This study examined the impact of practical work on physics students performing in Rivers State's secondary schools. The sample size used for the study was 20 high school academic staff (10 physics teachers & 10 laboratory instructors) randomly selected from ten (10) high schools within Obio/Akpor Local Government. It formulated four (4) research questions and three (3) null hypotheses to guide the study. Data from respondents were gathered using sets of questionnaires structured in agreement rating scale of four points. Using mean and standard deviation, the data were analysed. The finding indicates that the respondents perceived practical physics work as an activity that helps teachers/students master the content through research and observations, fostering a better understanding of the topics among teachers / students. It also shows that practical physics makes scientific phenomena more real, has great potential to encourage social interactions that can add positively to teacher cognition of increasing attitudes. The findings also show that the restrictions influencing the effectiveness of practical work in physics include consistency of laboratory instruction use, inadequate and antiquated / disruptive resources, half-baked teachers / instructors, non-availability of laboratory facilities and equipment among others. The study suggested that physics teachers be qualified and holders of a degree in physics education, that each school be provided with a well-designed physics laboratory, that teachers be fully informed of the value of practical physics, that government made available instructional resources, and that continuous supervision be carried out in schools to ensure practical research.