Science laboratory activities are central to fostering inquiry skills, conceptual understanding, and quality education. This study assessed the status of laboratory practices in seven secondary and preparatory schools of Dawro Zone, Southwest Ethiopia, using a mixed-methods design. A total of 399 respondents (34 teachers, 7 technicians, 7 principals, 7 supervisors, 4 experts, and 340 students) participated through questionnaires, interviews, and observations. Descriptive statistics revealed that 62.8% of teachers and 61.4% of students reported only 1–25% of science lessons involved practical work, while 69.9% of teachers and 69.3% of students indicated no scheduled laboratory sessions. Facility inadequacy was also pronounced, with 82.3% of students and 61.8% of teachers reporting no separate laboratory rooms. Inferential analysis confirmed significant associations between laboratory adequacy and student performance (χ² = 18.42, p < 0.01), while independent t-tests showed differences in teacher and student perceptions of laboratory integration (t = 2.31, p < 0.05). ANOVA further revealed variability in facility adequacy across schools (F = 4.12, p < 0.05). Qualitative findings corroborated these results, highlighting expired chemicals, unsafe conditions, and negligible student participation. The study concludes that laboratory activities in Dawro Zone are severely inadequate, undermining Ethiopia’s 70:30 sciences and technology policy. The findings highlight the urgent need to strengthen laboratory infrastructure, improve teacher and technician training, and enhance institutional monitoring systems to support effective science education. Addressing these gaps is essential for improving student learning outcomes and aligning national education goals with global STEM education priorities and Sustainable Development Goal 4 (SDG 4).
Jorga et al. (Sat,) studied this question.