Laboratory Resource Availability and Utilization in the Teaching and Learning of Integrated Science in Public Junior Schools in Kajiado West Sub-County, Kenya

This study examined the relationship between the availability and utilization of laboratory resources and the teaching and learning of Integrated Science in public junior schools in Kajiado West Sub-County, Kajiado County, Kenya. The study adopted a convergent mixed-methods design. The target population comprised 83 public junior schools, 83 head teachers, 216 Integrated Science teachers, and 2,992 Grade 9 learners. A sample of 8 schools, 8 head teachers, 16 Integrated Science teachers, and 299 Grade 9 learners was selected. Of the 299 learners sampled, 259 participated in the study, representing an 86.6% response rate. Schools and learners were selected through stratified and simple random sampling, respectively; teachers were selected through census sampling, while head teachers were purposively selected. Data were collected using teacher and learner questionnaires, head-teacher interview schedules, and an observation schedule. Quantitative data were analysed using descriptive statistics and Pearson product-moment correlation, while qualitative data were analysed thematically. The findings indicated that laboratory resources were associated with positive teaching and learning experiences in Integrated Science. Teachers and learners reported that laboratory resources enhanced active engagement, motivation, application of scientific knowledge to real-life situations, retention of knowledge and skills, collaboration, creativity, and perceived performance. Pearson correlation analysis showed a statistically significant positive relationship between laboratory resource availability and teaching and learning, r = .224, p < .001, and between laboratory resource utilization and teaching and learning, r = .481, p < .001. However, laboratory resources were generally inadequate and their utilization was limited. Only 6 (37.5%) teachers reported that their schools had operational science laboratories, while 2 (12.5%) considered the available resources adequate for all learners. Laboratory resource availability and utilization were positively associated with teaching and learning of Integrated Science, although inadequate facilities, limited resources, insufficient financial support, and weak infrastructure for virtual laboratories constrained practical science instruction. Strengthening laboratory infrastructure, providing adequate instructional resources, enhancing teacher professional development, and expanding appropriate virtual laboratory opportunities could support more effective practical learning in public junior schools.