JULINA SAN ANDRES AGUIRRE

A THESIS SUBMITTED
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS
FOR THE DEGREE OF Master of Arts in Education – Major
In SCIENCE EDUCATION
SORSOGON STATE UNIVERSITY
SCHOOL OF GRADUATE STUDIES
SORSOGON CITY

JULY 30, 2022

 APPROVAL SHEET

The thesis attached hereto, entitled, A Laboratory

Experiment Manual (LEM) for Senior High School
Students, prepared and submitted by Julina S. Aguirre,
in partial fulfillment of the requirements for the
degree of Master of Arts in Education – Major in
Science Education is hereby accepted.

SHERILL GILBAS, Ph. D.

Adviser

Chairman

Member

Member

Accepted in partial fulfillment of the requirements

for the degree of Master of Arts in Education – Major
in Science Education.

____________________
Dean

ACKNOWLEDGEMENT
 The researcher would like to offer this achievement
to everyone who gave their utmost support and energy
that contributed dearly to the completion of this
study.

To my professor, Dr. Sherill Gilbas who gave her

time and unendingly relay her mastery to the
researcher. I am very grateful for your guidance. Your
teachings contributed a lot to my growth as an academic
writer.

To my classmates, who served as my bud and brother,

who greatly helped in keeping my spirits positive and
uplift me during those times that I think I can’t
finish this paper. I am sincerely grateful.

To my family, who supported me in all aspects. Fill

my pockets and enrich my mind. Who never stopped
motivating me. Whom I not only shared my blood and
meat, but also shared with my cup of coffee and stayed
up late with me during those all-nighters while
encoding my paper.

Last but not the least, to God. Thank you for your
overflowing patience with me. I bet listening to all of
my prayers about everything seems tiring. Thank you for
listening still. You’re slowly fulfilling them and I’m
really thankful for everything.

J.S.A
 ABSTRACT

This study focuses mainly on the creation of a

Laboratory Experiment Manual or can be shortly called
as LEM. The researcher proposed this idea due to her
own experiences as a science teacher who found it
difficult to conduct laboratory experiment on her
science related subjects due to many reasons. This
study would like to confirm the struggles of all the
other students and teachers regarding their experiences
in doing laboratory works.

Based on the study of Pareek (2019), It was found

that many teachers faced difficulties when conducting
science activities due to the inadequate equipment and
materials. This reason is one of the primary reason as
to why laboratory experiments are lessen or omitted in
teaching science. This study would like to propose an
alternative. It’s called as Laboratory Experiment
Manual (LEM). This aims to help the STEM students to
have a vast options by compiling different laboratory
experiments for a specific topic. This study would like
to answer the following questions:

1. How often do science teachers conduct laboratory

experiments?

2. Is there a need to find an alternative experiment

due to the complexity of the steps?
3. How can we help teachers and students be able to
access a better platform for laboratory experiment
ideas?

Teachers cannot perform a lot of laboratory works

since a lot of problem arises in their respective
school assignments. Problems like the limited
laboratory apparatus and insufficient laboratory
experiment examples are some of those. This research
will focus mainly on the development of a Laboratory
Experiment Manual (LEM) for Senior High School students
that will serve as a tool that hopes to enable a better
learning environment for learners to thrive more in
science. This research will try to unlock and answer
this very substantial core question:

“How can we help teachers and students be able to

access a better platform for laboratory experiment
ideas?”

This study will only include Senior High School

students taking up STEM as their strand. Students
outside the said strand is not included in the said
study. Science related subjects are the only subject
that this research will cater such as General
Chemistry, General Physics, and General Biology,
respectively. The location of this study will only
occur in the province of Sorsogon.
 This study focuses mainly on the proposition of an

alternative Laboratory Experiment Manual (LEM).The

research approach is experimental, quantitative, and
descriptive. The sample size that was used in the study
was 30 respondents from the Senior High School
Department of STEM Strands from the Province of
Sorsogon. In this study, the researcher use interview
using survey as a way of data collection. Data
collected from different source via the help of the
data collection procedure. Data would be analyze
through the help of simple graphic analysis of obtained
data from the data collection procedure.
 TABLE of CONTENTS

