Influence of Laboratory Resources Availability, Accessibility and Utilization on Students’ Achievement in Biology in Public Secondary Schools

Laboratory practical is a learning approach that involves various activities such as investigating, recording, observing, examining, and interaction with audio visual tools to create knowledge. This examined the influence of laboratory resources availability, accessibility and utilization on learners’ achievement in biology in public   secondary schools in Webuye West Sub-County. The study sort to address perennial dismal performance of biology in Webuye West Subcounty. Biology subject is key to entry in to careers related to health sciences. Specifically, the study was guided by the following objectives: to establish the availability and adequacy of laboratory resources and their effect on learners’ achievement in Biology, to assess the accessibility and utilization of laboratory resources in comparison to learners’ academic performance, and to determine barriers to effective utilization of laboratory resources and their effect on academic achievement.  Jerome Bruner’s Theory of Constructivism provided the theoretical foundation for the study. A mixed research design, combining descriptive survey and experimental research methods, was adopted.  The target population is in 36 public secondary schools in Webuye West Sub-County. A sample of 11 schools were selected randomly from 3 clusters.  420 students of Form 4 were selected proportionately using Cochran’s formula. In addition, 11 school principals were selected purposefully, 24 teachers of Biology were randomly selected in sampled schools as respondents. Data collection instruments included separate questionnaires for teachers of Biology and students of Form 4, the researcher used checklists in the laboratory, interview guides for principals, and practical tests administered to students. 210 students of Form 4 formed the experimental group, the other 210 formed control group.  Data were analyzed descriptively using SPSSversion 26. with chi-square test analysis for independence that showed relationship between category of school and adequacy of laboratory resources showed significant correlation of x² (1) = 7. 219, p=0. 007 and z-test revealed significance difference in performance of control group and experimental group, z(1)=6. 02, p=0. 001. The study findings revealed disparities in the availability and adequacy of laboratory resources, which significantly influenced Biology instruction. While science laboratories were generally available, essential materials such as reagents were insufficient, limiting hands-on learning experiences. ICT resources were also inadequate, hindering digital integration in teaching. Laboratory utilization was moderate, with practical sessions conducted irregularly due to staffing shortages and overcrowding. The practical test results showed that students in the experimental group, who had prior exposure to laboratory resources, performed significantly better than those in the control group.  Specifically, 80% of students in the experimental group correctly identified food substances compared to 47% in the control group. The findings emphasized the role of laboratory resources in improving students’ accuracy, observation skills, and competency in scientific procedures. The study also revealed that schools with well-equipped laboratories reported better performance, while resource-constrained schools struggled to deliver effective practical lessons as evidenced by principals’ opinions. Challenges such as limited funding, high student enrollment, and lack of structured practical sessions negatively impacted laboratory utilization. It was concluded that increased funding for laboratory resources, improved infrastructure, and regular teacher training enhance practical learning Educational policy makers to integrate ICT tools like virtual laboratories to supplement practical lessons. It is therefore recommended that the Ministry of Education and School Administrators should increase funding for laboratory resources to ensure all secondary schools are adequately equipped.