An Evaluation On The Science Laboratory As Learning Aid For STEM Students

MOUNT CARMEL SCHOOL OF MARIA AURORA (MCSMA), INC.
Senior High School
AN EVALUATION OF THE SCHOOL LABORATORY AS AID FOR LEARNING
OF STEM STUDENTS
SY. 2019 - 2020
A Research Presented to the Faculty of
Senior High School Department
Mount Carmel School of Maria Aurora
In Fulfillment of the Requirements for the
K-12 Curriculum
By:
Teh, Nichole Angel M.
Fajardo, Flora Belle G.
October 2019
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ENDORSEMENT SHEET
The research entitiled:
An Evaluation of the School’s Science Laboratory as Aid
of Learning of STEM Students
Prepared and Submitted by :
Nichole Angel M. Teh
Flora Belle G. Fajardo
In partial fulfillment of the requirements for Science,
Technology, Engineering and Mathematics (STEM) stand of
Senior High School has been examined and is endorsed for
oral examination.
JOHN IAN BARRIENTOS, LPT.
Research and Development
Coordinator
REMIGIO R. BITONG, LPT, MA
Research Coordinator
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APPROVAL SHEET
In partial fulfillment of the requirements for the
Science, Technology, Engineering and Mathematics (STEM)
Strand of Senior High, the Examination Tribunal accepted
the research entitled:
An Evaluation of the School’s Science Laboratory as Aid
of Learning of STEM Students
prepared and submitted by :
Nichole Angel M. Teh
Flora Belle G. Fajardo
At the Oral Examination conducted on September 25, 2019
with a grade of PASSED
JOHN IAN C. BARRIENTOS,LPT.
Research and Development
Coordinator
REMIGIO R. BITONG,LPT,MA
Research Coordinator
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ACKNOWLEDGMENT
Presentation inspiration and motivation have always
played key role in success of any venture.
We express our sincere thanks to Sir Remigio R.
Bitong,LPT,MA.
We pay our deep sense of gratitude to Sir John Ian C.
Barrientos,LPT to encourage us to the highest peak and to
provide us the oppurtunity to prepare the research project.
We are immensely obliged to our friends for their elavating
inspiration, encouraging guidance and kind supervision in
the completion of our research project.
We feel to acknowledge our indebtedness and gratitude
to those who aided us in this research project and making
it possible for us to finish.
Last, but not the least, our parents who were
important inspiration for us. So with due regards, I
express my gratitude to them.
- N.M.T
- F.F.B
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DEDICATION
We would like to dedicate this research study to the
following;
To our parents who always gave us encouraging words,
To our friends who supported during the research process,
To our adviser that made this research possible.
To the people that are the reason for the success of this
research paper and showed support from the very beginning
until the end.
- N.M.T
- F.F.B
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TABLE OF CONTENTS
I. TITLE PAGE . . . . . . . . . . . . . . . . . . . . . . i
II. ENDORSEMENT SHEET. . . . . . . . . . . . . . . . . . ii
III. APPROVAL SHEET . . . . . . . . . . . . . . . . . . iii
IV. ACKNOWLEDGMENT . . . . . . . . . . . . . . . . . . . iv
V. DEDICATION . . . . . . . . . . . . . . . . . . . . . . v
VI. TABLE OF CONTENTS . . . . . . . . . . . . . . .vi-viii
VII. ABSTRACT . . . . . . . . . . . . . . . . . . . . . 1-2
VIII. Chapter 1: THE PROBLEM AND IT’S SETTING . . . . . 3-8
◦ Background of the study . . . . . . . . . . . . . .3-4
◦ Statement of the Problem . . . . . . . . . . . . . 4-5
◦ Hypotheses. . . . . . . . . . . . . . . . . . . . . .5
◦ Conceptual Framework . . . . . . . . . . . . . . . . 6
◦ Significance of the study . . . . . .. . . . . . . 6-7
◦ Theoretical Framework . . . . . . . . . . . . . . . .7
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◦ Scope and Delimitation . . . . . . . . . . . . . . 7-8
◦ Definition of Terms . . . . . . . . . . . . . . . . .8
IX. Chapter 2: REVIEW OD RELATED LITERATURE . . . . .9-19
◦ Foreign Studies . . . . . . . . . . . . . . . . . 9-12
◦ Foreign Literature . . . . . . . . . . . . . . . 13-14
◦ Local Studies . . . . . . . . . . . . . . . . . .14-16
◦ Local Literature . . . . . . . . . . . . . . . . 17-18
◦ Synthesis . . . . . . . . . . . . . . . . . . . .18-19
X. CHAPTER 3: RESEARCH DESIGN METHODOLOGY . . . . . . 20-25
◦ Research Method . . . . . . . . . . . . . . . . .20-21
◦ Research Locale and Sample . . . . . . . . . . . . .21
◦ Research Instruments . . . . . . . . . . . . . . 22-23
◦ Data Processing Method . . . . . . . . . . . . . 23-25
XI. CHAPTER 4: INTERPRETATION AND ANALYSIS OF DATA 26-71
◦ Presentation . . . . . . . . . . . . . . . . . . 26-71
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◦ Analysis . . . . . . . . . . . . . . . . . . . . 26-71
◦ Interpretation of Data . . . . . . . . . . . . . 26-71
XII. CHAPTER 5: SUMMARY OF FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS . . . . . . . . . . . . . . . . . 63-71
◦ Summary. . . . . . . . . . . . . . . . . . . . . 63-66
◦ Conclusion . . . . . . . . . . . . . . . . . . . 66-67
◦ Recommendations . . . . . . . . . . . . . . . . . . 68
◦ Bibliography . . . . . . . . . . . . . . . . . . 69-71
XIII. APPENDICES . . . . . . . . . . . . . . . . . . .72-82
◦ Letter of Request to the Principal . . . . . . . 72-73
◦ Letter to the Respondents . . . . . . . . . . . .74-75
◦ Curriculum Vitae . . . . . . . . . . . . . . . . 76-79
◦ Questionnaire . . . . . . . . . . . . . . . . . .80-82
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Abstract
This research paper was done by Nichole Angel M. Teh
and Flora Bell Fajardo, students from the Senior High
School Department (2019) under the strand of Science,
Mathematics, Engineering and Technology(STEM). This is a
quantitative research titled the evaluation of the science
laboratory as learning aid for the STEM students.
This quantitative research was conducted to evaluate
the science laboratory as learning aid for STEM students in
Mount Carmel School of Maria Aurora(MCSMA), Inc. The
objective of this study was to discover if the students are
helped by the science laboratory in their studies and if
they learn more through experiments in a science laboratory.
To gather the data they conducted a survey with a
questionnaire that contained 20 questions that was answered
by STEM students from grade 12 and 11 who were randomly
chosen. There was a total of 79 respondents. The data
gathered was analyzed using the percentage formula
( 100
x
n
f
p  ). The data collected have been analyzed and
interpreted by the researchers and so they came up with a
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positive result regarding the use of the science laboratory
as learning aid for STEM students in Mount Carmel School of
Maria Aurora(MCSMA),Inc.
Key words: Science Laboratory, Learning aid, Science, STEM
(Science, Mathematics, Engineering, Technology) Strand,
Experiments.
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CHAPTER 1
THE PROBLEM AND ITS SETTING
I. Background of the Study
Science Laboratories has always been essential in
learning and understanding science phenomenons. Early
instances of “laboratories” recorded in English involved
alchemy and the preparation for medicines. For centuries
people like the well-known Greek philosopher and
scientist, Pythagoras Samos who had a home laboratory.
Rudolf II or the Holy Roman Empire was also believed to
be the owner of a accidentally discovered alchemy
laboratory dating back from the 16th century. There was
also Antoine Lavoisier’s chemistry laboratory in the 18th
century and Thomas Edison.
Keeping in mind the branches of science such as
Chemistry, Physics, Biology and Earth Science are major
subjects for students who are taking the Science,
Technology, Engineering and Mathematics (STEM) Strand and
most of these subjects require doing a lot of experiments
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as activities to further understand the lesson and to
gain more understanding of it, we can say that the
science laboratory was indeed of importance.
Laboratories help students enhance mastery of science
subject matter, develop scientific reasoning abilities,
increase understanding of the complexity and ambiguity of
empirical work, develop practical skills, increase
understanding of the nature of science, cultivate
interest in science and science learning, and improve
teamwork abilities. They also use laboratories as a safe
place to do the experiments especially when they’re
handling with dangerous chemicals.
But, this doesn’t mean that the laboratory can help a
student improve their learning just like that. There are
many factors that can affect the students while using the
library as an aid for learning. They can either learn
more in a laboratory or learn less due to this factors.
II. Statement of the Problem
1) The profile of the students in terms of;
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a) Grade/Year Level
2) Is there any difference between the year levels?
3) Do STEM students often use the laboratory?
4) Do the STEM students really need the laboratory?
5) Which subject do they learn more with the help of
laboratory
6) How much does the laboratory help them in their
studies?
III. Hypothesis
On the basis of the question passed in the study it’s
either;
a) The Science Laboratory does aid STEM students
in their learning
b) The Science Laboratory does not aid STEM
students in their learning
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IV. Conceptual Framework
V. Significance of the Study
This research study is very significant for the well
being and good performance of the STEM student’s in
school. This is also to further study if the laboratory
helps STEM students in their study and how often they use
the laboratory.
This study can also be deemed important for science
teachers for they can use this as a basis to see if they
should make the student’s use the laboratory more often
and if they should make the student’s do more experiments
6
Evaluating the
school’s
science
laboratory as
aid for
learning of
STEM students
Questioner
and Survey
 The science
laboratory
does aid STEM
students in
their
learning
 The science
laboratory
does not aid
them in their
learning