TITLE PAGE
APPROVAL SHEETS
ACKNOWLEDGEMENT
TABLE OF CONTENTS

CHAPTER I: THE PROBLEM

BACKGROUND OF THE STUDY

STATEMENT OF THE PROBLEM
SIGNIFICANCE OF THE STUDY
SCOPE AND DELIMITATION
DEFINITION OF TERMS

CHAPTER II: THEORETICAL, CONCEPTUAL

AND OPERATIONAL FRAMEWORKS OF THE
STUDY

RELATED LITERATURE
RELATED STUDY
SYNTHESIS OF THE STATE-OF-THE-ART
GAP BRIDGE OF THE STUDY
CONCEPTUAL FRAMEWORK
CONCEPTUAL PARADIGM

CHAPTER III: RESEARCH DESIGN AND

METHODOLOGY

RESEARCH DESIGN
THE SAMPLE
THE INSTRUMENT
DATA COLLECTION PROCEDURE
DATA ANALYSIS PROCEDURE
 CHAPTER I: THE PROBLEM

BACKGROUND OF THE STUDY

There have been multiple calls to incorporate the

teaching of scientific practices within scientific
laboratory courses over the past decade as stated by
the study of Hosbien, et. Al. (2021). Laboratory
experiments are research method by which researchers
create controllable environment to test hypotheses. In
education, specifically in teaching science to STEM
students, there’s a need for students to experience the
processes and procedure firsthand. This will enable
students to arrive to their hypothesis and draw
conclusions. These firsthand experiences will
strengthen their knowledge and help them in pursuing
science related higher education and even in their
everyday life but the problem is that, laboratory
experiment nowadays are too complex that students find
it hard to manipulate the experiment or the
unavailability of a certain apparatus. Sometimes, the
experiments are to be omitted due to the said matter.

STATEMENT OF THE PROBLEM

Based on the study of Pareek (2019), It was found

that many teachers faced difficulties when conducting
science activities due to the inadequate equipment and
materials. This reason is one of the primary reason as
to why laboratory experiments are lessen or omitted in
teaching science. This study would like to propose an
alternative. It’s called as Laboratory Experiment
Manual (LEM). This aims to help the STEM students to
have a vast options by compiling different laboratory
experiments for a specific topic. This study would like
to answer the following questions:

How often do science teachers conduct laboratory

experiments?

Is there a need to find an alternative experiment due

to the complexity of the steps?

How can we help teachers and students be able to access

a better platform for laboratory experiment ideas?

SIGNIFICANCE OF THE STUDY

This study is made with the aim to provide crucial

information and knowledge regarding the chosen topic
from the respondents, recent studies or theses, and
related sites needed for the expected importance to the
individuals as follows:

The Researcher: Being a science teacher, the researcher

will greatly benefit from this research because this
will serve as her basis not just in teaching and
conducting science experiment but also, this will
provide the researcher with the specific data that are
reliable, credible for further understanding of the
topic.
The Students: It will necessarily lessen the burden for
them and will help them acquire more scientific
knowledge through the use of this research. Further
dispensable data would generate more understanding of
their needs and want as knowledge seekers.

The Schools: The scholastic institutions will benefit a

lot in this research for the reason that, the creation
and implementation of LEM would generally help the STEM
students and will also boost the trust in the
scientific community of them.

SCOPE AND DELIMITATION

This study will only include Senior High School

students taking up STEM as their strand. Students
outside the said strand is not included in the said
study. Science related subjects are the only subject
that this research will cater such as General
Chemistry, General Physics, and General Biology,
respectively. The location of this study will only
occur in the province of Sorsogon.

DEFINITION OF TERMS

LEM- The LEM or Laboratory Experiment Manual is an

alternative manual that the researcher is proposing. It
contains a variety of laboratory experiments for a
specific science related subjects.
Laboratory- A facility in which experiments are said to
be conducted. It contains laboratory apparatus in which
hypothesis are tested, observations, and concluded.

