This action research explores strategies to improve student engagement in biology laboratory activities among second-year students at Wolkite University during the 2025 G. C. academic year. The study aimed to enhance student participation and motivation by integrating structured hands-on experiments, real-world problem-solving exercises, virtual simulations, and interactive data tools. The research also examined the role of peer-supported tasks and technology enhanced instruction in fostering engagement. The findings could provide valuable insights into effective pedagogical strategies that stimulate enthusiasm and active involvement, ultimately leading to better learning outcomes. From the total target population of 16 second-year biology students, 8 low achiever’s students were selected from the target population based the class attendance, level of participation, and overall academic performance. During the data collection time, pre and post intervention survey was applied. Data was analyzed by descriptive statistics (means and percentages) and Paired-t-test (to compare pre- and postintervention scores of the engagement change). Results indicate that students who participated in hands-on experiments and case-based questions demonstrated increased levels of active participation, critical thinking, and problem-solving skills. The introduction of virtual simulations and interactive data tools significantly reinforced theoretical concepts, providing students with practical applications of classroom knowledge. Peer-supported tasks were shown to boost motivation and foster collaborative learning, enhancing overall engagement in laboratory sessions. Additionally, qualitative data from focus group interviews revealed that students felt more confident in their ability to tackle complex biological concepts when supported by both their peers and technology. The findings suggest that a combination of hands-on, collaborative, and technology-supported approaches not only improves engagement but also positively influences student motivation, learning outcomes, and overall performance in laboratory settings.
| Published in | Science Journal of Education (Volume 13, Issue 4) |
| DOI | 10.11648/j.sjedu.20251304.11 |
| Page(s) | 117-125 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2025. Published by Science Publishing Group |
Student Engagement, Biology Laboratory, Hands-on Experiments, Virtual Simulations, Peer-Supported Learning
| [1] | Baker, E. A., & Hargis, J. (2016). Encouraging student engagement with technology-based learning tools. International Journal of Teaching and Learning in Higher Education, 28(1), 90–98. |
| [2] | Bell, T., Urhahne, D., Schanze, S., & Ploetzner, R. (2010). Collaborative inquiry learning: Models, tools, and challenges. International Journal of Science Education, 32(3), 349–377. |
| [3] | Chickering, A. W., & Gamson, Z. F. (1987). Seven Principles for Good Practice in Undergraduate Education. AAHE Bulletin, 39(7), 3-7. |
| [4] | Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., &Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415. |
| [5] | Haak, D. C., et al. (2011). Increasing STEM retention: The role of faculty members in fostering an inclusive and engaging learning environment. CBE—Life Sciences Education, 10(2), 118-128. |
| [6] | Johnson, D. W., Johnson, R. T., & Smith, K. A. (2007). The state of cooperative learning in postsecondary and professional settings. Educational Psychology Review, 19(1), 15-29. |
| [7] | Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall. |
| [8] | Kolodner, J. L., Camp, P. J., Crismond, D., et al. (2003). Problem-based learning meets case-based reasoning in the middle-school science classroom: Putting Learning by Design into practice. Journal of the Learning Sciences, 12(4), 495–547. |
| [9] | Liu, X., Horton, L., Olmanson, J., & Toprac, P. (2009). A study of learning and motivation in a new media enriched environment for middle school science. Educational Technology Research and Development, 57(5), 527–552. |
| [10] | Mayer, R. E. (2013). Multimedia instruction. In Handbook of research on educational communications and technology (pp. 385-399). New York, NY: Springer New York. |
| [11] | Michael, J. (2006). Where's the evidence that active learning works. Advances in physiology education 30(4), 159–167. |
| [12] | Michael, J., & Modell, H. I. (2003). Active learning in secondary and college science classrooms: A working model for helping the learner to learn. Routledge. |
| [13] | Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223-231. |
| [14] | Tinto, V. (1997). Classrooms as communities: Exploring the educational character of student persistence. Journal of Higher Education, 68(6), 599-623. |
| [15] | Toppinen, A., et al. (2013). Blended learning in higher education: The impact on student engagement. Computers & Education, 63, 75-85. |
| [16] | Webb, N. M. (2009). The impact of peer collaboration on learning. International Journal of Educational Psychology, 2(3), 355-381. |
| [17] | White, B. Y., & Frederiksen, J. R. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16(1), 3–118. |
| [18] | Frederiksen, J. R., & White, B. Y. (1998). Teaching and learning generic modeling and reasoning skills. Interactive Learning Environments, 5(1), 33-51. |
APA Style
Alemneh, C., Munye, T., Mohammed, N., Shasho, G., Gizaw, E., et al. (2025). Improving Students' Engagement Level in Laboratory Activities a Case Study of Second-Year Biology Department Students in the 2025 G.C Academic Year. Science Journal of Education, 13(4), 117-125. https://doi.org/10.11648/j.sjedu.20251304.11
ACS Style
Alemneh, C.; Munye, T.; Mohammed, N.; Shasho, G.; Gizaw, E., et al. Improving Students' Engagement Level in Laboratory Activities a Case Study of Second-Year Biology Department Students in the 2025 G.C Academic Year. Sci. J. Educ. 2025, 13(4), 117-125. doi: 10.11648/j.sjedu.20251304.11
