Abstract—This paper provides an identification of the existing practical skills gap between school-based learning (SBL) and laboratory based learning (LBL) in the Computing Department within the Faculty of Science at Omar Al-Mukhtar University in Libya. A survey has been conducted and the first author has elicited the responses of two groups of stakeholders, namely the academic teachers and students. The primary goal is to review the main strands of evidence available and argue that there is a gap between laboratory and school- based learning in terms of opportunities for experiment and application of skills. In addition, the nature of experimental work within the laboratory at Omar Al-Mukhtar University needs to be reconsidered. Another goal of our study was to identify the reasons for students’ poor performance in the laboratory and to determine how this poor performance can be eliminated by the modification of teaching methods. Bloom’s taxonomy of learning outcomes has been applied in order to classify questions and problems into categories, and the survey was formulated with reference to third year Computing Department students. Furthermore, to discover students’ opinions with respect to all the issues, an exercise was conducted. The survey provided questions related to what the students had learnt and how well they had learnt. We were also interested in feedback on how to improve the course and the final question provided an opportunity for such feedback. Keywords—Bloom’s taxonomy, e-learning, Omar Al-Mukhtar University. I. INTRODUCTION HE laboratory-based environment is a prime setting for the learning and teaching of science. It provides students with several options and opportunities for reflection and discussion, and involves them in solving real problems. Lab- based learning is conducive to performing experiments and it aids students by promoting active learning, allowing them to solve problems through hands-on experience [1]. It supports deep learning by encouraging learners to make effective decisions through critical thinking, and when working as group, learners can further improve their cooperative skills. There are several opportunities to enhance the laboratory experience by integrating theory and practice, and by combining strategies such as computer-based and web-based learning. The lab is an environment for finding data which can allow students ‘brain space’ to process information, and which enables them to follow and interpret results discovered Aisha Othman, Crinela Pislaru, and Ahmed Impesare with the University of Huddersfield, School of Computing & Engineering, Huddersfield HD1 3DH, UK (e-mail: u1050030@hud.ac.uk). through experimentation [2]. In prescriptive, ‘cookbook’ laboratories, however, the action is predetermined, with staff, demonstrators and technicians each having a clear understanding of the possible results and all that is expected to happen. Consequently, inappropriate results can be clearly identified by the demonstrators and rectified before the learners begin their lab work. A laboratory is a place which is equipped for scientific experiments or medical tests. A laboratory is characterized by active interaction between ideas and experiments, [3]. It requires a pattern of thinking and performance in response to planning and reasoning, and laboratory activities involve solving problems through interpretation. Garratt [4] suggests that it is the one place where the teacher and his students can test their scientific hypotheses. It offers a great deal of practical experience. Education through laboratory work fosters students’ growing interest and develops their ability to watch and make accurate recordings, and to form conclusions based on facts. It enables them to develop valuable skills and techniques. Thus, the laboratory is fundamental to the educational process within the scientific field, making it easier for students to learn and allowing teachers an integrated approach, whereby they can explain their lessons and then allow processes to be meticulously tested. It is a place where students can fully absorb information. Therefore, an appropriate facility must be provided according to the educational stage in question and the scientific material being explored, which should be staffed by a laboratory technician and laboratory supervisor supported by science teachers and the school principal. II. IMPORTANCE OF LAB-BASED LEARNING Firstly, the laboratory enables students to develop experience and skills in conducting experiments, and to gain familiarity with the use of devices as well as the ability to define some of the materials used. Secondly, since laboratory experiments often rely on accuracy, students develop awareness of the need to be accurate in the weights of materials used and the importance of precision in operating conditions. Finally, laboratory experiments encourage students to think, discover and research, which helps to familiarize them with the methodology and design of scientific research [4]. There are five categories of aims that may be achieved by usage of the lab in science classes: [5] Aisha Othman, Crinela Pislaru, Ahmed Impes Determination of Skills Gap between School- Based Learning and Laboratory-Based Learning in Omar Al-Mukhtar University T World Academy of Science, Engineering and Technology International Journal of Educational and Pedagogical Sciences Vol:7, No:10, 2013 2641 International Scholarly and Scientific Research & Innovation 7(10) 2013 scholar.waset.org/1307-6892/16922 International Science Index, Educational and Pedagogical Sciences Vol:7, No:10, 2013 waset.org/Publication/16922