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to teach them lessons instead of just discussing it
inside a classroom.
VI. Theoretical Framework
VII. Scope and Delimitation
The study covers 35 Grade 11 students and 44 Grade
12 from the Science, Technology, Engineering and
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Laboratory helps make it
easier for the students to
visualize and understand
certain science problems but it
is not their basis of
learning.(Alerta, et al., 2017)
A deeper sense of
learning among students is
created when they perform
experiments. (Antonio, 2018)
Since the student’s are
actively engaged in hands-on
activities, minds-on activities
using laboratory techniques
using the laboratory, they
learn more than when they learn
in a traditional classroom
(Lazarowitz and Tamir 1994)
Science Laboratory as
Aid for STEM student's
Learning

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Mathematics(STEM) Strand at Mount Carmel School of
Maria Aurora (MCSMA) Inc.
The study was concerned only with discovering if
the usage of laboratory helps STEM students with their
learning and how important Science Laboratory are to a
school.
VIII. Definition of Terms
 Science Laboratory – a place where people can do
experiments and hands-on activities related to
science
 Learning Aid - something used to help students learn
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CHAPTER 2
REVIEW OR RELATED LITERATURE AND STUDIES
This chapter reviews literature related to the studies on
the effect of stereotypes in student’s performance and
ability to learn in school. It discusses what negative
stereotypes can do to a student and it’s other effect
besides the possible poor performance and activity in
school. In particular, it reviews literature related to
beliefs in the student’s abilities based on stereotypes
about a certain trait of theirs.
Further more, this chapter reviews literature related to
the effects and the most common stereotyping in schools,
like gender stereotypes.
Foreign Studies
Since the late 19th century, science educators believe
that laboratories is an important means of instruction in
science. Laboratory instructions was considered essential
because it provided training in observation, supplied
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detailed information and aroused pupil’s interest, and
these reasons are still accepted almost a century later.
Students would work individually or in a small group on a
question, problem or hypothesis in a laboratory. They would
use processes and materials of science to construct their
own explanation of scientific phenomena that happens in
their experiments. The difference between teaching inside a
classroom or traditional classroom teaching and laboratory
is that the students are actively engaged in hands-on,
minds-on activities using laboratory techniques using the
laboratory unlike in traditional classroom learning where
students only listen and take notes. (Lazarowitz and Tamir
1994).
Abogun(1991), reported that; Laboratory method is a
unique source of Quality teaching and learning in science
because science students are able to observe and manipulate
materials to demonstrate certain aspects of the subject
matter which has been learned in class through lectures,
discussions and textbooks. Hence, laboratory method
provides students with opportunities to engage in processes
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of investigation and inquiry which is believed to enhance
quality education.
According to Gunstone (1991), the use of laboratory
for teaching can create an environment where the students
are encourage to question, nurturing their critical
thinking. They are often encouraged to work in small groups
which leads to social interaction and peer teaching. In
addition to this, the students gain technical skills and
are often offered access to modern technology. However,
there are possible pitfalls to this method of teaching. For
example, the teacher or students may place too much of
their focus on the technology and methodology that they
lose time to interact or reflect on the central idea,
missing the learning goals.
Gilbert (1994) and Hodson (1996) in Yara(2010) also
contributed to the significance of laboratory use in
learning science. They identified six major significance of
the laboratory method in promoting quality and effective
learning of science in their submission. These are where
adopted by this paper as follows;
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I.Motivating students by stimulating interest and
enjoyment
II. Teaching laboratory skills
III. Assisting concept acquisition and development
IV. Developing and understanding of scientific inquiry
and developing expertise in conducting inquiries
V.Encouraging social skills and development
VI. Inculcating the so-called scientific attitudes
According to a theory, the activity of a student, the
sensory-motor nature of the experience, and the
individualization of laboratory instruction should
contribute positively to learning. Information cannot be
obtained, however, by direct experience as rapidly as it
can from abstractions presented orally or in print. Which
is why on would not expect laboratory teaching to take
advantage over other teaching methods in the amount of
information retention, in ability to apply learning, or in
actual skill in observation pr manipulation of
materials.(in Gage, 1962, p.1144-1145).
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Foreign Literature
Laboratories have been purported to promote a number
of goals for students, most of which are also the goals of
science education in general (Lunetta, 1998; Hofstein and
Lunetta, 1982). The committee commissioned a paper to
examine the definition and goals of laboratory experiences
(Milar, 2004) and also considered research reviews on
laboratory education that have identified and discussed
learning goals (Anderson, 1976; Hofstein and Lunetta, 1982;
Lazarowitz and Tamir; 1994; Shulman and Tamir, 1973). While
these inventories of goals vary somewhat, a core set
remains fairly consistent. Building on these commonly
stated goals, the committee developed a comprehensive list
of goals for a desired outcomes of laboratory experiences:
Enhancing mastery of subject matter.
Laboratory experiences may enhance student
understanding of specific scientific facts and concepts are
organized in the scientific disciplines. Developing
scientific reasoning is one of the reason why students need
to have laboratory experience. Laboratory experiences may
promote a student’s ability to identify questions and
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concepts that guide scientific. In laboratory experiences,
students may learn to use the tools and conventions of
science.
Although most of these goals were derived from
