Factors hindering conduct of biology laboratory work in classes IX and X schools under Trongsa district in Bhutan

This study aimed to determine the factors hindering the conduct of Biology laboratory work in classes IX and X schools under Trongsa District in Bhutan. The study was administered using convergent parallel mixed methods. A total of 320 sample sizes, comprising 300 class X and XI respondents, six principals, six laboratory assistants, and eight Biology teachers participated in the study. Data were collected through survey questionnaires, interviews, and document analysis. Findings from descriptive statistics showed that teachers have a positive perception on the conduct of laboratory work with a mean value of 4.48. Similarly, descriptive analyses of the study also confirmed that students’ motivation and interest are the key factors influenced by laboratory work that improves the learning environment which enhances their academic achievement. Additionally, the study also confirmed that the effective conduct of practical work helps to enhance interest and develop motivation of the learners as shown in Spearman’s rho coefficient correlation analysis; motivation (r = .810**, p =.001) and interest (r = .813**, p =.001) indicating significant strong positive relation, which is considered pivotal to  enhance students’ academic performance in the subject.  Although, the conduct of laboratory work in the schools attributed to students’ academic success, the finding of the study also showed that numerous impeding factors such as poor laboratory facilities, insufficient teaching periods, bulky curriculum, heavy workloads, crowded classes, and lack of qualified laboratory assistants contributed significantly to low conduct of Biology laboratory work in the classes IX and X schools in Bhutan. The finding of the study further revealed that despite difficulties encountered; teachers, laboratory assistants, and students collaboratively adjusted, managed, and improvised materials to conduct laboratory work. Therefore, the study recommends the Royal Education Council and Ministry of Education as baseline information to study on addressing the gaps revealed in the study.