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30
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Resea ch A icle
S a us o Science Educa ion in The Seconda y Schools o Kam up
Me opoli an Dis ic , Assam: A S udy
Smi a Ba man 1*, D . Mina i Choudhu y 2
1 Resea ch Schola , Depa men o Educa ion, Mahapu usha S iman a Sanka ade a Viswa idyalaya,
Nagaon, Assam, India
2 Supe iso , Depa men o Educa ion, Mahapu usha S iman a Sanka ade a Viswa idyalaya,
Nagaon, Assam, India
Co esponding Au ho : *Smi a Ba man DOI: h ps://doi.o g/10.5281/zenodo.17550867
Abs ac
Manusc ip In o ma ion
The p esen s udy examines he s a us o science educa ion in go e nmen and p i a e
seconda y schools o Kam up Me opoli an Dis ic , wi h pa icula ocus on labo a o y
acili ies, a ailabili y o eaching aids, eache quali ica ions, eaching me hods, and s uden
in e es in science. Da a we e collec ed om 10 go e nmen and 10 p i a e schools o compa e
hei acili ies and p ac ices h ough an in e iew schedule. The indings e eal ha al hough
bo h ypes o schools possess science labo a o ies, p i a e schools a e compa a i ely be e
equipped and main ain a highe quali y o esou ces. Simila ly, p i a e schools ha e a g ea e
numbe o ained eache s and employ mo e ac i i y-based and p ojec -o ien ed eaching
me hods, which enhance s uden s’ in e es in science. In con as , go e nmen schools ace
challenges such as a lack o s uden mo i a ion, limi ed pa en al suppo , inadequa e labo a o y
acili ies, and insu icien unding. Despi e hese challenges, mos go e nmen school eache s
ha e pa icipa ed in p o essional aining p og ams o ganised by he go e nmen . The s udy
emphasises he impo ance o enhancing in as uc u e, p o iding egula eache aining, and
implemen ing e ec i e lea ning s a egies o enhance science educa ion. I u he emphasises
he impo ance o p omo ing equi y in science lea ning oppo uni ies be ween go e nmen and
p i a e schools.
▪ ISSN No: 2583-7397
▪ Recei ed: 15-09-2025
▪ Accep ed: 28-10-2025
▪ Published: 07-11-2025
▪ IJCRM:4(6); 2025: 30-35
▪ ©2025, All Righ s Rese ed
▪ Plagia ism Checked: Yes
▪ Pee Re iew P ocess: Yes
How o Ci e his A icle
Ba man S, Choudhu y M. S a us o
science educa ion in he seconda y
schools o Kam up Me opoli an
Dis ic , Assam: A s udy. In J
Con emp Res Mul idiscip.
2025;4(6):30-35.
Access his A icle Online
www.mul ia iclesjou nal.com
KEYWORDS: Science educa ion, labo a o y acili ies, eache aining, s uden in e es
In . J . o Con emp. Res. in Mul i. PEER-REVIEWED JOURNAL Volume 4 Issue 6 [No - Dec] Yea 2025
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1. INTRODUCTION
The mode n e a is an age o scien i ic and echnological
ad ancemen s. No one can sus ain hemsel es in his e a
wi hou he in luence o scien i ic li e acy and basic science
skills. In he yea 1964-66, he Educa ion Commission
(commonly known as he Ko ha i Commission), chai ed by
P o . D.S. Ko ha i, made a ecommenda ion ha he science
subjec should be made a compulso y subjec up o class X o
e o m he Indian educa ion sys em. Science has a dual na u e –
as bo h a p ocess and a p oduc . The p ocess e e s o he
me hods and skills in ol ed in gaining scien i ic knowledge,
while he p oduc e e s o he ou comes o he scien i ic
p ocess. Acco ding o A. D. Ri chie, Science is he p ocess o
explo ing he ex e nal wo ld. D . F. R. Schlessinge beau i ully
s a ed science as a p ocess o he human in ellec . “Science is an
in e connec ed se ies o concep s and concep ual schemes
which can be de eloped h ough expe imen a ion and
obse a ion and a e ui ul o u he expe imen a ion and
obse a ion” (Sha a udeen,2018).
