Utilization and Types of Laboratory Approaches Employed in Public Secondary Schools in Ilocos Norte
Johanna Justine Dalere | Marc Paul T. Calzada
Discipline: Social Sciences
Abstract:
This study investigates the laboratory practices of science teachers in
public secondary schools within the Schools Division of Ilocos Norte, focusing on the types of laboratory teaching approaches employed and
their frequency of use. Utilizing a quantitative research design, data were
collected through surveys to assess the extent of implementation of various methodologies, including Demonstration, Guided Inquiry, Open Inquiry, Structured Inquiry, and Confirmation Inquiry. The analysis revealed a significant correlation between the types of approaches used
and their frequency of implementation, with Demonstration and Guided
Inquiry being the most frequently employed methods. In contrast, Open
Inquiry and Confirmation Inquiry were utilized less often, indicating potential barriers to their implementation. The findings highlight the need
for targeted professional development to enhance teachers' confidence
and skills in employing a wider range of inquiry-based approaches. This
research contributes valuable insights into the current state of laboratory
practices in science education, emphasizing the importance of understanding these practices to inform future training and support initiatives
aimed at improving science instruction and fostering a more effective
learning environment for students. Further research is recommended to
explore the impact of these teaching approaches on student learning outcomes and to identify challenges faced by teachers in implementing diverse laboratory methodologies.
References:
- Agustian, H. Y. (2024). Recent advances in laboratory education research. Chemistry Teacher International. https://doi.org/10.1515/cti-2024-0071
- Baur, A., & Emden, M. (2020). How to open inquiry teaching? An alternative teaching scaffold to foster students’ inquiry skills. Chemistry Teacher International, 3(1). https://doi.org/10.1515/cti-2019-0013
- Chang, P., Lee, S., & Wen, M. L. (2022). Developing an inquiry-based laboratory curriculum to engage students in planning investigations and argumentation. International Journal of Science Education, 44(18), 2659–2684. https://doi.org/10.1080/09500693.2022.2141083
- Dah, N. M., Noor, M. S. A. M., Kamarudin, M. Z., & Azziz, S. S. S. A. (2024). The impacts of open inquiry on students’ learning in science: A systematic literature review. Educational Research Review, 43, 100601. https://doi.org/10.1016/j.edurev.2024.100601
- De Borja, J. M. A., & Marasigan, A. C. (2020, February 19). Status of science laboratory in a public junior high school. http://ijrp.org/paper-detail/959
- Efendi, N., & Jayanti, A. S. L. (2024a). Optimizing science laboratory management for enhanced student learning outcomes. Indonesian Journal of Law and Economics Review, 19(4). https://doi.org/10.21070/ijler.v19i4.1185
- Efendi, N., & Jayanti, A. S. L. (2024b). Optimizing science laboratory management for enhanced student learning outcomes. Indonesian Journal of Law and Economics Review, 19(4). https://doi.org/10.21070/ijler.v19i4.1185
- Elechi, C. N. (2015). Availability and utilization of basic science laboratory facilities in junior secondary schools: A panacea for reform in STEM education. SciSpace - Paper. https://typeset.io/papers/availability-and-utilization-of-basic-science-laboratory-2plsrgnxy1
- Eymur, G., & Çetin, P. S. (2024). Investigating the role of an inquiry-based science lab on students’ scientific literacy. Instructional Science, 52(5), 743–760. https://doi.org/10.1007/s11251-024-09672-w
- Garcia, J., Uluan, A. Y., Barat, I. J., Lubay, J. N., Macagba, I., & Mahinay, H. (2022). Lived experiences of science major students in the absence of laboratory activities. American Journal of Education and Technology, 1(2), 75–82. https://doi.org/10.54536/ajet.v1i2.513
- Grancharova, N. D. (2024). The role of STEM lab experiments in building science literacy in chemistry education. International Journal of Multidisciplinary Research in Arts Science and Technology, 2(8), 42–50. https://doi.org/10.61778/ijmrast.v2i8.76
- Ibragimova, S. (2023). The role of modern laboratories in teaching biology. Deleted Journal, 03(05), 20–26. https://doi.org/10.37547/supsci-ojbc-03-05-04