STEM- It stands for Science, Technology, Engineering,

and Mathematics. It’s a senior high school strand
related to the four areas mentioned above.

Sorsogon Province- A province in Bicol Region wherein

the study is commenced. This is the exact location of
the surveys are to be conducted.
 CHAPTER II: THEORETICAL, CONCEPTUAL AND
OPERATIONAL FRAMEWORKS OF THE STUDY

RELATED LITERATURE

The purpose of the study was to find out the

effects of existing physical environment of chemistry
lab on cognitive learning of chemistry students in the
rural and urban schools of Rawalpindi Division at
secondary school level. The population of the study
consisted of all science teachers and science students
of all male and female schools in Rawalpindi division.
Through proportionate sampling technique, 300 science
teachers and 400 science students of grade X were taken
as sample. For collection of data, an achievement test
with respect to cognitive abilities in the subject of
chemistry was developed for four hundred students of
grade X and a questionnaire with respect to lab
facilities was developed for three hundred science
teachers. Data were analyzed with the help of
descriptive and inferential statistics i.e.,
percentage, mean and Z-test. Analysis of the study
revealed that existing laboratories were substandard,
and adequate physical facilities, equipment and
consumable items were not available. Due to conduct of
practicals, performance of urban students in the
achievement test was better than the performance of
rural students. The study revealed that laboratory
environment had positive impact on cognitive learning.
ALI (2018)

The purpose of this study is to develop a thinking

process model that reveals cognitive bias through
analyzing students’ cognitive biases in processing
experimental manuals. Twenty-two college students
participated in the study. During the “making
electromagnets” experimental activity, we collected
students’ concurrent verbal protocols, gaze positions,
and experimental behaviors. After the experiment, we
collected their retrospective verbal protocols and
ensured reliability by diversifying the data. The
collected data were analyzed inductively using the
grounded theory methodology. The results showed that
four categories of paradigm (causal conditions,
phenomena, interactions, and contextual conditions) and
fifteen concepts were derived. Students displayed bias
in following the manual instructions due to the
influence of causal conditions. When embodying biased
representations as workspace entities, biased responses
come from the influence of contextual conditions.
Therefore, these can be developed in consideration of
causal and contextual conditions when developing a
manual, thereby reducing cognitive bias among students,
and ultimately helping them perform accurate
experiments. KIM (2020)

A descriptive, mixed methods study investigated

learning outcomes and processes of integrating
environmental education (EE) and science education
(SE). Specifically, this study examined the impact of
EE-based constructivist science teaching approach on
students' science achievement scores, environmental
self-efficacy, course completion rate, and perceptions
of their learning experiences. Participants of the
study (N=46) included students in a Physical Science
course at one public high school in a southeastern
state of the United States. Data sources included the
students' final exam scores, standardized unit test
scores, self-efficacy measurements, course completion
data, and student written reflections. Data analysis
indicated that students with an EE-based constructivist
science teaching approach (N=23) performed higher on
science achievement tests and developed statistically
higher environmental self-efficacy than those in a
traditional teaching classroom (N=23). More students
passed the final exam (96%) and the mean final exam
score was four points higher (82) in EE-based
constructivist teaching approach classes. Students who
were in the EE-based constructivist science teaching
approach classroom tended to perceive their learning
experiences in more positive ways. HOOLEY & PARK (2020)

This study investigated the factors influencing the

science teaching efficacy of Filipino science teachers.
Methods: A correlational research design was employed
to collect the data from 261 Filipino science teachers
using adapted and validated research instrument,
encoded and administered via web-based program.
Findings: The results uncovered that student technology
use, 21st century learning attitudes, and teacher
leadership attitudes are not significant predictors of
science teaching efficacy. The teaching outcome
expectancy beliefs, STEM instruction, and STEM career
awareness, however, can significantly explain the
variation in the science teaching efficacy of the
respondents. This indicates that teacher actions in
science classroom, their pedagogical practices, and
their awareness to STEM-fields should be considered in
crafting capacity building program for science
teachers. Conclusions: These factors are crucial in
enhancing of teacher quality of science educators,
thereby, uplifting the quality of science education in
the country. GREGANA, ET. AL (2022)

