments conducted, and examination scores (p < 0.01). Multiple regression analysis further indicated that weekly laboratory hours (β = 0.42, p < 0.001), number of experiments (β = 0.21, p = 0.005), and teacher support (β = 0.18, p = 0.017) significantly predicted science performance, while resource availability was not a significant predictor. Qualitative findings reinforced these results, highlighting those students perceived laboratory activities as crucial for conceptual understanding, motivation, and the ability to apply scientific ideas. However, constraints such as limited equipment, overcrowded classes, and restricted instructional time hindered effective engagement. Overall, the study concludes that extended, meaningful laboratory participation significantly enhances science achievement, but its impact is moderated by contextual challenges. The findings provide practical implications for curriculum planning, teacher professional development, and resource allocation, underscoring the need for increased and well-structured laboratory opportunities to strengthen science learning outcomes.
Keywords	Laboratory Engagement, Science Achievement, Experiential Learning, Time-on-Task, Constructivist Approach
Field	Physical Science
Published In	Volume 16, Issue 4, October-December 2025
Published On	2025-12-18
DOI	https://doi.org/10.71097/IJSAT.v16.i4.9850
Short DOI	https://doi.org/hbf83g

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Influence of Laboratory Engagement Duration on Students’ Performance in Science Assessments

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