A Case Study from Ethiopia
Practical science education faces unique challenges in resource-limited settings, but innovative approaches are paving the way for change.
At Bule Hora University in Southern Ethiopia, second-year chemistry students approach their laboratory sessions with a mixture of excitement and apprehension. While 76.6% express strong interest in chemistry, citing its broad applications, they face significant obstacles in developing essential practical skills—from lack of equipment and chemicals to limited experimental freedom and safety concerns 5 .
This case study reveals not just the challenges of science education in resource-limited settings, but also the potential pathways toward meaningful improvement.
of students express strong interest in chemistry
of necessary safety requirements available
effect size of GIBLEI approach
Laboratory activities play a crucial role in science education, moving students beyond theoretical understanding to develop critical hands-on skills. When effectively implemented, laboratory work helps students:
Firsthand experience making abstract concepts tangible
Through experimentation and problem-solving
By analyzing results and drawing evidence-based conclusions
That require technical competencies and methodological approaches 7
"Effective education should offer a balance of theoretical and practical experiences to help learners develop the competencies they need to enter professional practice and to become lifelong learners throughout their careers" 5 .
A 2016 study conducted at Bule Hora University (BHU) assessed the practical skills of second-year chemistry students through questionnaires, focus group discussions, interviews, and observations 5 . The research identified several critical challenges hindering effective laboratory education:
The university laboratories suffered from a severe shortage of equipment and chemicals, fundamentally limiting the types of experiments students could perform. This resource scarcity forced instructors to rely more heavily on theoretical explanations than hands-on experimentation 5 .
Despite general interest in chemistry, many students lacked confidence in their practical abilities. Researchers identified several contributing factors: insufficient background practical exposure, time constraints, fear of chemical toxicity, and limited experimental freedom 5 .
With large class sizes and limited resources, instructors primarily used written exams (representing 33.5% of assessment methods) rather than practical demonstrations of skills. This assessment approach emphasized theoretical knowledge over practical competency 5 .
| Challenge Category | Specific Issues | Impact on Learning |
|---|---|---|
| Resource Limitations | Shortage of laboratory equipment and chemicals | Restricted experiment variety and student hands-on experience |
| Student Preparedness | Lack of confidence, insufficient background knowledge, fear of chemical toxicity | Reduced engagement and experimental effectiveness |
| Time Constraints | Inadequate time for thorough experimentation | Surface-level understanding of experimental processes |
| Safety Concerns | Inadequate safety training and equipment | Increased risk aversion and limited exploration |
Further research at the same university revealed that safety deficiencies in teaching laboratories created additional barriers to effective practical education. A 2023 study found that only 33.3% of necessary safety requirements were available in laboratories, and just 44.6% of essential safety practices were consistently followed 1 7 .
Only one-third of necessary safety requirements are available
Less than half of essential safety practices are consistently followed
These safety concerns not only risked student health but also limited the types of experiments instructors felt comfortable conducting, further restricting practical learning opportunities 4 7 .
| Safety Practice | Always Practiced | Sometimes Practiced | Never Practiced |
|---|---|---|---|
| Using personal protective equipment | 82.4% | 17.6% | 0% |
| Sharing safety knowledge with students | 47.1% | 47.1% | 5.9% |
| Proper labeling of reagents and samples | 17.6% | 76.5% | 5.9% |
| Proper storage and handling of materials | 29.4% | 58.8% | 11.8% |
| Decontaminating work areas after use | 64.7% | 23.5% | 11.8% |
Recent educational research in Ethiopia has explored innovative approaches to address these challenges, particularly through the Guided Inquiry-Based Laboratory Experiments Enriched Instructional (GIBLEI) approach 2 .
A quasi-experimental study found significantly higher science process skills development in the GIBLEI group
The GIBLEI method incorporates scaffolded guidance that helps students gradually develop independence while working within resource constraints. This approach has shown promising results in developing both Basic Science Process Skills (observing, measuring, classifying) and Integrated Science Process Skills (identifying variables, formulating hypotheses, interpreting data) 2 .
A quasi-experimental study comparing GIBLEI to traditional methods found significantly higher science process skills development in the GIBLEI group, with a large effect size of 82%. The approach also demonstrated equal effectiveness for both male and female students, addressing potential gender disparities in science education 2 .
Based on the research findings, several strategies could enhance practical science education in resource-limited universities:
| Item/Category | Primary Function | Educational Importance |
|---|---|---|
| Personal Protective Equipment | Safety protection from chemical exposure | Ensures safe learning environment; develops professional habits |
| Weighing scales | Accurate measurement of substances | Develops precision and understanding of quantitative relationships |
| pH meter | Measuring acidity/alkalinity of solutions | Teaches fundamental chemical property measurement |
| Basic glassware | Containment, mixing, and reaction of chemicals | Develops manual dexterity and understanding of experimental setup |
| Chemical reagents | Substances for experimental reactions | Allows observation of chemical properties and reactions |
| Spectrophotometer | Measuring solution concentration through light absorption | Introduces instrumental analysis and calibration techniques |
The challenges faced by chemistry students at Bule Hora University reflect broader issues in science education across resource-limited settings. However, research indicates that strategic interventions can significantly improve outcomes even with limited resources.
The GIBLEI approach demonstrates that teaching methodology can compensate for some material limitations by fostering deeper engagement and critical thinking skills.
"This method promotes active, inquiry-based learning, encouraging students to investigate, hypothesize, experiment, and draw conclusions" 2 .
By addressing both resource constraints and instructional approaches, universities can create more effective laboratory learning experiences that prepare students for scientific careers and contribute to national development goals in STEM fields 2 .
The future of science education in institutions like Bule Hora University may depend on this dual approach—combining appropriate technological solutions with evidence-based teaching methods to overcome current limitations and develop the next generation of scientists and innovators.