ASSESSMENT OF THE ADEQUACY OF PRACTICAL FACILITIES FOR EFFECTIVE TEACHING AND LEARNING OF CHEMISTRY IN SECONDARY SCHOOLS IN GWALE LOCAL GOVERNMENT, KANO STATE

This study examines the adequacy of practical facilities for effective teaching and learning of chemistry in secondary schools within Gwale Local Government Area, Kano State, Nigeria. Recognizing that hands-on laboratory experiences are crucial for reinforcing theoretical concepts and fostering scientific inquiry, the research investigates the current state of chemistry laboratories, focusing on resource availability, equipment functionality, integration of practical activities into the curriculum, and the challenges faced by educators and students. Employing a descriptive survey research design, data were collected from chemistry teachers in selected public secondary schools using a structured questionnaire. The instrument was validated and demonstrated high reliability, ensuring that insights regarding laboratory infrastructure, maintenance practices, and the overall impact on student performance were accurately captured. The findings reveal that although a basic level of laboratory infrastructure exists, significant gaps persist in terms of modern equipment, sufficient chemical supplies, and systematic maintenance. These inadequacies hinder effective practical sessions, thereby compromising students’ understanding of key chemical concepts and adversely affecting their performance in practical examinations. Additionally, the study highlights challenges such as insufficient funding, limited teacher training, and safety concerns as critical factors that impede the delivery of quality chemistry education. Based on these findings, the study recommends targeted interventions including enhanced funding, regular maintenance, improved teacher professional development, and the integration of digital tools to supplement hands-on experiments. These strategies aim to bridge the gap between theoretical instruction and practical application, ultimately contributing to a more robust and equitable science education framework.