Many secondary schools claim to offer science subjects, but many lack proper laboratory facilities and equipment, which significantly hampers effective teaching and learning. According to Abdulrahaman (2009), many laboratories are either ill-equipped or completely unused due to negligence, lack of qualified teachers, or inadequate manpower. This forces educators to rely on discussion and lecture methods, leaving students unprepared for practical exams, resulting in poor academic performance in science subjects, particularly Biology.The poor performance in Biology among secondary school students is a growing concern for stakeholders, including parents, teachers, researchers, and the government. Despite efforts by science educators, students' achievements in science remain unsatisfactory. Contributing factors include insufficient laboratory equipment, gender disparities, and negative attitudes toward science learning. Modern science education emphasizes laboratory practicals as a core component of instruction, with pre- and post-laboratory discussions playing a crucial role in fostering a deeper understanding of science as both a process and a product.