NAOL NAMOMSA DABA2025-07-302024-07-01https://rps.wku.edu.et/handle/123456789/46406This study investigates the perceptions of teachers and students regarding the practical implementation and activities in chemistry classrooms. The study aimed to explore the factors influencing the effectiveness of chemistry education and identify strategies to improve student engagement and learning outcomes. To achieve these objectives, data were collected from three secondary school (Kolobo, Talacho and Suba) students, teachers and directors. In doing this study, quantitative and qualitative research methods and descriptive survey design were used. Stratified random and purposive sampling was used in the selection of study participants. The data were obtained through questionnaires, observation, and interviews. Based on the analyzed data, the findings of the study revealed that students, teachers and directors perceived that chemistry practical courses (experiments) are relevant to students learning. Additionally, the findings of this study also showed that despite its relevance, the practice of laboratory work is very low. Furthermore, the lack of resources (such as laboratory equipment), the lack of time to practice laboratory work, and students’ lack of engagement in laboratory activities were the major factors that affected the implementation of laboratory work. The study provides valuable insights into the importance of effective communication, hands-on experiments, and real-world applications in chemistry education. Finally, it recommends that this study can inform curriculum development and instructional practices to enhance student learning and satisfaction in chemistry classrooms. It provides educators can implement strategies to enhance the learning experience in chemistry classrooms.en-USChemistry educationLaboratory workResource allocationSecondary schoolsThesis