previous research on laboratory experiences and student
learning the committee identified the new goal of
understanding the complexity and ambiguity of empirical
work to reflect the unique nature of laboratory experiences.
Student’s direct encounters with natural phenomena in
laboratory science courses are inherently more ambiguous
and messy that the representations of these phenomena in
science lectures, textbooks, and mathematical formulas
(Millar, 2004). The committee thinks that developing
student’s ability to recognize this complexity and develop
strategies for sorting through it is an essential goal of
laboratory experiences.
Local Studies
Teaching and learning science has always been
associated with experimentation or laboratory work. The
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conduct of laboratory or lab activities which supports and
reinforces concepts, theories and laws learned in the
classroom are the key components of effective science
education. In the past decades, the science laboratory has
been given a central and distinctive role in science
education. Teachers have also agreed that rich benefits
come from using laboratory activities. (Ventura et al.,
2015)
According to a research, laboratory equipment helps
students to easily visualize and understand physic theories
but it is not the basis for learning. The improvement of
laboratory is beneficial for the students so they will be
exposed to new inventions and technology but it needs
proper guidance and instruction for them to cope
immediately. (Alerta, et al., 2017)
Teachers and students consider the laboratory part of
every science subject important and interesting. These make
them work out things on their own, enhance their skills
without limiting their explorations, make them feel excited
and eager to use lab equipment and other materials like
chemicals, and let them discover a lot about the things
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that seems ordinary but is actually very useful that they
pass by everyday. A deeper sense of learning among students
is created when they perform such activities. (Antonio,
2018)
According to Antonio(2018), there is a significant
correlation between students’ performance in Science and
the type of laboratory activities. A study he did revealed
that the student’s grade and performances correlates
positively to the type of laboratory activities they do.
Students can recognize the difference among “knowing
about” a topic and “knowing how” to complete a skill,
“showing how” to complete that skill and “doing” the skill.
They demonstrate true collaborative work ad interaction
through sharing of ideas. They know how to deal with
experimental errors and can find solutions to problems
encountered while doing experiments. This is what is gained
from laboratories according to Reyes, Nueva Espana and
Belecina(2014)
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Local Literature
Many within the science education community and beyond
see practical work carried out by students as an essential
feature of science education. Questions have, however, been
raised by some science educators about its effectiveness as
a teaching and learning strategy.
This study explored the effectiveness of practical
work by analyzing a sample of 25 typical science lessons
involving practical work in English secondary schools. The
analysis used a model of effectiveness based on the work
of Millar et al. and Tiberghien. The teacher’s focus in
these lessons was predominantly on developing students’
substantive scientific knowledge, rather than on developing
understanding of scientific inquiry procedures.
Practical work was generally effective in getting
students to do what is intended with physical objects, but
much less effective in getting them to use the intended
scientific ideas to guide their actions and reflect upon
the data they collect. The analytical framework used in
this study offers means of assessing the learning demand of
practical tasks, and identifying those that require
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specific support for students’ thinking and learning in
order to be effective.
Synthesis
One of the most commonly described problems of students
with learning and behavioral difficulties is memory for
academic content. Using research integration techniques,
this paper describes the effects of specific mnemonic
(memory-enhancing)strategies in addressing this critical
need area. The overall effectiveness of mnemonic techniques
was found to be associated with an overall mean
standardized indicating an unusually large effect for
treatment. This text describes the principles of learning
and behavior by emphasizing the intellectual context in
which the important ideas and topics were developed.
In addition, to explain the important facts and theories,
and describing the latest research, it tries to honor where
the facts and theories came from. It is too hard to tell
vision systems what things look like. It is easier to talk
about purpose and what things are for. Consequently, we
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want vision systems to use functional descriptions to
identify things, when necessary, and we want them to learn
physical descriptions for themselves, when possible. This
paper describes a theory that explains how to make such a
system work.
Several conclusions can be drawn from this study. First,
the use of labs and experiments in education cannot be
discussed in general terms. Instead, science education
researchers, teachers and teacher educators need to
specifically consider “which instrument is best for a
particular object of learning”. Thus, teachers and
educational developers need to thoroughly understand
experimental technologies and their advantages and
limitation for students learning a specific content or
specific concepts when planning teaching and design
learning environments.
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CHAPTER 3
RESEARCH METHODOLOGY
This chapter presents the research design used in the
study to provide some enlightenment on the manner the study
was conducted, the methods used to collect the needed data,
the statistical tools applied for computing and testing,
and other pertinent data to find the answers to the
problems posed.
Research Method
The research method used is the descriptive method
and we used survey to gather information. In this method
participants answers some questions through interviews or
questionnaires, in the researcher’s case, they used
questionnaires. After the participants answered the
questions, the researcher then describes the responses
given. In order for the survey to be reliable and valid it
is important that each question is constructed properly and
they should be easy to understand.