Science educa ion e e s o he s uc u ed eaching and lea ning
o scien i ic knowledge, p inciples, p ocesses, and skills,
enabling lea ne s o unde s and he na u al wo ld, de elop
c i ical hinking, and apply hei knowledge in daily li e
(Chunawala & Na a ajan, 2012). The impo ance o science
educa ion lies in i s abili y o p omo e a ional hinking,
inno a ion, and in o med ci izenship, which a e c i ical o
socie al de elopmen (India Science Repo , 2010). Science
educa ion ypically in ol es wo complemen a y componen s:
heo e ical lea ning (lec u es, ex books, and discussions) and
p ac ical wo k (expe imen s, lab ac i i ies, and ield ips).
Resea ch emphasises ha e ec i e science ins uc ion should
mo e beyond o e memo isa ion owa d inqui y‐based lea ning,
whe e s uden s engage in hands-on ac i i ies, ask ques ions, es
hypo heses and e lec on esul s. In he Indian con ex ,
science‐educa ion esea ch highligh s ha pedagogy mus be
sensi i e o socio-cul u al di e si y and he a ied con ex s o
lea ne s (Chunawala & Na a ajan, 2012). Socie y’s di e si y—
linguis ic, socio-economic, and egional a ec s how s uden s
expe ience science educa ion, so cu icula and pedagogy mus
adap a he han assume a one-size- i s-all model.
P o . B. Sha an o NCERT s a ed he objec i es o science
educa ion: o make s uden s awa e o he en i onmen and li e,
ain he s uden s in he use o scien i ic equipmen , gi e
emphasis on he use o he scien i ic me hod in p oblem
sol ing, make pupils c ea i e, de elop men al acul y and open-
mindedness, and p epa e s uden s o he changing li e.
De eloping a scien i ic a i ude and a scien i ic empe is also
he aim o science eaching (Siddiqi & Siddiqi, 2009).
Science educa ion is a c ucial ounda ion o de eloping
scien i ic li e acy, cul i a ing p oblem-sol ing skills, and
p epa ing s uden s o ca ee s in STEM (Science, Technology,
Enginee ing, and Ma hema ics) ields. Despi e he emphasis on
science lea ning a he seconda y le el, many schools in India
ace pe sis en obs acles such as inadequa e labo a o y
in as uc u e, insu icien eache aining, and p e ailing
memo isa ion-based me hods a he han hands-on inqui y
(Pa hak, Shukla, Shukla & Singh, 2025)
In he con ex o Assam, especially wi hin he Kam up
Me opoli an Dis ic , seconda y schools comp ise a mix o
go e nmen - un and p i a ely ope a ed ins i u ions, each wi h
di e ing le els o esou ces and ope a ional con ex s.
Unde s anding he s a us o science educa ion ac oss hese ypes
o schools is essen ial in iden i ying whe e challenges lie.
Especially impo an is he in es iga ion o p oblems and
challenges aced in eaching and lea ning science, including
eache p epa edness, in as uc u e, s uden engagemen and
socio-economic ac o s, which a e documen ed conce ns ac oss
India (Pa hak e al., 2025).
Conduc ing his esea ch in Kam up Me opoli an Dis ic will
p o ide locally ele an e idence on esou ce a ailabili y,
ins uc ional p ac ices, and lea ne ou comes in science
educa ion. The indings can help policymake s, school leade s,
and eache educa o s design a ge ed in e en ions, such as
upg ading labo a o y acili ies, o e ing p o essional
de elopmen o science eache s, and p omo ing inqui y-based
pedagogy, he eby con ibu ing o imp o ed equi y and quali y
in science educa ion. The e o e, he in es iga o u ges he
p esen s udy o in es iga e he cu en s a us o science
educa ion and i s challenges, pa icula ly in go e nmen and
p i a e seconda y schools o Kam up Me opoli an, Assam.
