Literacy and Laboratory: Exploring science education in Upper secondary schools in refugee settlements: Case of Nakivale Uganda
Literacy and Laboratory: Exploring science education in Upper secondary schools in refugee settlements: Case of Nakivale Uganda

Summary/Abstract: This study investigates the use of literacy and laboratory in science education in upper secondary schools in Nakivale refugee settlements. Literacy involves students' ability to comprehend, interpret, and communicate scientific information effectively, while laboratory involves experimental settings and scientific investigation. Two secondary schools were included in the study: Nakivale Secondary School and Rubondo Community Secondary School. The study employed qualitative research of 45 respondents who were purposively selected. The research design, involving focus group discussions, semi-structured interviews, and observation techniques, was employed. The findings indicate that science education in upper classes is far from its achievement in Nakivale refugee settlement due to the lack of fully equipped laboratories and libraries. The student-teacher ratio is high, and teachers for sciences are paid less than those in government-aided schools, leading to high teacher turnovers and less concentration. The research recommends that the Government of Uganda support the schools, as they are still privately owned and accommodate thousands of refugee students. Laboratory rooms should be equipped with apparatuses, chemicals, and other compounds to aid teaching and learning, and libraries should be well stocked with science books to enhance learning.

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