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It is important to emphasize that descriptive research
methods can only describe a set of information or the data
collected.
Research Locale and Sample
The location where the survey was held for this research
was at Mount Carmel School of Maria Aurora Inc., also known
as MCSMA. The location where
the survey was held for this
research was at Mount Carmel
School of Maria Aurora Inc.,
also known as MCSMA.
Mount Carmel School of Maria Aurora Inc. is a Catholic
non-sectarian school located in Barangay 2 Maria Aurora,
Aurora.
The respondents were 79 students from the grade 11 and 12
from the STEM strand of Mount Carmel School of Maria Aurora.
Each of the respondents are randomly chosen for the survey.

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Research Instruments
The main Instrument used in this study is a
Questionnaire that will be given to the respondents to
obtain the answer that is needed. The questionnaire has
three parts that were all in multiple-choices.
The researcher used the Nominal Scale for this study. The
Nominal Scale is the lowest measurement level you can use
from a statistical point of view and as the name implies,
it is simply some placing of data into categories, without
any order or structure.
In research activities a YES/NO scale is nominal. It has
no order and there is no distance between YES and NO.
After the survey, the students’ response to the
questionnaire will be computed with the formula to get the
percentage per question.
Parts of the Questionnaire:
1. The first part is the title of the topic which the
researcher used to introduce what the questionnaire was
about.

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2. The second part is the personal information about the
respondent. Here lies the age and grade level that the
respondents needs to fill in.
3. The third part has directions to answer the questionnaire
and questions that would help them answer the problems.
It is answered by yes or no and is only ten questions.
4. The fourth and last part are similar to the third part
except it is answered by agree, uncertain or disagree.
Data Processing Method
Here are the step by step procedure on how the
structural form of the research paper was made:
Step 1: The selection of The Topic
The first step of the research was choosing the topic
that was to be researched and the said topic is the
evaluation of the school’s science laboratory as aid for
learning in Mount Carmel School of Maria Aurora Inc.
Step 2: The Approval

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After taking some time to collect data and information
about the topic, the basis of the research was written.
Then, after taking some more time to revise and rewrite the
topic, it was finally approved.
Step 3: The selection of The Subject
The choosing of the subjects was next and the students
from the STEM strand of Mount Carmel School of Maria Aurora
Inc. were the decided on subjects for the Research paper.
Step 4: Establishment of the First Chapter
The topic was introduced in this chapter. Information such
as the background of the study, statement of the problem,
statement of the hypothesis, conceptual framework,
significance of the study, theoretical framework, scope and
delimitation and Definition of terms.
Step 5: The Questionnaire and The Survey
The questionnaire was made and after finalizing it then
getting it checked, the survey begun. The subjects for the
surveys was a few people in every grade level at Mount
Carmel School of Maria Aurora.

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Step 6: Gathering of More Data
The gathering of other was basically researching for more
information the could help us with the Research paper.

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CHAPTER 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This Chapter presents the outcome of the data gathered
from the survey held at Mount Carmel School of Maria Aurora,
Aurora to answer the problems presented in the study.
The data were interpreted and analyzed in the sequence
and context of the problem in the study. The demographic
profile of respondents is important when it comes to the
analysis of data. 44 Grade 12 students and 35 grade 11
students answered the survey for the evaluation of the
school’s science laboratory as an aid for learning. The
results of the survey are separated into two parts like in
the questionnaire; one that was answered by yes or no and
one answered by agree, uncertain or disagree. The survey
questions are based on the answer of the STEM students and
each question is separated into three parts, one for the
results of the survey from grade 11 students, one for the
grade 12 students and one for the overall result of the two.

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PART 1
Table 1
The table above presents the results of the first
question in the survey. The first bar presents the answer
from both of the grade 11 and 12 STEM student respondents;
52% uses the science laboratory often and 48% doesn’t use
the science laboratory often. The second bar presents the
answer of the grade 12 STEM student respondents; 73% uses
the science laboratory often and 27% doesn’t use the
science laboratory often. The third and last bar presents
the answers of the grade 11 STEM student respondents; 26%
uses the science laboratory often and 74% doesn’t use the
science laboratory often.

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Table 2

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The table above presents the results of the second
29% have access to the science laboratory, 70% doesn’t have
access to the science laboratory and 1% didn’t answer the
question. The second bar presents the answer of the grade
12 STEM student respondents; 11% have access to the science
laboratory and 89% doesn’t have access to the science
laboratory. The third and last bar presents the answer from
grade 11 STEM student respondents; 51% have access to the
science laboratory, 45% doesn’t have access to the science
laboratory and 3% didn’t answer the question.