The present study investigated the effectiveness of

constructivist approach on academic achievement in
science at secondary level using pre-test, post-test,
experimental and control group design, with 58 samples
grouped as experimental group (29) and control group
(29) on the basis of matching by intelligence test. The
investigators conducted this experiment over three
weeks by using both traditional and constructivist 7E-
model. The self-developed achievement test covering
Class IX Textbook of West Bengal Board of Secondary
Education, India was used as tool. The study found that
the students exposed to the constructivist 7E-model
significantly achieved better than traditional method.
In addition, students exposed to the 7E-model performed
significantly higher than those exposed to the
traditional teaching method in respect of their gained
scores at every intelligence levels. The constructivist
approach strategy is capable of improving student's
mastery of content at the higher order levels of
cognition. It is therefore recommended that
constructivist 7E-model strategy be used in science
teaching for the development of student's higher
achievement in science at secondary level. Adak (2017)
Science, technology, engineering, and mathematics
(STEM) programs serving students from low socioeconomic
areas are understudied in the literature. More research
studies need to be conducted to make informed
instructional decisions for students who may be at a
disadvantage compared to their peers from higher
socioeconomic areas. The purpose of this research study
was to determine the effects of traditional science
instruction and blended learning on STEM achievement of
elementary school students from low socioeconomic
areas. Third, fourth and fifth grade students (N = 129)
from a low-socioeconomic school were randomly assigned
to receive traditional science instruction or a blended
learning science curriculum approach. The science,
technology, engineering, and mathematics (STEM)
achievement scores were analyzed by conducting a one-
way two-group Multiple Analysis of Variance (MANOVA)
implemented in R statistical computing platform (R Core
Team, 2018). The results indicated that the teaching
method had a statistically significant effect on the
linear combination of the science, technology,
mathematics and engineering scores (F(4,124) = 80.27, p
< 0.0001, Pillai's Trace = 0.721, partial ?[superscript
2] = 0.721), in favor of the blended learning approach.
SEAGE & TÜREGÜN (2020)

Interactive teaching environments help students

transition from a 'consumer' of information to a
generator of knowledge and help to create an
educational setting that inspires and supports student
engagement, while developing high-order skills and a
deeper level of knowledge and understanding. To develop
an interactive teaching condition, the author utilized
the 'Citizen Scientist' approach. Citizen Science is
defined as, 'scientific activities in which non-
professional scientists volunteer to participate in
data collection, analysis and dissemination of a
scientific project.' The author hypothesized that this
approach would be beneficial in a tertiary education
setting with undergraduate students serving as the
Citizen Scientists. In order to advance an
understanding of the benefits of interactive teaching
and to shape her own teaching practice using an
evidence base, the author employed a repeated-measures
counterbalanced mixed design to assess and compare the
Traditional and Citizen Science teaching approaches.
The author's results show that sometimes teachers
simply cannot predict the success of a teaching
practice, no matter the teaching experience they may
have, nor the body of literature that may exist on the
topic. The findings show that students are unlikely to
be disadvantaged by the teaching style adopted. This
gives teachers the scope to choose the style that they
feel most confident using or to consider using a mix of
the two approaches within their teaching. MILES (2019)

In recent years, marine science education has

received increasing attention around the world, but the
integration of STEM education into the marine
curriculum is rarely applied to lower-secondary
schools. The purpose of this research was to determine
the effect of a teaching module on the topic of marine
science, developed using a STEM approach, on the
motivation, interest, and marine science achievements.
The 9th-grade students from two classes in a Taiwanese
public school were recruited in this study. Students in
the experimental group were taught using the STEM
course. Students in the control group were taught in a
traditional didactic teaching course. Pre- and post-
tests were used to determine marine science
achievement, interest, and learning motivation. The
experimental group gained significantly superior scores
in three out of four dimensions towards motivation and
two out of three dimensions interest. A significant
difference was found between the experimental group and
the control group, with the former showing increased
marine science achievement over the latter in higher-
order thinking; however, no significant differences
were with respect to cognition. It is concluded that
involving STEM-based implementations in teaching, the
subject "Marine Science" increases the success rate and
attitude towards the subject of students. CHENG (2021)