- Kaneza, P., Nkurunziza, J. B., Twagilimana, I., Mapulanga, T., & Bwalya, A. (2024). Comparison of teaching-learning behaviours in hands-on experiments and teacher-based demonstration chemistry laboratory sessions in Rwandan secondary schools. Cogent Education, 11(1). https://doi.org/10.1080/2331186x.2024.2424152
- Karlina, N., Syahrial, N., & Wulandari, B. A. (2024). Guided Inquiry: Science learning techniques in improving elementary school students’ process skills and concept mastery. Asian Journal of Education and Social Studies, 50(11), 118–126. https://doi.org/10.9734/ajess/2024/v50i111639
- Martín-Alguacil, N., & Avedillo, L. (2024). Student-centered active learning improves performance in solving higher-level cognitive questions in health sciences education. International Medical Education, 3(3), 346–362. https://doi.org/10.3390/ime3030026
- Mosiienko, H., Dziamko, V., Ievstigneieva, I., Kuninets, O., & Tsyganok, V. (2023). Laboratory practicums as the main form of integration of students’ theoretical and methodological knowledge and practical skills. Conhecimento & Diversidade, 15(38), 306–326. https://doi.org/10.18316/rcd.v15i38.11054
- Nguyen, V. H., Halpin, R., & Joy‐Thomas, A. R. (2024). Guided inquiry‐based learning to enhance student engagement, confidence, and learning. Journal of Dental Education, 88(8), 1040–1047. https://doi.org/10.1002/jdd.13531
- Nimreskosu, A. C., Leiwakabessy, F., & Wael, S. (2024). Utilization of laboratories through scientific literacy activities to improve scientific attitudes and creative thinking. BIOEDUPAT Pattimura Journal of Biology and Learning, 4(2), 200–206. https://doi.org/10.30598/bioedupat.v4.i2.pp200-206
- Nsanzimana, N. P., Ngendabanga, N. C., & Nkurunziza, N. J. B. (2021). Investigation of constraints faced by teaching and learning of chemistry in Nyarugenge district secondary schools: Quest for quality improvement. GSC Biological and Pharmaceutical Sciences, 16(2), 110–121. https://doi.org/10.30574/gscbps.2021.16.2.0222
- Omar, C., & Plumb, S. (2023). Teamwork and student engagement during practical sessions in laboratories. 8th International Conference on Higher Education Advances (HEAd’22), 1187–1195. https://doi.org/10.4995/head23.2023.16036
- Patero, J. L. (2024). Enhancing student performance through laboratory-based instruction: A study on the relative density and buoyancy of liquids. Journal of Physics Conference Series, 2871(1), 012008. https://doi.org/10.1088/1742-6596/2871/1/012008
- Pulsay, M. A. (2024). Exploring the impact of demonstration models and activity-based learning approach in teaching science at Government Higher Secondary School Trespone, Kargil. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.4863456
- Putri, J. K., Gunawan, C. W., & Wiyatmo, Y. (2024). Implementation of guided inquiry to increase students’ interest in learning physics and critical thinking skills. Jurnal Pendidikan Fisika Dan Teknologi, 10(2), 257–263. https://doi.org/10.29303/jpft.v10i2.7091
- Revista Metropolitana de Ciencias Aplicadas. (2020, September 1). SciSpace - Journal. https://typeset.io/journals/revista-metropolitana-de-ciencias-aplicadas-2crh6er7
- Shahzadi, I. (2023). Role of laboratories and science teaching material in science teaching and students learning at secondary level in public schools. Journal of Development and Social Sciences, 4(II). https://doi.org/10.47205/jdss.2023(4-ii)23
- Shivolo, T., & Mokiwa, H. O. (2024). Secondary school teachers’ conceptions of teaching science practical work through inquiry-based instruction. Journal of Education in Science Environment and Health, 120–139. https://doi.org/10.55549/jeseh.693
- Silva-Núñez, L. D., & Cáceres-Mesa, M. L. (2024). Experimentation as a strategy for approaching scientific knowledge. Deleted Journal, 7(1), 79–87. https://doi.org/10.62452/yx1rwz28
- Umara, N. R. (2022). The effectiveness of the demonstration method to improve student learning outcomes. East Asian Journal of Multidisciplinary Research, 1(9), 1997–2006. https://doi.org/10.55927/eajmr.v1i9.1513.
- Wang, H., Hong, Z., She, H., Smith, T. J., Fielding, J., & Lin, H. (2022). The role of structured inquiry, open inquiry, and epistemological beliefs in developing secondary students’ scientific and mathematical literacies. International Journal of STEM Education, 9(1). https://doi.org/10.1186/s40594-022-00329-z