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2018)
Table 3
The table above presents the results of the third
34% said that the science laboratory is always available
for science activities and 66% said that the science
laboratory is not always available for science activities.
The second bar presents the results of the grade 12 STEM
student respondents; 14% said that the science laboratory
is always available for science activities and 86% said
that the science laboratory is not always available for

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science activities. The third and last bar presents the
result of the grade 11 STEM student respondents; 60% said
that the science laboratory is always available for science
activities and 40% said that the science laboratory is not
always available for science activities.
Table 4

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The table above presents the results of the fourth
87% are involved in the practical activities of science,
11% are not involved in the practical science activities
and 2% did not answer the survey. The second bar presents
the result of the grade 12 STEM student respondents; 95%
are involved in the practical activities of science and 5%
are not involved in the practical activities of science.
The third and last bar presents the result of the grade 11
STEM student respondents; 77% are involved in the practical
activities of science, 20% are not involved in the
practical activities of science and 3% didn’t answer the
question.
scientific reasoning. Laboratory experiences may promote a
student’s ability to identify questions and concepts that
guide scientific. In laboratory experiences, students may
learn to use the tools and conventions of science.

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Table 5
The table above presents the results of the fifth
44% enjoy the science subject even without the use of the
science laboratory and 56% doesn’t enjoy the science
subject without the use of the science laboratory. The
second bar presents the result of the grade 12 STEM student
respondents; 27% enjoy the science subject without the use
of the science laboratory and 73% doesn’t enjoy the science
subject without the use of the science laboratory. The
third and last bar presents the result of the grade 11 STEM
student respondents; 66% enjoy the science subject without

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the use of the science laboratory and 34% doesn’t enjoy the
science subject without the use of the science laboratory.
According to Gilbert (1994) and Hodson (1996) in
Yara(2010), on of the significance of science laboratories
are to motivate students by stimulating interest and
enjoyment.
Table 6
The table above presents the results of the sixth
72% answered that they learn more about earth science
through the science laboratory experiment, 25% answered

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that they don’t learn more about earth science through the
science laboratory and 3% didn’t answer the question. The
second bar presents the answer from the grade 12 STEM
student respondents; 84% answered that they learn more
about earth science through the science laboratory
experiment, 14% answered that they don’t learn more about
earth science through the science laboratory and 2% didn’t
answer the question. The third and last bar presents the
answer from the grade 11 STEM student respondents; 57%
answered that they learn more about earth science through
the science laboratory, 40% answered that they don’t learn
more about earth science through the science laboratory and
3% didn’t answer the question.

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Table 7
The table above presents the results of the seventh
80% answered that they learn more about chemistry through
the science laboratory experiment and 20% answered that
they don’t learn more about chemistry through the science
laboratory. The second bar presents the answer from the
grade 12 STEM student respondents; 84% answered that they
learn more about chemistry through the science laboratory
experiment and 16% answered that they don’t learn more
about chemistry through the science laboratory. The third
and last bar presents the answer from the grade 11 STEM

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student respondents; 74% answered that they learn more
about chemistry through the science laboratory and 26%
answered that they don’t learn more about chemistry through
the science laboratory.
Table 8
The table above presents the results of the eighth
question in the survey which is only answered by the grade
12 STEM students for the grade 11 STEM students doesn’t

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have this subject yet. The first bar presents the answer
84% answered that they learn more about physics through the
science laboratory experiment and 16% answered that they
don’t learn more about physics through the science
learn more about physics through the science laboratory
about physics through the science laboratory. The third and
last bar are labeled zero for it was a questioned to be
answered by grade 12 STEM students as stated earlier.

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Table 9
The table above presents the results of the ninth
question in the survey which is only answered by the grade
12 STEM students for the grade 11 STEM students doesn’t
have this subject yet. The first bar presents the answer
82% answered that they learn more about biology through the
science laboratory experiment and 18% answered that they
don’t learn more about biology through the science
learn more about biology through the science laboratory

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about biology through the science laboratory. The third and
last bar are labeled zero for it was a questioned to be
answered by grade 12 STEM students as stated earlier
Table 10
The table above presents the results of the tenth
94% think that the science laboratory and experiments are

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important in learning science and 6% think that the science
laboratory and experiments are not important in learning
science. The second bar presents the answer from the grade
12 STEM student respondents; 98% think that the science
laboratory and experiments are important in learning
science and 2% think that the science laboratory and
experiments are not important in learning science. The
third and last bar presents the answer from the grade 11
STEM student respondents; 89% think that the science
laboratory and experiments are important in learning
science and 11% think that the science laboratory and
experiments are not important in learning science.
Laboratory instructions was considered essential

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1994).
Part 2
Table 1
The table above presents the results of the first

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92% agree that it is important for the teachers to guide or
give directions to help the students gain more knowledge,
3% are uncertain that it is important for the teachers to
guide or give directions to help the students gain more
knowledge, 2% disagree that it is important for the
teachers to guide or give directions to help the students
gain more knowledge and 3% didn’t answer the question. The
student respondents; 91% agree that it is important for the
gain more knowledge, 7% are uncertain that it is important
for the teachers to guide or give directions to help the
students gain more knowledge and 2% disagree that it is
important for the teachers to guide or give directions to
help the students gain more knowledge. The third and last
bar presents the answer from the grade 11 STEM student
respondents; 94% agree that it is important for the
gain more knowledge, none are uncertain that it is
important for the teachers to guide or give directions to
help the students gain more knowledge, 3% disagree that it
is important for the teachers to guide or give directions

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to help the students gain more knowledge and 3% didn’t
answer the question.
Students can recognize the difference among “knowing
about” a topic and “knowing how” to complete a skill,
“showing how” to complete that skill and “doing” the skill.
They demonstrate true collaborative work ad interaction
through sharing of ideas. They know how to deal with
experimental errors and can find solutions to problems
encountered while doing experiments. This is what is gained
from laboratories according to Reyes, Nueva Espana and
Belecina(2014)
Table 2

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The table above presents the results of the second
78% agree that the lack of equipment in the science
laboratory can affect their learning badly, 19% are
uncertain that the lack of equipment in the science
laboratory can affect their learning badly and 3% disagree
that the lack of equipment in the science laboratory can
affect their learning badly. The second bar presents the
agree that the lack of equipment in the science laboratory
can affect their learning badly, 16% are uncertain that the
lack of equipment in the science laboratory can affect
their learning badly and 5% disagree that the lack of
equipment in the science laboratory can affect their
learning badly. The third and last bar presents the answer
from the grade 11 STEM student respondents; 77% agree that
the lack of equipment in the science laboratory can affect
their learning badly, 23% are uncertain that the lack of
equipment in the science laboratory can affect their
learning badly and none disagree that it is important for

