The Status of Implementation of Science Practical Works in Science Teaching –Learning Processes in Some Selected Secondary Schools of Bale Zone, Oromia

The purpose of study was to investigate the status of implementation of science practical works in science teaching –learning processes in some selected secondary schools of Bale Zone, Oromia. To address the purpose of this study, mixed research methods were used, and the concurrent triangulation research design was followed to undertake study. Both primary and secondary sources of data were used. To approach these data, both probability and non-probability sampling techniques were used, mainly simple probability sampling technique, stratified probability sampling technique, and purposive non probability sampling techniques were used. Questionnaires and interview were used as data collection tools. After collecting relevant data both quantitative and qualitative data analysis techniques were used for analyze of data. Analysis was done by means of descriptive statistics like frequency distribution, percentage, mean and standard deviation; and, inferential statistics like t-test were employed. The findings of the study showed that the status of implementation of practical work in science in study areas was very low and insufficient. Based on the findings of the study, special attention should be given from government, school management, teachers, communities and other stakeholders to improve quality of science practical work in the schools.


Introduction
Education is a key investment in any country with enormous social and economic benefits accruing from it. Adding, the development of any country is mainly determined by the level and growth of its human capital. It is, therefore, important that every child, whether in rural or urban community, equally benefits from quality basic education in order to promote social, political and economic development of the country (MoE, 2004).
The word "science" probably brings to mind many different pictures: white laboratory coats and microscopes, an astronomer peering through a telescope, a naturalist in the rainforest, Einstein's equations scribbled on a chalkboard, the launch of the space shuttle, bubbling beakers. All of those images reflect some aspect of science, but none of them provides a full picture because science has so many facets: Science is both a body of knowledge and a process. In school, science may sometimes seem like a collection of isolated and static facts listed in a textbook, but that's only a small part of the story. Just as importantly, science is also a process of discovery that allows us to link isolated facts into coherent and comprehensive things (Parawira, 2009).
Science is a way of discovering what's in the universe and how those things work today, how they worked in the past, and how they are likely to work in the future. Scientists are motivated by the thrill of seeing or figuring out something that no one has before. Science is useful. The knowledge generated by science is powerful and reliable. It can be used to develop new technologies, treat diseases, and deal with many other sorts of problems.
Practical work is essentially embodied in the epistemological view that realizes science as discovery learning that is based on an empiricist view. Such a view stipulates that all knowledge of the world is inert and arises from observations and thought processes. In the laboratory, it is necessary to keep various scientific instruments and chemicals in safe and secure conditions, as without them, it is very difficult to carry out any kind of experiment in any way. If schools consist of well-equipped and properly arranged laboratories pupils get motivated to take active part in the experimental work thus laboratory is a congenial kind of atmosphere, which stimulates the interest of students towards practical work. The STEM subjects are ways of knowing and thinking about the natural and physical world. Observing, measuring, and inferring, classifying, predicting and communicating are some of the skills fundamental to STEM education (Parawira, 2009).
Effective practical activities should enable students to build a bridge between what they can see and handle (hands-on), and the scientific ideas that account for their observations (minds-on). In order to practical work to be effective in producing meaningful learning, the teachers should develop activities that engage the learners in Objectives of the study GENERAL OBJECTIVE OF THE STUDY The general objective of this study was investigate the status of implementation of practical work in science teaching-learning processes in some selected secondary schools of Bale zone, Oromia.

Specific objectives of the study
The following specific objectives are derived from general objectives and help to guide the study.
1. To assess the status of practical work implementation in science teaching in secondary schools of Bale zone, Oromia 2. To identify the lesson to be learned in a implementing the practical work in science teaching in selected secondary schools of Bale zone, Oromia. 3. To identify the attitudes of teachers, students, and school principal towards practical work in science teaching in selected secondary schools of Bale zone, Oromia. 4. To indicate the factors affecting the implementation of practical work in science teaching, in secondary school of Bale Zone, Oromia .

Delimitation of the study
The main purpose of this study investigate the status of implementation of practical work in science teachinglearning processes in some selected secondary schools of Bale zone, Oromia. Content wise, the status, issues and challenges of towards implementation of practical work were taken as the subjects of the study. To this end, the study tends to assess and address the status of practical work implementation in science teaching learning and constraints of practical work in selected secondary schools of Bale Zone, Oromia. Furthermore; the attitudes of teachers, students and school directors towards implementation of practical work in science teaching learning was also the focuses of this study.