The science learning environment is an important

factor in students' attitudes toward their science
experiences in school, as well as toward science
courses. This study compares how learning in different
laboratory environments (hands-on or virtual)
influences these attitudes for middle school (7th
grade) students. Participants were 143 seventh-grade
students from a public school. They were enrolled in
four different seventh-grade science classes, all
taught by a single teacher. Pretest and post-test
responses were compared to investigate participants'
attitudes toward different forms of laboratories and
toward science courses. Data were gathered by giving
students an attitude questionnaire (pretest and post-
test) and by conducting interviews (post-test).
Findings revealed that laboratory experiences have a
strong impact on middle school students' attitudes
toward science; after working with the laboratory
environment (either hands-on, virtual, or in a
combination) students had a more positive attitude
toward science. Data based on the questionnaire
revealed no differences in attitudinal improvement
between hands-on, virtual, or combinations of these
labs, although descriptive data suggested that virtual
labs are more effective for attitude change than hands-
on labs. This may be linked to students' overall, but
slight, preference for virtual laboratories over hands-
on laboratories, as became apparent from the
interviews. KAPICHI, ET. AL (2020)

In the field of science education, laboratory

learning environment has gained renewed interest in the
recent decade. This study aimed to investigate the
relationships among students' conceptions of science
laboratory learning, perceptions of the science
laboratory learning environment, and their academic
self-efficacy in science learning by adopting the
structural equation modeling (SEM) technique. A total
of 513 senior high school students (262 females) in
Taiwan were invited to participate in this survey
study. Three instruments were adapted and implemented
to investigate the aim of the study (i.e. the
conceptions of science laboratory learning
questionnaire, the science laboratory environment
inventory, and the academic self-efficacy in science
learning questionnaire). The results indicated that the
students' conceptions of science laboratory learning
made a significant contribution to their perceptions of
the science laboratory environment, which consequently
fostered their science learning self-efficacy. More
specifically, students with conceptions of science
laboratory learning as reviewing their prior learning
profiles tended to highlight the "student
cohesiveness," "integration," and "material
environment" aspects of the laboratory environment.
Moreover, students who held personal ideas of science
laboratory learning as acquiring manipulative skills
tended to perceive actual science laboratory
environments as much more open-ended and to attain
advanced academic science learning self-efficacy. In
addition, those students who viewed laboratory learning
as achieving in-depth understanding, and who perceived
that laboratory activities are guided by clear rules,
were prone to express a stronger sense of academic
self-efficacy. Based on the results, practical
implications and suggestions for future research are
discussed. LEE, ET. AL (2020)

RELATED STUDY

Laboratory education is a core part of

engineering curricula; engineering students generally
prefer to work on something real. The classical mode
and the oldest form of laboratory education is the
hands-on mode. Advances in information and
communication technologies have contributed to the
laboratory education by creating two new modes, the
simulated (virtual) mode and the online controlled mode
(remote). Recently, developments or utilizations of
hybrid structures of two types (e.g., virtual and
hands-on, or remote and hands-on) have been reported in
the literature; however, until now there are no reports
of hybrid structures of the three types together. This
paper describes the technical development of a novel
laboratory model that combines the three modes in one
unifying software package, namely the TriLab, by using
Laboratory Virtual Instrument Engineering Workbench
(LabVIEW). It is shown that LabVIEW provides a single
programming environment for developing all components
of the TriLab. Furthermore, it is shown that the Joomla
web content management system can be used as a solution
for efficient deployment of a remote lab online portal
on the top of the LabVIEW core software. The
development of the TriLab using LabVIEW and Joomla for
an Instrumentation and Control Engineering Laboratory
rig is shown. The analysis of student survey is
presented which has shown positive impact of the
pedagogical utilization of the TriLab. This is the
first paper which aims to provide engineering academics
a generic architecture and software solutions to
rapidly develop their own TriLab. ABDULWAHED & NAGY
(2010)