2. RESEARCH QUESTIONS
i) Wha is he p esen s a us o science educa ion in go e nmen
and p i a e seconda y schools o Kam up Me opoli an Dis ic ,
Assam?
ii) How do go e nmen and p i a e seconda y schools di e in
e ms o in as uc u e, labo a o y acili ies, and lea ning
esou ces o science educa ion?
iii) Wha a e he p oblems and challenges o science educa ion
in he Go e nmen and P i a e Seconda y Schools o Kam up
Me opoli an Dis ic , Assam?
3. OBJECTIVES OF THE STUDY
i) To examine he p esen s a us o science educa ion in
Go e nmen and P i a e Seconda y Schools o Kam up
Me opoli an Dis ic , Assam
ii) To iden i y he p oblems and challenges aced in he
eaching and lea ning o science in seconda y schools o
Kam up Me opoli an Dis ic , Assam.
4. REVIEW OF RELATED LITERATURE
S udies conduc ed bo h ab oad and wi hin India iden i y he
de elopmen and challenges o science educa ion. The s udies
o (2012), Kuma (2021) and M. L. Dash (2024) ocused on he
adequacy o labo a o y acili ies, be e in as uc u e, quali ied
eache s, ex acu icula ac i i ies and egula pa en al
encou agemen o a ac s uden s o lea ning science subjec s.
The s udy by Na a ajan & Chunawala (2011) highligh ed he
impo ance o ellowship p og ams, he use o ICT, go e nmen
schemes, and science e en s in p omo ing science educa ion.
Jones (2012), Hasni e al. (2017), Na a ajan & Chunawala
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(2011), and Pagu ayao (2024) suppo ed he inclusion o ICT in
science class ooms as a means o p omo e e ec i e science
educa ion. A mino gap was ound in p o essional quali ica ions
in some p i a e schools; he e o e, pos -se ice eache aining
p og ams should be o ganised o suppo and upskill hei
eaching s a . A posi i e e ec o he home and school
en i onmen on he de elopmen o science- ela ed skills
among s uden s was ound in he s udies by Phukan (2007),
Kha naio (2013), Sha ma (2010), and Bo a (2022).
5. METHODOLOGY
The p esen s udy employed a desc ip i e su ey me hod o
in es iga e he cu en s a us o science educa ion and he
challenges encoun e ed du ing i s de elopmen . The s udy
in ol ed bo h p ima y and seconda y da a. The p ima y da a
we e collec ed h ough isi ing he schools, and he seconda y
da a we e ob ained om UDISE+ (2022-2023) eco ds. The
s udy popula ion comp ised all headmas e s/mis esses o
seconda y schools in he Kam up Me opoli an dis ic , Assam.
The sample consis ed o 20 esponden s, 10 om go e nmen
schools and 10 om p i a e seconda y schools, using a
pu posi e sampling me hod. A sel -s uc u ed in e iew
Schedule o Headmas e s/headmis esses on he S a us o
Science Educa ion in schools (ISHSSES-BS & CM-2022) was
used o collec he challenges and de elopmen o science
educa ion.
6. RESULTS
The in es iga o analysed he da a acco ding o he s a emen s
o he in e iew schedule abula ion and calcula ed a simple
pe cen age.
Table 1: A ailabili y o he science labo a o y
School
Yes
No
No.
%
No.
%
Go e nmen (N=10)
8
80
2
20
P i a e (N=10)
9
90
1
10
Sou ce: Field Su ey, 2023
Table 1 indica es ha bo h go e nmen and p i a e seconda y
school science labo a o ies a e a ailable, bu he a ailabili y is
sligh ly highe in p i a e schools. This indica es ha p i a e
schools a e be e equipped wi h labo a o y acili ies, which
p o ide mo e e ec i e hands-on science lea ning ac i i ies. A
o al o 85% schools ha e labo a o y acili ies.
