TEACHERS' PERCEPTIONS OF THE IMPACT OF LABORATORY - BASED LEARNING ON CHEMISTRY STUDENTS' PERFORMANCE AND RETENTION IN SECONDARY SCHOOLS IN GOMBE METROPOLIS, NIGERIA

This study investigates teachers' perceptions of the impact of laboratory-based learning on Chemistry students' performance and retention in Senior Secondary Schools in Gombe Metropolis, Nigeria. The main objectives of the research were to examine teachers' perceptions of how laboratory-based learning affects students' performance and retention in Chemistry, and to identify the aspects of laboratory-based learning that students find most beneficial for their learning. A descriptive survey research design was used. The population of the study consisted of 97 Chemistry teachers with a sample of 29 Chemistry teachers selected through simple random and purposive sampling techniques from 19 public Senior Secondary Schools in Gombe Metropolis. The data were collected using Teachers’ Perceptions of Laboratory-Based Learning Questionnaire (TPLBLQ), which addressed teachers' views on students' performance, retention, and the most beneficial aspects of laboratory learning. The data were analyzed using descriptive statistics, specifically mean and standard deviation. The findings show that Chemistry teachers strongly believe that laboratory-based learning positively impacts students' performance by enhancing their understanding, engagement, and academic results. Furthermore, laboratory-based learning is perceived as an effective method for improving students' retention of Chemistry concepts, suggesting the potential benefits of incorporating more hands-on laboratory work into the curriculum. Additionally, students value practical experiments and group work during laboratory sessions, which they perceive as the most beneficial aspects of their learning and retention. Based on these findings, it is recommended that schools expand the use of laboratory-based learning, prioritize hands-on activities to improve retention, and encourage collaborative group work to enhance student learning outcomes.