Research method and design Research paradigm
Pragmatism as paradigm was used for investigate the status of implementation of practical work in science teaching-learning processes in some selected secondary schools of Bale zone, Oromia. Pragmatism was used as theory that proves its self-more successful in predicting and controlling our world than its rivals can be considered to be nearer the truth. According to Austin (, 2016), Pragmatic combines both post-positivist and interpretive within a single research. Pragmatism research philosophy can integrate more than research approaches and research strategies within the same study.

Research methods
Mixed research methods (both quantitative and qualitative research methods) were used. The basic assumption for using this methods was to provide better understanding of the research problem and answer the research questions than any other methods. As quantitative research methods tries to quantify the problem and understand how prevalent it is by looking for the projectable results to a larger population, it is used since it involves collecting numerical data. It is fast and easier to gather, analyze, and interpret to understand the research problem.
In addition, a qualitative research method was also used. Because it is not involves the numerical value that would be expressed in numbers. More specifically, concurrent or parallel triangulation research design was used to realize the purpose of the study. Where collection and analysis of quantitative and qualitative data is take place at the same time to best understating of the research problem .so the researcher used concurrent triangulation which the quantitative dominated supplemented with qualitative method (QUAN + qual).

Population of the study
The populations of the study are 57 secondary schools in Bale zone. Oromia. The total number of teachers in secondary schools are 1063, 57 school director's ,32 vice school director's ,20 supervisor's Researcher and 23152 students .Among these ten secondary schools of Bale zone namely;-Barbare Harewa, Harodumal, Maliyu, Goro, Galema, Robe, Goba, Jibri, Salka, and Hisu secondary schools. Were used as a sample of study of this school's 267 students, 75 teachers, 10 school directors and 13 vice school directors and 10 science laboratory technicians were selected and used sample of study .

Sample and sampling techniques
The population for this study is secondary schools students, science teachers, laboratory technicians, school principals, department heads and Woreda educational expert in Bale zone. Of total 57 secondary schools, ten secondary schools was selected by stratified random sampling technique and purposive non-random sampling technique, since students and teachers are not equal size in sample schools. Hence, the study employs proportional techniques will be employed. To this end, the formula and model developed by Yemane (1967) was used to get the sample size used for the study.To this effect by applying the formula ,the sample size was calculated and found out to be 381 .That is n= N/1+N(e)2 where n is sample size e is tolerable error at 95%.

Source of data
In this study, both primary and secondary sources of data were used. The primary data sources was collected from laboratory technician principal, vice principal, department head, teachers and students. Whereas, secondary sources were collected from internal reports, manuals and check list of laboratory.

Data collection tools
To collect sufficient and rich data a variety of instruments, such as questionnaires and interview were used. Questionnaires was prepared and dispatched to science teachers and secondary students. The interview of the participants were integrated and triangulated to enrich and elaborate the quantitative data gathered though questionnaire, during the analysis of data.
Research on Humanities and Social Sciences www.iiste.org ISSN 2224-5766 (Paper) ISSN 2225-0484 (Online) Vol.10, No.1, 2020 Method of data analysis In accordance with the data types, quantitative and qualitative data analyses were employed. Accordingly, the quantitative data was analyzed by using descriptive statistical tools like frequency distribution, percentage and mean which in turn supported by computer Microsoft excel program and Statistical Package for Social Science (SPSS), whereas qualitative data analysis will be analyzed, by direct quotation, paraphrasing, and narration of the review of the respondents.

Analysis, interpretation and discussion
In this section, the analysis of the quantitative and qualitative data collected from sample population (students of grade 9 and 10, secondary school science teachers, laboratory technicians, principals and educational experts from distinct and zones, and document analysis) are presented and interpreted.
The gathered data are analyzed using tables followed by detailed discussions and showing the statistical relationship using the appropriate parameter. Related questions are analyzed together for the sake of removing redundancy and saving time. Responses collected from lab technicians, school principals and educational experts are incorporated to substantiate the data obtained from the students and teachers. Accordingly, presentation, analysis and interpretation of data were presented here under. 3)%) of the teachers and 175(65.5%) students agreed that Learning science practically supported students learning . 0(0%) and 45(16.5%) of teachers and students respondents replied on undecided respectively. But 5 (6.66%) of teachers and 47(17.5%) of students disagreed the learning science practical support. The overall mean score 3.56 is between the levels of agree and majority of respondents support the learning science practical support, implying that learning science practically can support student learning.