Table 2: Well-equipped Labo a o y
School
Yes
No
No.
%
No.
%
Go e nmen (N=10)
4
40
6
60
P i a e (N=10)
9
90
1
10
Sou ce: Field Su ey, 2023
Table 2 shows ha only 65% o schools ha e well-equipped
labo a o y acili ies, while he emaining 35% ha e labo a o ies
ha lack adequa e acili ies o conduc ing science ac i i ies.
Fu he mo e, a no iceable di e ence was ound be ween he
p i a e and go e nmen schools ega ding he well–equipped
labo a o y acili ies.
Table 3: Labo a o y classes in he class ou ine
School
Weekly
Mon hly
No.
%
No.
%
Go e nmen (N=10)
4
40
6
60
P i a e (N=10)
7
70
3
30
Sou ce: Field Su ey, 2023
Table 3 shows ha 55% seconda y schools conduc labo a o y
classes weekly, while 45% schools conduc hem mon hly. The
esul s indica e ha p i a e schools o ganise labo a o y classes
mo e equen ly in hei egula class ou ine compa ed o
go e nmen schools.
Table 4: A ailabili y o eaching aids (models, cha s, ICT ools)
School
As pe he equi emen
Less han he equi emen
No.
%
No.
%
Go e nmen (N=10)
7
70
3
30
P i a e (N=10)
9
90
1
10
Sou ce: Field Su ey, 2023
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Table 4 shows ha o e all, 80% schools epo ed ha ing
eaching aids as pe he equi ed s anda ds, while only 20% o
schools epo ed ha ing ewe eaching aids han equi ed.
A e compa ing he da a. The esul s e ealed ha p i a e
schools possess a g ea e numbe o eaching aids ha help
eache s cla i y scien i ic concep s mo e clea ly.
Table 5: A ailabili y o science eache s
School
2 o 3
Mo e han 3
No.
%
No.
%
Go e nmen (N=10)
2
20
8
80
P i a e (N=10)
2
20
8
80
Sou ce: Field Su ey, 2023
Table 5 indica es ha mos schools ha e a su icien numbe o
science eache s in he schools. Abou 80% o seconda y
schools ha e mo e han h ee science eache s, which acili a es
indi idualised a en ion and helps in clea ing he scien i ic
concep s e ec i ely.
Table 6: A ailabili y o ained eache s o each subjec (Physics/Chemis y/Biology)
School
Yes
No
No.
%
No.
%
Go e nmen (N=10)
2
20
8
80
P i a e (N=10)
6
60
4
40
Sou ce: Field Su ey, 2023
Table 6 p esen s he a ailabili y o ained science eache s in
go e nmen and p i a e seconda y schools wi hin he Kam up
Me opoli an Dis ic . Ou o 10 go e nmen schools, only 2
schools (20%) ha e ained eache s in all h ee science subjec s
— Physics, Chemis y, and Biology — while he emaining 8
schools (80%) do no ha e p ope ly ained subjec eache s.
This indica es a se ious sho age o quali ied science eache s in
go e nmen ins i u ions. In con as , among 10 p i a e schools,
6 schools (60%) ha e ained eache s o all h ee science
subjec s, whe eas 4 schools (40%) lack such eache s. This
means ha p i a e schools a e compa a i ely be e s a ed wi h
ained science eache s han go e nmen schools
Table 7: Regula eache aining p og ams a ended
School
1 o 2 days
Mo e han 2 days
No.
%
No.
%
Go e nmen (N=10)
2
20
8
80
P i a e (N=10)
8
80
2
20
Sou ce: Field Su ey, 2023
Table 7 indica es ha science eache s in go e nmen schools
ha e ecei ed mo e aining in science subjec s. The
go e nmen o ganises esiden ial aining p og ams o science
eache s, and abou 80% o go e nmen schools ha e a ailed
hese acili ies o enhance hei p o essional skills.