Share This Article
Twitter
Linked In
Facebook
Copy
Download@article{10.11648/j.sjedu.20251304.11,
author = {Chalachew Alemneh and Tsegasew Munye and Nuredin Mohammed and Geleta Shasho and Eyob Gizaw and Zemedkum Siraj},
title = {Improving Students' Engagement Level in Laboratory Activities a Case Study of Second-Year Biology Department Students in the 2025 G.C Academic Year
},
journal = {Science Journal of Education},
volume = {13},
number = {4},
pages = {117-125},
doi = {10.11648/j.sjedu.20251304.11},
url = {https://doi.org/10.11648/j.sjedu.20251304.11},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20251304.11},
abstract = {This action research explores strategies to improve student engagement in biology laboratory activities among second-year students at Wolkite University during the 2025 G. C. academic year. The study aimed to enhance student participation and motivation by integrating structured hands-on experiments, real-world problem-solving exercises, virtual simulations, and interactive data tools. The research also examined the role of peer-supported tasks and technology enhanced instruction in fostering engagement. The findings could provide valuable insights into effective pedagogical strategies that stimulate enthusiasm and active involvement, ultimately leading to better learning outcomes. From the total target population of 16 second-year biology students, 8 low achiever’s students were selected from the target population based the class attendance, level of participation, and overall academic performance. During the data collection time, pre and post intervention survey was applied. Data was analyzed by descriptive statistics (means and percentages) and Paired-t-test (to compare pre- and postintervention scores of the engagement change). Results indicate that students who participated in hands-on experiments and case-based questions demonstrated increased levels of active participation, critical thinking, and problem-solving skills. The introduction of virtual simulations and interactive data tools significantly reinforced theoretical concepts, providing students with practical applications of classroom knowledge. Peer-supported tasks were shown to boost motivation and foster collaborative learning, enhancing overall engagement in laboratory sessions. Additionally, qualitative data from focus group interviews revealed that students felt more confident in their ability to tackle complex biological concepts when supported by both their peers and technology. The findings suggest that a combination of hands-on, collaborative, and technology-supported approaches not only improves engagement but also positively influences student motivation, learning outcomes, and overall performance in laboratory settings.},
year = {2025}
}
TY - JOUR T1 - Improving Students' Engagement Level in Laboratory Activities a Case Study of Second-Year Biology Department Students in the 2025 G.C Academic Year AU - Chalachew Alemneh AU - Tsegasew Munye AU - Nuredin Mohammed AU - Geleta Shasho AU - Eyob Gizaw AU - Zemedkum Siraj Y1 - 2025/07/10 PY - 2025 N1 - https://doi.org/10.11648/j.sjedu.20251304.11 DO - 10.11648/j.sjedu.20251304.11 T2 - Science Journal of Education JF - Science Journal of Education JO - Science Journal of Education SP - 117 EP - 125 PB - Science Publishing Group SN - 2329-0897 UR - https://doi.org/10.11648/j.sjedu.20251304.11 AB - This action research explores strategies to improve student engagement in biology laboratory activities among second-year students at Wolkite University during the 2025 G. C. academic year. The study aimed to enhance student participation and motivation by integrating structured hands-on experiments, real-world problem-solving exercises, virtual simulations, and interactive data tools. The research also examined the role of peer-supported tasks and technology enhanced instruction in fostering engagement. The findings could provide valuable insights into effective pedagogical strategies that stimulate enthusiasm and active involvement, ultimately leading to better learning outcomes. From the total target population of 16 second-year biology students, 8 low achiever’s students were selected from the target population based the class attendance, level of participation, and overall academic performance. During the data collection time, pre and post intervention survey was applied. Data was analyzed by descriptive statistics (means and percentages) and Paired-t-test (to compare pre- and postintervention scores of the engagement change). Results indicate that students who participated in hands-on experiments and case-based questions demonstrated increased levels of active participation, critical thinking, and problem-solving skills. The introduction of virtual simulations and interactive data tools significantly reinforced theoretical concepts, providing students with practical applications of classroom knowledge. Peer-supported tasks were shown to boost motivation and foster collaborative learning, enhancing overall engagement in laboratory sessions. Additionally, qualitative data from focus group interviews revealed that students felt more confident in their ability to tackle complex biological concepts when supported by both their peers and technology. The findings suggest that a combination of hands-on, collaborative, and technology-supported approaches not only improves engagement but also positively influences student motivation, learning outcomes, and overall performance in laboratory settings. VL - 13 IS - 4 ER -
Department of Wildlife and Ecotourism Management, Wolkite University, Addis Ababa, Ethiopia
Department of Wildlife and Ecotourism Management, Wolkite University, Addis Ababa, Ethiopia