The study aimed to find out the effect

of a developed laboratory manual in Physics on the
conceptual understanding of Industrial Technology
students. A pretest-posttest matched group design with
experimental and control groups, consisted of 21
students each that undergone matching procedures were
used in the conduct of this study. Descriptive
statistics like mean and standard deviations, and t-
tests were used to interpret and analyze the data.
Cohen’s d effect size measure was also employed in
order to measure the practical significance of the
instructional material. This effect size can be
operationally defined as learning gains due to
experimental treatment. Findings suggest that the
developed laboratory manual in Physics was found to be
effective in enhancing the conceptual understanding of
the students during their Physics laboratory class.
Thus, this positive result indicates a strong support
for a utilization of the learning material for
instructional and institutional use. OLE (2020)

For students who are not science

majors, problem-based (PB) laboratories for first-year
chemistry provide a more comprehensive experience than
conventional expository ones. Implementing PB labs is
reasonably easy, as the lab experiments may not need to
change; what changes is the way the lab manual is set
up and how the actual session is carried out. Rather
than having a step-by-step procedure, the PB manual has
general guidelines for the experiment, enabling
students to develop experimental procedures of their
own. During the lab session, a prelaboratory discussion
is driven by the students’ input and clarifies the
details for each individual procedure. In addition to
the engagement of the students in the lab, the result
of this approach has been the development of students
who are capable of formulating hypotheses and, more
importantly, sound experimental procedures to test
these hypotheses. LAREDO (2013)

This study aims to determine the effect

of using out-of-school learning environments in science
teaching on motivation for learning science. It is a
quasi-experimental study and it has been designed as
pre- and posttest experimental study. The study was
carried out with seventh grade students enrolled in a
secondary school in the city centre of a metropolis of
Turkey in 2018 within a period of 20 weeks. There were
28 students in the control group and 28 students in the
experiment group. Students' motivation for science
learning was evaluated using the Motivation Scale for
Science Learning. The scale was used as pretest before
the study, post-test at the end of the study, and
follow-up test 12 weeks after the study. In the
research, the application step was carried out by the
science teacher and the researcher. In the control
group, science teaching process was performed in
accordance with the present science curriculum. Out-of-
school learning environments related to the objectives
of the current science teaching were used for the
experiment group during the science teaching. The
students in the experiment group visited out-of-school
learning environments like nature trips, botanic parks,
science fairs, science museums, natural history
museums, the observatory, anatomy exhibitions, and
energy parks for the subjects that were taught to them.
It was found in the study that using out-of-school
learning environments in science teaching had a
significant effect in developing students' motivation
for learning science. Based on this finding, formal
education of science students can be supported with
out-of-school learning environments. YILDIRIM (2020)

Contemporary educational practices have

been calling for pedagogical models that foreground
flexibility, agency, ubiquity, and connectedness in
learning. These models have, in turn, been stimulating
redevelopments of educational infrastructure--with
physical contours reconfigured into novel complex
learning spaces at universities, schools, museums, and
libraries. Understanding the complexity of these
innovative learning spaces requires an acknowledgement
of the material and digital as interconnected. A
'physical' learning space is likely to involve a range
of technologies and in addition to paying attention to
these 'technologies' one must understand and account
for their physical sites of use as well. This paper
discusses the influence of materiality in learning,
using an analytical approach that situates learning
activity as an emergent process. Drawing on theories
that foreground socio-materiality in learning and on
the relational perspective offered by networked
learning, we call for a deeper understanding of the
interplay between the physical (material and digital),
conceptual, and social aspects of learning, and their
combined influence on emergent activity. The paper
argues that in order to successfully design for
innovative learning, educators need to develop their
capacity to trace the intricate connections between
people, ideas, digital and material tools, and tasks--
to see the learning-whole in action. CALVALHO & YEOMAN
(2021)