Table 8: Use o ac i i y-based/ p ojec lea ning
School
E e y uni
Randomly
No.
%
No.
%
Go e nmen (N=10)
2
20
8
80
P i a e (N=10)
7
70
3
30
Sou ce: Field Su ey, 2023
Table 8 shows ha among 10 go e nmen schools, only 2
schools (20%) epo ed using ac i i y-based o p ojec lea ning
in e e y uni , while 8 schools (80%) use such me hods only
andomly. In compa ison, ou o 10 p i a e schools, 7 schools
(70%) epo ed using ac i i y-based o p ojec lea ning in e e y
uni , and only 3 schools (30%) do so andomly.
Table 9: Op ing science s eam a e high school
Response
Go e nmen (N=10)
P i a e (N=10)
No.
%
No.
%
Less han 20%
6
60
2
20
20-40%
2
20
2
20
40-60%
1
10
3
30
Abo e 60%
0
0
3
30
Sou ce: Field Su ey, 2023
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Table 9 shows ha s uden s om p i a e schools exp essed a
s onge in e es in choosing he science s eam a e high
school compa ed o hose om go e nmen schools.
App oxima ely 30% o p i a e schools epo ed ha mo e han
60% o hei s uden s demons a ed p og ession owa ds he
science s eam, whe eas none o he go e nmen schools
epo ed ha ing mo e han 60% o hei s uden s showing
in e es in pu suing science.
Table 10: O ganising science exhibi ion/ quiz, eco-club o mo i a e he s uden s
Response
Go e nmen (N=10)
P i a e (N=10)
No.
%
No.
%
Ra ely
2
20
1
10
Some imes
4
40
2
20
F equen ly
4
40
7
70
Sou ce: Field Su ey, 2023
Table 10 highligh s ha among he go e nmen schools, 2
schools (20%) epo ed o ganising such ac i i ies a ely, 4
schools (40%) do so some imes, and ano he 4 schools (40%)
o ganise hem equen ly. In con as , among p i a e schools,
only 1 school (10%) conduc s such p og ams a ely, 2 schools
(20%) o ganise hem some imes, and a majo i y o 7 schools
(70%) conduc hem equen ly.
Table 11: Challenges in science educa ion
Response
Go e nmen (N=10)
P i a e (N=10)
Lack o eache s
2
2
Poo lab acili ies
6
1
Lack o s uden in e es
10
4
Insu icien unding
5
8
Lack o pa en al suppo
10
3
Lack o aining
5
8
Sou ce: Field Su ey, 2023
Table 11 shows ha among he go e nmen schools, he mos
se ious p oblems iden i ied a e lack o s uden in e es (10
schools) and lack o pa en al suppo (10 schools). This shows
ha in go e nmen ins i u ions, mo i a ing s uden s owa d
science lea ning and gaining amily in ol emen emain majo
conce ns. Addi ionally, poo labo a o y acili ies (in 6 schools)
and insu icien unding (in 5 schools) also pose signi ican
ba ie s o e ec i e science eaching. Hal o he go e nmen
schools also epo ed a lack o aining oppo uni ies (5 schools)
o eache s, which may limi hei abili y o adop mode n,
ac i i y-based me hods.
In p i a e schools, howe e , he pa e n is di e en . The main
issues epo ed a e insu icien unding (8 schools) and lack o
eache aining (8 schools), ollowed by lack o s uden in e es
(4 schools). Al hough p i a e schools gene ally ha e be e
in as uc u e, many s ill ace inancial cons ain s and limi ed
oppo uni ies o eache p o essional de elopmen . A ew
p i a e schools also men ioned a lack o pa en al suppo (3
schools) and poo lab acili ies (1 school), sugges ing ha
esou ce quali y a ies e en among p i a e ins i u ions
7. Majo Findings o he S udy
• Bo h go e nmen and p i a e seconda y schools in Kam up
Me opoli an Dis ic ha e science labo a o ies, bu p i a e
schools show sligh ly highe a ailabili y (85%).