Students and Teachers response on the status of implementation of practical works in teachinglearning process secondary schools
As can be shown in table 2 item 2, 20(26.66)%) of the teachers and 87(32.58%) students agreed that Science teachers of secondary schools give attention and emphasis to practical activities and encourage students to actively participate in laboratory activities. 5(6.66%) and 45(16.85%) of teachers and students respondents replied on undecided respectively. But 50 (66.66%) of teachers and 135(50.56%) of students disagreed that science teachers of secondary schools give attention and emphasis to practical activities and encourage students to actively participate in laboratory activities. The overall mean score 2.77 is between the levels of undecided and majority of respondents disagree science teachers of secondary schools give attention and encourage students toward to practical activities. Thus, from this analysis it is possible to conclude that majority of respondents 50(66.66%) and 135(50.56%) of them replied disagree with mean valve 2.77, implying that science teachers of secondary schools not give attention and emphasis to practical activities and encourage students to actively participate in laboratory activities As can be shown in table 2 item 3, 3(4)%) of the teachers and 79(29.58%) students agreed that teachers have the sufficient skill, experience and professional responsibility for conducting lab activities to promote Research on Humanities and Social Sciences www.iiste.org ISSN 2224-5766 (Paper) ISSN 2225-0484 (Online) Vol.10, No.1, 2020 students understanding of science knowledge. 13(17.33%) and 35(13.10%) of teachers and students respondents replied on undecided teachers and students respectively. But 59 (78.66%) of teachers and 153(57.30%) of students disagreed that teachers have the sufficient skill, experience and professional responsibility for conducting lab activities to promote students understanding of science knowledge. The overall mean of the respondents score 2.66 is between the levels of disagreement. Thus, from this analysis it is possible to conclude that majority of teachers and students respondents 59(78.66%) and 153(57.30%) respectively replied disagree with the mean valve of 2.66, implying that teachers have not the sufficient skill, experience and professional responsibility for conducting lab activities to promote students understanding of science knowledge.
As can be shown in table 2 item 4, 43(57.33%) of the teachers and 125(46.81%) students agreed that practical activities should carry a certain amount of percentage from the total score/mark. 14(18.66%) and 43(16.10%) of teachers and students respondents replied on undecided respectively. But 18 (24%) of teachers and 99(37.07%) of students disagreed that practical activities should carry a certain amount of percentage from the total score/mark. The overall mean score 3.14 is between the levels of agreement. Thus, from this analysis it is possible to conclude that majority of respondent 125(46.81%) and 43(57.33%) teachers and students respectively replied agree with mean valve of 3.14, implying that practical activities should carry a certain amount of percentage from the total score/mark.
As can be shown in table 2 item 5, 31(41.3%) of the teachers and 27(10.11%) students agreed that demonstration of experiments by the teachers during teaching science in school. 6(8%) and 24(8.98%) of teacher and student respondents replied on undecided respectively. But 38 (50.66%) of teachers and 216(80.89%) of students disagreed that demonstration of experiments by the teachers during teaching science in school. The overall mean of respondents showed 2.43 is between the levels of undecided. Thus, from this analysis it is possible to concluded that majority of respondents 38 (50.66%) and 216(80.89%) teachers and students respectively replied disagree with the mean valve of 2.43, implying that not demonstration of experiments by the teachers during teaching science in school. Total 75 100 As can be shown in table 3 item 1, 19(25.3%) teacher respondents replied 'YES'. Whereas, 56(74.66%) of students respondents replied 'NO' to the statement that there is functional laboratory classroom with basic laboratory tools and equipment.

