Some Obstacles to Integrating Practical Experiments into Chemistry Teaching at the Secondary Level from the Teachers' Perspective

Abstract

This study aims to identify the obstacles to integrating practical experiments into the teaching of chemistry at the secondary level from teachers’ perspectives. The study employed a descriptive-analytical approach, using a questionnaire distributed to 30 chemistry teachers in the Brak and Al-Qardah regions. The main findings indicate that the obstacles to integrating practical experiments in chemistry teaching were significantly high, with an overall rate of 74.4%. Material challenges, such as the lack of necessary chemicals and laboratory equipment, were among the most prominent obstacles (82.6%), in addition to insufficient laboratory facilities, safety tools, and equipment. The results also highlighted administrative challenges, including limited support from school management and insufficient time allocated for practical sessions (73.4%). Student-related obstacles included a lack of practical skills and fear of accidents, with a challenge rate of 68.6% in this area. The study recommends adequately equipping laboratories with necessary tools, training teachers and students, and utilizing virtual labs as alternative solutions to support practical education in schools.