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1. While numerous studies have examined the beneficial effects of hands-on experiments on the
acquisition of science skills, there is a significant absence of research concentrating on the specific
aspects of the laboratory learning environment that most significantly contribute to skill development.
There is still a major lack of understanding about the components of practical experiments (such as
experimental design, data analysis, teamwork, and reflection) that have the greatest impact on students
majoring in science.
Existing studies have primarily focused on the direct correlation between participation in first-
hand experiments and the development of specific science skills among students. However, there is a
significant research gap regarding the moderating variables that may influence the strength and direction
of this correlation. Factors such as the prior knowledge level of students, the quality of experimental
design, the effectiveness of instructional guidance, and the duration and frequency of laboratory
experiences have not been comprehensively explored as potential moderators of the relationship
between first-hand experiments and skills development. Understanding how these factors interact with
hands-on learning experiences can provide valuable insights into optimizing science education strategies
to enhance skill acquisition.
Recognizing and filling this research gap can lead to a more nuanced knowledge of the
conditions in which first-hand experiments are most effective in skill development, allowing educators
and institutions to customize their approaches to fit the specific demands of varied student populations
and contexts.