Assessment of Practical Skills Acquisition Among Secondary School Biology Students in Enugu State

This study assessed the level of practical skills acquisition among secondary school Biology students in Enugu State, Nigeria. The increasing emphasis on practical science education within the national curriculum has not been matched by adequate laboratory infrastructure or teacher capacity at the secondary level, creating a significant gap between policy intent and classroom reality. This study adopted a descriptive survey design, with a sample of 320 Biology students and 45 teachers drawn from public and private secondary schools across three senatorial districts of Enugu State. Data were collected using a structured questionnaire and a practical skills observation checklist. The instrument was validated by three experts in Science Education and tested for reliability using Cronbach's Alpha, yielding a coefficient of 0.81. Findings indicated that the majority of students demonstrated low proficiency in microscopy, specimen dissection, and experimental procedure documentation. Teacher-related variables, including qualification and years of experience, were found to significantly influence students acquisition of practical skills. The study also revealed that inadequate laboratory equipment and limited supervision during practical sessions were major constraints. It was recommended that state government education ministries invest in laboratory refurbishment, provide regular in-service training for Biology teachers, and establish a standardized practical assessment framework to improve student outcomes in the sciences. Keywords: practical skills, Biology education, secondary schools, Enugu State, laboratory.