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the teachers to guide or give directions to help the
students gain more knowledge.
Table 3
The table above presents the results of the third

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76% agree that it is necessary to have laboratory
experience, 20% are uncertain that it is necessary to have
laboratory experience and 4% disagree that it is necessary
to have laboratory experience. The second bar presents the
agree that it is necessary to have laboratory experience,
4% are uncertain that it is necessary to have laboratory
experience and 7% disagree that it is necessary to have
laboratory experience. The third and last bar presents the
agree that it is necessary to have laboratory experience,
40% are uncertain that it is necessary to have laboratory
experience and none disagree that it is necessary to have
laboratory experience.
scientific reasoning is one of the reason why students need
to have laboratory experience. Laboratory experiences may
promote a student’s ability to identify questions and

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concepts that guide scientific. In laboratory experiences,
students may learn to use the tools and conventions of
science.
Table 4
The table above presents the results of the fourth
64% agree that they learn more in a laboratory than in a
classroom, 33% are uncertain that it is necessary to have
laboratory experience and 4% are disagree that it is
necessary to have laboratory experience. The second bar
presents the answer from the grade 12 STEM student

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respondents; 89% agree that it is necessary to have
laboratory experience, 4% are uncertain that it is
necessary to have laboratory experience and 7% disagree
that it is necessary to have laboratory experience. The
STEM student respondents; 60% agree that it is necessary to
have laboratory experience, 40% are uncertain that it is
necessary to have laboratory experience and none disagree
that it is necessary to have laboratory experience.
Since the late 19th century, science educators believe
that laboratories is an important means of instruction in
science. Laboratory instructions was considered essential

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1994).
Table 5
The table above presents the results of the fifth
61% agree that there should be more experiments in the
science laboratory than discussions, 32% are uncertain that
there should be more experiments in the science laboratory

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than discussions and 8% disagree that there should be more
experiments in the science laboratory than discussions. The
student respondents; 81% that there should be more
experiments in the science laboratory than discussions, 15%
uncertain that there should be more experiments in the
science laboratory than discussions and 2% disagree that
there should be more experiments in the science laboratory
than discussions. The third and last bar presents the
agree that there should be more experiments in the science
laboratory than discussions, 51% are uncertain that there
should be more experiments in the science laboratory than
discussions and 14% disagree that there should be more
experiments in the science laboratory than discussions.
The difference between teaching inside a classroom or
traditional classroom teaching and laboratory is that the
students are actively engaged in hands-on, minds-on
activities using laboratory techniques using the laboratory
unlike in traditional classroom learning where students
only listen and take notes. (Lazarowitz and Tamir 1994).

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Table 6
The table above presents the results of the sixth
53% agree that the teachers should only watch and guide the
students if necessary so the students can learn more during
an experiment, 24% are uncertain that the teachers should
only watch and guide the students if necessary so the
students can learn more during an experiment, 22% disagree
that the teachers should only watch and guide the students
if necessary so the students can learn more during an
experiment and 1% didn’t answer the question. The second

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bar presents the answer from the grade 12 STEM student
respondents; 40% agree that the teachers should only watch
and guide the students if necessary so the students can
learn more during an experiment, 30% uncertain that the
teachers should only watch and guide the students if
necessary so the students can learn more during an
experiment and 30% disagree that the teachers should only
watch and guide the students if necessary so the students
can learn more during an experiment. The third and last bar
respondents; 64% agree that the teachers should only watch
and guide the students if necessary so the students can
learn more during an experiment, 17% are uncertain that the
teachers should only watch and guide the students if
necessary so the students can learn more during an
experiment, 11% disagree that there should be more
experiments in the science laboratory than discussions and
3% didn’t answer the question.

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2018)
Table 7
The table above presents the results of the seventh
76% agree that the science laboratory significantly help

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students learn science, 18% are uncertain that the science
laboratory significantly help students learn science, 4%
disagree that the science laboratory significantly help
students learn science and 3% didn’t answer the question.
The second bar presents the answer from the grade 12 STEM
student respondents; 84% agree that the science laboratory
significantly help students learn science, 9% uncertain
that the science laboratory significantly help students
learn science and 7% disagree that the science laboratory
significantly help students learn science. The third and
last bar presents the answer from the grade 11 STEM student
respondents; 66% agree that the science laboratory
significantly help students learn science, 29% are
uncertain that the science laboratory significantly help
students learn science, 0% disagree that the science
laboratory significantly help students learn science and 6%
didn’t answer the question.

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Table 8
The table above presents the results of eighth
85% agree that the science laboratory is an important place
to learn science for them, 13% are uncertain that the
science laboratory is an important place to learn science
for them, 1% disagree that the science laboratory is an
important place to learn science for them and 1% didn’t
answer the question. The second bar presents the answer
from the grade 12 STEM student respondents; 91% agree that

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the science laboratory is an important place to learn
science for them, 7% are uncertain that the science
laboratory is an important place to learn science for them
and 2% disagree that the science laboratory is an important
place to learn science for them. The third and last bar
respondents; 77% agree that the science laboratory is an
important place to learn science for them, 20% are
uncertain that the science laboratory is an important place
to learn science for them, 0% disagree that the science
laboratory is an important place to learn science for them
and 3% didn’t answer the question.

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Table 9
The table above presents the results of ninth question
in the survey. The first bar presents the answer from both
of the grade 11 and 12 STEM student respondents; 90% agree
that the science laboratory must be updated yearly to help
students keep up with the rapid development of science, 5%
are uncertain that the science laboratory must be updated
yearly to help students keep up with the rapid development
of science, 4% disagree that the science laboratory must be

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updated yearly to help students keep up with the rapid
development of science and 1% didn’t answer the question.
The second bar presents the answer from the grade 12 STEM
student respondents; 93% agree that the science laboratory
must be updated yearly to help students keep up with the
rapid development of science, 2% uncertain that the science
laboratory must be updated yearly to help students keep up
with the rapid development of science and 5% disagree that
the science laboratory must be updated yearly to help
students keep up with the rapid development of science. The
STEM student respondents; 86% agree that the science
laboratory must be updated yearly to help students keep up
with the rapid development of science, 6% are uncertain
that the science laboratory must be updated yearly to help
students keep up with the rapid development of science, 3%
disagree that the science laboratory must be updated yearly
to help students keep up with the rapid development of
science and 3% didn’t answer the question.