• Only 65% o schools ha e well-equipped labo a o ies.
P i a e schools a e gene ally be e equipped, while
go e nmen schools o en ace a sho age o adequa e
acili ies.
• A ound 80% o schools possess adequa e eaching aids.
P i a e schools ha e a g ea e numbe and a ie y o aids
ha suppo e ec i e eaching and a be e unde s anding o
scien i ic concep s.
• Mos schools (80%) ha e mo e han h ee science eache s,
allowing be e a en ion o s uden s and clea e explana ion
o scien i ic ideas.
• A signi ican gap exis s be ween go e nmen and p i a e
schools. Only 20% o go e nmen schools ha e ained
eache s in all science subjec s, compa ed o 60% in p i a e
schools.
• Abou 80% o go e nmen school eache s ha e ecei ed
aining h ough go e nmen -o ganised p og ams,
indica ing a ocus on p o essional de elopmen .
• P i a e schools adop ac i i y-based and p ojec -based
lea ning mo e equen ly (70%) han go e nmen schools
(20%).
• S uden s om p i a e schools show g ea e in e es in
pu suing science a e high school han hose om
go e nmen schools.
• P i a e schools equen ly o ganise science exhibi ions,
quizzes, and eco-club ac i i ies (70%), compa ed o only
40% o go e nmen schools.
• Go e nmen schools ace challenges such as a lack o
s uden in e es , limi ed pa en al suppo , poo lab acili ies,
and inadequa e unding. P i a e schools, on he o he hand,
epo insu icien unding and limi ed aining
oppo uni ies o eache s.
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8. CONCLUSION
The s udy e eals ha while bo h go e nmen and p i a e
seconda y schools in Kam up Me opoli an Dis ic ha e made
p og ess in p omo ing science educa ion, p i a e schools a e
compa a i ely be e equipped wi h esou ces, ained eache s,
and s uden engagemen ac i i ies. Go e nmen schools
con inue o s uggle wi h inadequa e acili ies, a lack o pa en al
in ol emen , and insu icien unding. To enhance he quali y
o science educa ion, i is essen ial o ocus on imp o ing
labo a o y in as uc u e, ensu ing egula p o essional
de elopmen o eache s, p omo ing ac i i y-based lea ning,
and mo i a ing s uden s o engage in scien i ic inqui y.
Collabo a i e e o s om school au ho i ies, pa en s, and
educa ion depa men s a e c ucial o b idge he exis ing gap and
achie e equi able, e ec i e science educa ion o all s uden s.
9. SUGGESTIONS
Go e nmen schools should imp o e labo a o y in as uc u e
and p o ide su icien unds o main enance and mode n
equipmen o p omo e hands-on lea ning.
Con inuous p o essional de elopmen p og ams should be
o ganised o bo h go e nmen and p i a e school eache s,
ocusing on mode n and ac i i y-based eaching s a egies.
Schools should conduc egula science exhibi ions, quizzes,
and p ojec -based lea ning o inc ease s uden in e es in science
subjec s.
Awa eness p og ams should be conduc ed o in ol e pa en s in
hei child en’s science lea ning p ocess, especially in
go e nmen schools.
Bo h go e nmen and p i a e ins i u ions equi e adequa e
inancial assis ance o s eng hen science educa ion acili ies
and eaching esou ces.
E o s should be made o educe he gap be ween go e nmen
and p i a e schools by ensu ing equal access o ained eache s,
eaching aids, and quali y acili ies.
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Abou he co esponding au ho
Smi a Ba man is an Assis an P o esso a Bajali
Teache s’ T aining College, Pa acha kuchi, and a
Resea ch Schola a Mahapu usha S iman a Sanka ade a
Viswa idyalaya, Nagaon, Assam. Wi h ex ensi e
expe ience in eaching science and educa ion, she ac i ely
pa icipa es in esea ch, semina s, and p o essional
de elopmen p og ams, con ibu ing o inno a i e eache
educa ion and academic excellence.