There have been multiple calls to

incorporate the teaching of scientific practices within
science laboratory courses over the past decade. To
accomplish this goal, changes must be made to the
curriculum standards, instructional programs, and
assessment-evaluation systems used in laboratory
courses. One instructional program that can used in a
laboratory course to help students learn scientific
practices such as investigation design, collecting and
analyzing data, argument generation and critique, and
science writing is the argument-driven inquiry (ADI)
instructional model. This article describes the
development of an end-of-course assessment, the
Investigation Design, Explanation, and Argument
Assessment for General Chemistry I Laboratory (IDEAA-
GC1), that educators can use to measure students'
ability to use scientific practices after incorporating
the ADI instructional model into the General Chemistry
I Laboratory. This new instrument has strong face and
content validity as well as consistent instructor
grading. The face validity of the instrument was
established through iterative revisions of the IDEAA-
GC1 based on faculty and student feedback. Content
validity was established through the alignment of the
IDEAA-GC1 with scientific practices and anchoring
concepts as described by the Three-Dimensional Learning
Assessment Protocol and the General Chemistry Anchoring
Concepts Content Map. HOSBEIN, ET. AL. (2021)

The present study aimed to explore the

availability and utilization of a science laboratory
for the teaching and learning of science. This study
was a joint collaboration with India's Ministry of
Human Resource Development, the Government of India,
and the National Council of Educational Research and
Training. The study adopted descriptive survey
methodology and random sampling. The instruments used
for the study were questionnaires for principals,
teachers, and students. The study's findings revealed
in most participating schools; there were no separate
science laboratories. It was also found that many
teachers faced difficulties when conducting science
activities due to the large number of students in each
class as well as inadequate equipment and materials.
The findings highlight that as there was no assessment
of science laboratory practical activities, these
activities did not contribute directly to the
measurement of students' academic performance in
science. The study suggested that governments should
support laboratory practical activities in science as a
part of assessment and specifically for this study's
context takes immediate steps to set up science
laboratories in all schools for the effective teaching
and learning of science. PAREEK (2019)

Teaching laboratories form an essential

component of any engineering education. They enable
students to participate in various stages of
experiential learning including conceptualization and
experimentation followed by reflection, analysis and
interpretation of data. However, operating teaching
laboratories with social distancing measures poses
significant logistical and safety challenges, and
alternative modes of delivery may be a realistic way
forward in adapting engineering curricula to the post
COVID-19 world. Best practices from spaces such as
distance learning and virtual / remote laboratories can
be leveraged to facilitate educators’ responses. This
review is aimed at identifying evidence-based
approaches for transforming hands-on labs into virtual
or remote operation to achieve desired learning
outcomes without compromising on soft skills and
student self-efficacy. A critical review of the recent
literature on delivering STEMM education laboratories
in either a virtual or remote setting or a combination
of both is presented here. Commonly emerging approaches
are identified and strategies to implement remote or
mixed-mode (a combination of remote and traditional lab
components) delivery are highlighted. The value of
these approaches to the educator is assessed based on
claimed learning outcomes, availability of resources,
technology, scheduling, and cost factors. BHUTE &
BRECHTELSBAUER (2021)
 This study aimed to identify the least
learned competencies, needs, and challenges of
engineering physics students and teachers, and develop
a laboratory manual for Engineering Physics through a
mix method design and ADDIE model, but limited to
analysis, design and development of Laboratory Manual
only. The participants were six Engineering Physics
Laboratory teachers and ten second year engineering
students. The result showed that the prevailing
challenges that needs to be addressed in the laboratory
class were lack of updated instructional materials such
as laboratory manuals and laboratory equipment, old
laboratory apparatus that give inaccurate data and the
least learned competencies were thermodynamics, waves
and optics, and electricity and magnetism. From the
least learned competencies, a laboratory manual was
developed to address the needs identified by students
and teachers. Results revealed that the developed
laboratory manual is much acceptable (M=4.64), by
experts. In particular, the laboratory manual is
acceptable in terms of Content Quality (M = 4.69),
Instructional Quality (M = 4.64) and Technical Quality
(M = 4.58). In conclusion, the implementation of the
engineering physics curriculum faces many challenges
especially the lack of laboratory facilities and
instructional materials. The validated developed
laboratory manual was found very much acceptable and
can be used to address the needs of the students and
teachers of engineer physics. It is recommended that
the laboratory manual will be used as a supplemental
instructional material. Also, further review and
evaluation of the manual maybe considered to make it
more contextualized, localized and indigenized in the
Philippine setting. MERCADO (2020)