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Table 10
The table above presents the results of the tenth
86% agree that it is necessary to have laboratory
experience, 11% are uncertain that it is necessary to have
laboratory experience, 1% disagree that it is necessary to

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have laboratory experience and 1% didn’t answer the
question. The second bar presents the answer from the grade
12 STEM student respondents; 93% agree that it is necessary
to have laboratory experience, 5% uncertain that it is
necessary to have laboratory experience and 2% disagree
that it is necessary to have laboratory experience. The
STEM student respondents; 77% agree that it is necessary to
have laboratory experience, 20% are uncertain that it is
necessary to have laboratory experience, 20% disagree that
it is necessary to have laboratory experience and 3% didn’t
answer the question.
Student’s direct encounters with natural phenomena in
laboratory science courses are inherently more ambiguous
and messy that the representations of these phenomena in
science lectures, textbooks, and mathematical formulas
(Millar, 2004). The committee thinks that developing
student’s ability to recognize this complexity and develop
strategies for sorting through it is an essential goal of

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CHAPTER 5:
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary or the research work
undertaken, the conclusion drawn and the recommendation
made as an outgrowth of this study.
This study is an evaluation on the science laboratory
as a learning aid for the STEM students.
Specifically, the survey answered this following
questions;
a) Age
b) Gender
c) Grade/Year Level
2) Is there any difference between the year levels
and genders?
4) Does the laboratory lack equipment?

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a) Is this why they often use the laboratory?
b) Is this why they rarely use the laboratory?
laboratory
studies?
I.Statement of the Hypothesis
On the basis of the question passed in the study it’s
either;
a) The Science Laboratory does aid STEM students
in their learning
b) The Science Laboratory does not aid STEM
students in their learning
Summary
The researchers used the descriptive method to gather
the data. The respondents were all randomly picked STEM

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students and they answered a survey with two parts, one
answerable by yes or no and the other with agree, or
disagree. Then the data gathered was analyzed by the
researchers.
The following are the findings of the study:
a) Age
Majority of the respondents were 17 years old,
followed by 16, then 18 years of age and finally,
the least with only one student being this age when
the survey took place, 15 years old.
b) Grade/Year Level
More students from the Grade 12 of the strand
STEM were surveyed than in the Grade 11 students.
2) Is there any difference between the year levels?
Yes,there were differences since the grade 11
students haven’t started taking the other two science
subjects there is in grade 12.

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According to the outcome of the survey, there were
many students that uses the laboratory often
especially among the grade 12 students but a lot of
students for grade 11 doesn’t use the science
laboratory often.
We can say that the science laboratory is indeed
needed by the STEM students cause they do learn more
when using the laboratory according to the outcome of
the survey.
laboratory?
From the survey, the grade 12 students learn more
with the help of the laboratory in the subjects of
Earth Science, Chemistry and Biology while the grade
11 learns more in chemistry with the help of the
laboratory.

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studies?
The science laboratory helps them a lot in their
studies for it helps them engage in hands-on, minds-on
activities using laboratory techniques where they can
learn from experience. According to Gunstone (1991),
the use of laboratory for teaching can create an
environment where the students are encourage to
question, nurturing their critical thinking. And, from
the outcome of the survey’s outcome,it does show that
they learn a lot from the laboratory.
Conclusions
Considering the finding of the study which evaluated
the science laboratory as aid for learning for STEM
students the following conclusions were made:
1. Majority of the students who answered the survey
are 16 years old.

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2. There were more grade 12 students that were
surveyed.
3. In the STEM strand the grade 12 students use the
laboratory more often than the grade 11.
4. Despite the grade 11 of the STEM strand not using
the science laboratory they still see it as an
important part of their education and values
5. The students from both grade levels of the STEM
strand has learned in their science classes with the
help of the laboratory.
6. The students from both grade levels of the STEM
strand likes doing experiments in the laboratory than
having discussions in a classroom.
7. The survey has proven that the science laboratory
is an important aid of learning for the STEM students,
especially for the students

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Recommendations
Based on the conclusions arrived on the study, the
following are recommended by the researchers:
1. The use of the science laboratory should be
continued when teaching
2. More activities held in the science laboratory
should be done
3. There should be more activities held in the
science laboratory than discussions in a classroom

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BIBLIOGRAPHY
◦ America's lab report: Investigation in High school
Science, published on 2006 by The National Academics of
Science, Engineering, Medicine
Retrieved from: https://www.nap.edu/read/11311/chapter/5
◦ Assessing laboratory learning, published on 2018 by UNSW
Sydney
Retrieved from: https://teaching.unsw.edu.au/assessing-
laboratory-learning
◦ Evaluating the effectiveness of laboratory-based
professional development program for science educators,
published on December 1 2015 by Michael W. Amolins, Cathy
M. Ezrailson, David A. Pearce, Amy J. Elliott, and Peter
F. Vitiello
Retrieved from: https://www.physiology.org
◦ Importance of hands-on laboratory activities, published
by The American Chemical Society (ACS)

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◦ Retrieved from:
https://www.acs.org/content/acs/en/policy/publicpolicies/
education/computersimulations.html
◦ Lab-Based Learning, published by Queen University
Retrieved from: https://www.queensu.ca/ctl/teaching-
support/instructional-strategies/lab-based-learning
◦ Teaching Science In The Philippines: Why (And How) We Can
Do Better, published on August 3, 2018 by Rafael Ambag
Retrieved from: https://www.flipscience.ph/news/features-
news/features/teaching-science-philippines/
◦ The Effects of Laboratory-based Activities on student
attitudes toward science, published on july 2012 by
Lizabeth Ann Townsend
Retrieved from: https://scholarworks.montana.edu
◦ The Importance of a Laboratory Section in Student
Learning Outcomes in a University Introduction Earth
Science Course, published on May 14 2013 by Frank L.
Forcino. J Geosci

