Research Article Students’ and Teachers’ Perception and Practice towards Laboratory Work in Chemistry Teaching-Learning: Evidence from Secondary Schools in North Wollo Zone, Ethiopia Mohammed Hussen Seid , 1 Yalalem Assefa , 2 Beshir Legas Muhammed , 1 Bekalu Tadesse Moges , 3 Ermiyas Tsehay Birhanu , 2 Yared Fentaw , 4 Shouket Ahmed Tilwani, 5 and Mohammed Reshid Ahmed 4 1 Department of Chemistry, Woldia University, Woldiya, Ethiopia 2 Department of Adult Education and Community Development, Woldia University, Woldiya, Ethiopia 3 Department of Pedagogical Science, Woldia University, Woldiya, Ethiopia 4 Department of Psychology, Woldia University, Woldiya, Ethiopia 5 Department of English, College of Science and Humanities, Prince Sattam Bin Abdulaziz University, Al-Kharj, Saudi Arabia Correspondence should be addressed to Yalalem Assefa; yalalem2012@gmail.com Received 24 February 2022; Accepted 1 June 2022; Published 25 June 2022 Academic Editor: Balamuralithara Balakrishnan Copyright © 2022 Mohammed Hussen Seid et al. is is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. One of the inputs for a high-quality education is using laboratory activities which are characteristic features of science teaching at all levels of education. Consequently, this study was carried out to investigate the perception and practice centered on assessing the practice of laboratory work and identifying the factors that affect its implementation. To achieve these objectives, data were collected from secondary school students and teachers. In doing this study, quantitative and qualitative research methods and a descriptive survey design were used. Stratified random sampling was used in the selection of study participants. e data were obtained through questionnaires, observation, and interviews. Based on the analyzed data, the findings of the study revealed that both students and teachers perceived that chemistry practical courses (experiments) are relevant to students learning. e findings of the study also showed that despite its relevance, the practice of laboratory work is very low. Furthermore, the lack of resources (such as laboratory equipment), the lack of time to practice laboratory work, and students’ lack of engagement in laboratory activities were the major factors that affect the implementation of laboratory work. Finally, recommendations were made based on the major findings to improve the practice of laboratory work. 1. Introduction In any setting, education is critical to the development of people and society. Without adequate education in their particular contexts, it appears difficult for people to make the best use of environmental resources for life and society. In this regard, education may be considered one of life’s most important components. In accordance with this, Ethiopia established the 1994 New Education and Training Policy (NETP), which governed the country’s general ed- ucation system, policy, and strategy for a couple of decades. Since then, several policies and strategies have been devised and implemented. One of the aims of the Ethiopian Education Policy is to improve people’s physical and mental potential as well as problem-solving abilities through increasing education for everyone. ese abilities and talents will be acquired in part through educating pupils in science. e most notable of these policies and programs is the consecutive and progressive education sector development plan (ESDP IV). It was created with the goal of enhancing the entire education system and per- formance in general, as well as access to excellent education in particular. As a result, there have been significant ad- vances in the availability of schools, institutions, educated instructors, and other inputs required for a high-quality education system. Hindawi Education Research International Volume 2022, Article ID 7254105, 14 pages https://doi.org/10.1155/2022/7254105