The aim of this study was to examine the impact of Laboratory Based Learning (LBL) on teaching the primary science (grade V) in Bhutanese School. This quantitative research employed census sampling, including all 56 fifth grade students, who were randomly assigned to either a control or experimental group. Data were collected through a student achievement test and the researcher's observation diary during the treatment period. A pre-test was administered to determine baseline knowledge, followed by a post-test after three consecutive weeks of instruction to assess learning gains. The experimental group received lessons through LBL, while the control group was taught using traditional methods on the same content. Results indicated no significant difference in pre-test scores between groups; however, the experimental group demonstrated significantly higher post-test scores (M = 73.42) than the control group (M = 54.21), with a large effect size (Cohen’s d = 1.51). A positive correlation (r = 0.528, p = .004) was found between pre- and post-test scores in the experimental group, suggesting consistent learning improvement. Observations revealed that students were more engaged, curious, and motivated when learning through LBL. These findings confirm that LBL enhances conceptual understanding and active participation in science learning. It is recommended that primary science curricula can integrate LBL to foster deeper learning experiences.
Jurmi Thinley (Sun,) studied this question.