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Retrieved by: https://files.eric.ed.gov
◦ The Importance of the Laboratory Exercises in Biology
Teaching; Case Study in an Eco-toxicology Course,
published on September 2015 by Bethanie Carney Almroth
Retrieved from: https://www.pil.gu.se/publicerat/texter
◦ The science laboratory: Consideration of Learning,
Technology, and Scientific Practice, published on July
2004 by The University of Washington
Retrieved from: https://sites.nationalacademies.org
◦ The use of Laboratory Method in Teaching Secondary School
Students: a key to Improving the Quality of Education,
published on Sept 14 by Hamidu M.Y., Ibrahim A.I.,
Mohammed A.
Retrieved from: https://www.ijser.org
◦ Why Schools must have Science laboratory equipment,
published by Science First
Retrieved from: https://www.sciencefirst.com/why-schools-
must-have-science-laboratory-equipment/

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APPENDIX A
Letter of Request to the Principal
Mr. Remigio R. Bitong, LPT, MA
School Principal
Mount Carmel School of Maria Aurora, Inc.
Brgy. 02 Maria Aurora, Aurora
September 2019
Dear Sir,
We, Nicole Angel Teh and Flora Belle Fajardo,
graduating senior high students of Mount Carmel School of
Maria Aurora. At a present, we are taking up Academic
Track Science and Technology, Engineering and Mathematics
(STEM) Strand. We would like to ask your permission to
allow us to conduct our research among 11- STEM Students
of Mount Carmel School of Maria Aurora, Aurora. This is a
view in our research, entitle “An Evaluation of the School
Laboratory as Aid for Learning of STEM Students”.

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Rest assured, however, that whatever information we obtain
shall be treated with full confidentiality. Moreover, the
identity of the respondents who will participate will not
be disclosed in any way even in the discussion of the
results in our research.
We are therefore hoping a favorable response from your
good office. Thank you very much and God bless you.
Recommending Approval by:
JOHN IAN C. BARRIENTOS,LPT REMIGIO R. BITONG, LPT, MA
Senior High School Coordinator School Principal

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APPENDIX B
Letter to the Respondents
Dear Respondents,
Greetings of Peace!
We are GRADE 12 Science and Technology, Engineering
and Mathematics (STEM) Strand of Mount Carmel School of
Maria Aurora, Inc., who currently embarked on a research
project entitled, “An Evaluation of the School Laboratory
as Aid for Learning of STEM Students” in partial
fulfillment of the requirements for graduation.
In this connection, we wish to ask your valuable
assistance with our research work. The data you can provide
us through the attached survey questionnaire are necessary
for the completion of the study.
Please rest assured that each of your answer or
responses will be treated with utmost confidentiality and
will only be used for the purpose of the study.
Thank you very much. May God bless you more.

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Respectfully yours,
NICHOLE ANGEL M. TEH FLORA BELLE G. FAJARDO
Student - Researcher Student - Researcher
Recommending Approval by:
JOHN IAN C. BARRIENTOS,LPT REMIGIO R. BITONG,LPT,MA
Senior High School Coordinator School Principal

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CURRICULUM VITAE
NICHOLE ANGEL M. TEH
Brgy. San Jose Maria Aurora, Aurora
www.countessneon@gmail.com
09205718921
Personal Information
Date of Birth: May 5 2002
Place of Birth: Nueva Ecija
Age: 17
Gender: Female
Nationality: Filipino
Religion: Roman Catholic
Civil Status: Single
Father’s Name: Rey W. Teh
Mother’s Name: Marcelina M. Teh

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Educational Background
Primary: Maria Aurora Central School
S.Y. 2013-2014
Secondary: Mount Carmel School of Maria Aurora, Inc
S.Y.2017-2018

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CURRICULUM VITAE
FLORA BELL FAJARDO
Brgy. Maligaya Dipaculao, Aurora
09389563759
Personal Information
Date of Birth: August 17 2001
Age: 18
Gender: Female
Nationality: Filipino
Religion: Born Again
Civil Status: Single
Father’s Name: Freddie Fajardo
Mother’s Name: Remy Fajardo

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Educational Background
Primary: Maligaya Elementary School
S.Y. 2013-2014
Secondary: Dipaculao National Highschool
S.Y. 2017-2018

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Questionnaire
An Evaluation of the School’s Science Laboratory
as Aid of Learning of STEM Students
Profile of Respondent:
Age:____ Gender:____ Grade Level:___
I. Direction: Check the box of your answer
Questions Yes No
1) Do you often use the science laboratory?
2) Does every student have access to the
science laboratory?
3) Is the science laboratory always available
for science activities?
4) Are students involved in the practical
activities of science in senior high school?
5) Do you enjoy the science subjects even when
the science laboratory is not used?
6) Do you learn more about Earth Science
through science laboratory experiments?
7) Do you learn more about Chemistry through
science laboratory experiments?
8) Do you learn more about Physics through
science laboratory experiments? (12 STEM
only)
9) Do you learn more about Biology through
science laboratory experiments? (12 STEM
only)

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II. Direction: Check the box of your answer
1-Agree 2-Undecided 3-Disagree
10) Do you think the science laboratory and
experiments are important in learning
science?
Question 1 2 3
1) Its important for teachers to give students
prescriptive and sequential directs for doing
science experiments to help the students gain
more knowledge
2) The lack of equipment affect the student’s
learning during the experiment in a bad way
3) It’s necessary for a student to have laboratory
experience
4) Do you learn more in a science laboratory than in
a classroom?
5) There should be more experiments in the science
laboratory than discussions?
6) The teachers should only watch and guide the
students if necessary so they could learn a lot
more during an experiment
7) Science laboratory helps students significantly
in learning science
8) As a STEM student a Science laboratory is an
important place of learning science for you

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9) The laboratory must be updated yearly to help
students keep up with the rapid development of
science
10) The science laboratory should only be
accessible under a teacher’s guidance

An Evaluation On The Science Laboratory As Learning Aid For STEM Students

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