Abstract:
The primary focus of the study was to evaluate on hands on learning methods and students‟ academic performance in Chemistry at “O” Level in Kira Municipality, Wakiso district, Uganda. The research used a cross sectional survey design and employed both qualitative and quantitative approaches. A sample of 184 respondents was selected using purposive and snowball techniques. The findings indicated that collaborative learning was inadequately applied, which led to statistically significant negative relationship with academic performance in Chemistry examinations. Findings further revealed a weak positive relationship between demonstration and performance and a strong negative relationship between experimental projects and academic performance (because experimental projects were nearly non-existent in all the schools). The study concludes that inadequate application of collaborative learning, demonstration and experimental projects cripples students‟ ability to perform well in Chemistry. Therefore, it recommends that both teachers and students be provided with the avenues they need for hands-on teaching and learning of Chemistry