Analysis of teachers' response on organization and facilities of science laboratories.
As can be shown in table 3 item 2, 0(0%) %) of teacher respondents replied 'YES'. Whereas, 75(100%) of students respondents replied 'NO' to the statement that there are separate laboratory of science fields.
As can be shown in table 3 item 3, 45(60%) of teacher respondents replied strong agree 23(30.66%) of teacher respondents replied agree; 3(4%) of teacher respondents replied undecided; 12 (16%) of teacher respondents replied disagree and 2(2.66) of teacher respondents replied strong disagree to the statement that good science teaching should be based on practical works such as demonstration, experiments and project works. Majority of respondents replied that strong agree and agree, implying that the most of teachers believed that the Research on Humanities and Social Sciences www.iiste.org ISSN 2224-5766 (Paper) ISSN 2225-0484 (Online) Vol.10, No.1, 2020 idea good science teaching should be based on practical works such as demonstration, experiments and project works As can be shown in table3 item 4, 5(6.66%) of teacher respondents replied YES, whereas, 70(93.33%) of teacher respondents replied NO, implying that a few of laboratory technician biology, physics and chemistry exist in school.  198(74.14%) student respondents were replied NO to the statement that there is functional laboratory classroom with basic laboratory tools and equipment.

Analysis of student response on organization and facilities of science laboratories
As can be shown in table 4 item 2, 15(5.6%) of student respondents were replied YES, whereas, 252(94.34%) students were replied No , to the statement that there is separate laboratory for of science fields.
As can be shown in table 4 item 3, 122(46%), 120(44.94%), 5(1.87%), 15 (5.6%) and 5(1.87%) students replied strong agree, agree, undecided, disagree and strong disagree respectively to the statement that good science teaching should be based on practical works such as demonstration, experiments and project works. As can be seen from the data, majority of respondents replied that strong agree and agree, implying that the most of students believed that the idea good science teaching should be based on practical works such as demonstration, experiments and project works.
As can be shown in table 4 item 4, 20(9.36%) of the students replied YES; whereas, 247(92.51%) of the students replied NO. Thus, from this analysis it is possible to conclude that majority of respondents said No, which implying that there are few laboratory technician for biology, physics and chemistry in the school under the study.  Table 5 items 1 illustrates that the teachers' and students' mean scores were 3.98 and 3.61 respectively, with mean difference of 0.37. The t-test result with p -value of < 0.05 proves that there is no statistically significant difference between the two groups of respondents towards the item. Table 5 items 2, the mean scores of the teachers and the students were 3.43 and 3.50 respectively, with mean difference of -0.07. The computed t-test result with p-value of 0.63> 0.05 shows that the teacher respondents and student respondents do not significantly differ in their average ratings. This clearly indicated not the attention and commitment of teachers influenced on practical work implementation. Table 5 item 3, the mean scores of teacher and student respondents were 3.78 and 3.44, with mean difference of 0.34. The t-test result with p-value of < 0.05 indicates that the two groups of respondents do not significantly differ in their average agreement towards the item. This shows that teachers and students believe that learning science should be supported with practical activities. Table 5 items 4 indicated that the teachers' and students' mean scores were 3.95 and 3.58 respectively, with mean difference of 0.37. The t-test result with p -value of 0.00< 0.05 proves that there is do not statistically significant difference between the two groups of respondents towards the item. This shows that laboratory technicians and teachers not get regular training on laboratory activities.

Major constraints that obstacle practical works in secondary schools in Bale Zone Oromia
According to the responses of students, teachers ,department heads, a few lab technicians and school principals, through written answers for open ended questions and interviews of the participants, the common constraints or problems facing the practical work activities in secondary schools are listed and identified simultaneously by all participants. One of the interview explained common known constraints of school practical work are the following No separate rooms for chemistry, biology and physics even if in some of school existed in one class. No attention to recruit laboratory technician experts beyond of government. Still now in many school a few practical work carry out by natural science teachers. Insufficient laboratory equipment, reagents and other facilities. Lack of teacher's commitment and low efficiency to carry out practical activities Lack of well-trained lab technicians/assistants and teachers as well. Lack of students' concern and awareness towards science practical works. Most government schools high teachers' workload per week around 20 and above The ignorance of practical examination in the assessment process and not giving credit for l practical activities. Less attention and concern given to practical works by school managements and government as well. Shortage of time, especially large teachers work load in and plasma TV transmission in government schools. Deficit of budget or finance allocation. Costs of laboratory equipment's and reagents become expensive and no access on the market. Another big problem in each science laboratory tasks in each page of student text enormous .so not balanced laboratory materials supply and student texts.

Conclusions and Recommendations Conclusions
The main purpose of this research work is to investigate the present status of implementation of practical work in teaching -learning process in some selected secondary school of Bale Zone, Oromia. Hereafter, the following conclusions and recommendations were forwarded based on the findings of the study.