Philippine E-Journals

PHYSICS LABORATORY LEARNING ENVIRONMENT AS PREDICTORS OF SELF-ENGAGEMENT AND ACHIEVEMENT IN ELECTRICITY AND MAGNETISM: TOWARDS THE DEVELOPMENT OF SUPPLEMENTARY LABORATORY ACTIVITIES

Reynan A. Dulinayan | Gloria Vicky A. Antonio

 

Abstract:

This study identified the prevailing psycho-social laboratory environments, describe the self-engagement and assessed the laboratory achievement in Physics of Science, Technology, Engineering and Mathematics (STEM) students of Nueva Vizcaya. Moreover, the status of Physics laboratories of public senior high school in the school division was described through their compliance to some guidelines of DepEd Order No. 48 series 2006 and adequacy in terms of the available laboratory equipment, based from the Grade 12 Curriculum Guide. Furthermore, self-engagement and laboratory achievement were modeled as predicted by the scales of the psycho-social laboratory environment using the second generation Partial Least Square based Structural Equation Modeling (PLS-SEM). Results showed that there are vital regulations recommended by the order that were not properly implemented. Even though the schools lack the necessary laboratory facility they have a potential adequacy for basic material provision. Students have high levels of self-engagement towards Physics while the laboratory environment had a medium level impact to the students. Performance evaluation revealed that respondents have low Physics achievement under Electricity and Magnetism. Construction of the revised PLS-SEM models demonstrated that most scales of the laboratory environment could predict self-engagement and achievement. Based from the results, supplementary laboratory activities were recommended.