In this study a survey was developed to

investigate students’ engagement during general
chemistry laboratory sessions. Aspects of engagement
surveyed included cognitive, behavioral, and emotional
engagement, and the survey items were focused on
activities during the pre-laboratory introduction,
laboratory procedures, and data collection. Exploratory
factor analysis of the results was conducted to
determine the various underlying factors in the survey,
and the scores of the general chemistry laboratory
students along these underlying factors were compared.
The findings supported the various dimensions of
engagement reported in the literature. ALONSO & SMITH
(2020)

SYNTHESIS OF THE STATE-OF-THE-ART

The science laboratory experiment is an important

factor in students’ attitude towards their science
experiments in school, as well as toward their science
courses (Kapici, et. Al, 2020)

Teachers cannot perform a lot of laboratory works

since a lot of problem arises in their respective
school assignments. Problems like the limited
laboratory apparatus and insufficient laboratory
experiment examples are some of those. This research
will focus mainly on the development of a Laboratory
Experiment Manual (LEM) for Senior High School students
that will serve as a tool that hopes to enable a better
learning environment for learners to thrive more in
science. This research will try to unlock and answer
this very substantial core question:

“How can we help teachers and students be able to

access a better platform for laboratory experiment
ideas?”

GAP BRIDGE OF THE STUDY

All studies have been made for researchers to have

an idea regarding laboratory experiments from the
content of the related literature and related studies.
There were no general studies conducted on creating or
proposing an alternative Laboratory Experiment Manual
aside from the existing or previous textbook based
experiments which are said to be limited. Most study
focused on the cognitive development that the
experiments can provide, the alternative strategies if
laboratory experiments aren’t possible to be conducted,
the cognitive effect of science laboratory experiments,
and virtual labs but none tried to create an
alternative manual. The identification of the said gap
serves as the pinnacle/basis on the creation of an
alternative LEM aiming to raise more scientific
literacy among SHS STEM students.

CONCEPTUAL FRAMEWORK
 This study would iterate that in order to answer
and achieve the inquiry of the problem the following
steps should be undertake including all the variables
that will be tackled and touch in the whole study:

1. The importance of laboratory experiments to

student’s scientific growth and understanding, the
occurrence of the experiments, the inability to conduct
the experiments and the proposition of an alternative
manual.

2. Data would be analyzed using survey via an

interview.

3. Integration of the Alternative Laboratory Manual

(LEM) based on the results of the survey.

CONCEPTUAL PARADIGM

CHAPTER III: RESEARCH DESIGN AND METHODOLOGY

RESEARCH DESIGN
 This study focuses mainly on the proposition of an
alternative Laboratory Experiment Manual (LEM). The
research approach is experimental, quantitative, and
descriptive.

THE SAMPLE

THE SAMPLE SIZE: The sample size that was used in the
study was 30 respondents from the Senior High School
Department of STEM Strands from the Province of
Sorsogon.

THE INSTRUMENT

The study will only use interview by survey as its

research instrument that will be used to gather data to
all the 30 respondents’ province wide in the province
of Sorsogon.

DATA COLLECTION PROCEDURE

In this study, the researcher use interview using

survey as a way of data collection.

DATA ANALYSIS PROCEDURE

Data collected from different source via the help

of the data collection procedure. Data would be analyze
through the help of simple graphic analysis of obtained
data from the data collection procedure.