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Laboratory Safety Practices: Basis for Enhancement Program
A THESIS PROPOSAL
Presented to
The Faculty of the College of Education
NORTHERN NEGROS STATE COLLEGE OF SCIENCE AND TECHNOLOGY
Old Sagay, Sagay City, Negros Occidental
In Partial Fulfillment
of the Requirements for the Degree
BACHELOR OF SECONDARY EDUCATION MAJOR IN SCIENCES
By :

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Acknowledgment
Finally, after many restless nights, this paper was finished. However, this study
was only possible with the assistance of the following individuals, who
consistently encouraged and supported the researchers.
First and foremost, the researchers would like to express their deepest
gratitude to their Almighty God, who showered them with strength, patience,
guidance, wisdom, and good health to make everything possible.
Second, the researchers would like to thank their parents or guardians for their
encouragement and financial assistance in making this study project possible.
1
Lastly, to the teachers who inspired us to work and perform our tasks. Sir Jick
Balinario, the research adviser and statistician, shared his knowledge,
encouragement, time, effort, and hard work in this research. His guidance
helped the researchers all the time in the study and writing of this thesis: Prof.
2
Judith S. Rabacal, the subject teacher in the study, who shared her knowledge
and encouragement.
ABSTRACT
3
Science teachers and Science major students must know and understand the
Laboratory of safety practices to avoid accidents and problems when
conducting the Laboratory. The study used a descriptive design to determine
the level of awareness of science teachers in laboratory safety practices. The
4
study's respondents were major science students in the Department of
Education and Science teachers in NONESCOST.

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Teachers are composed of 6 males and seven females, specializing in biology,

5
physical science, and General science, with five years and below, 6-10 years,
and 11 years above years in service. Students comprised 26 male and 66
female, and 1st-year to 4th-year level. Results indicate no significant
difference in the level of awareness of laboratory safety practices when
grouped by respondents' profiles. Results also showed that the respondents
are highly aware of laboratory safety practices. Results also showed no
significant difference in the level of awareness of laboratory safety practices
between Teachers and students. The researchers suggest establishing
enhancement training and symposium programs and providing a safety manual
6
for science teachers to maintain and enhance their level of awareness of
laboratory safety practices.
Keyword; Laboratory safety practices
CHAPTER 1
INTRODUCTION

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Laboratory experiences provide students with the opportunity for hands-on

manipulation of materials and equipment to learn the techniques (practical
skills) of acquiring data, as well as the methods of experimental design,
analysis/evaluation, and problem-solving, and the broader outcomes of
reinforcing conceptual knowledge and improving scientific communication
7
skills (National Research Council 2000; NSTA 2007). Furthermore, some of the
courses in higher education utilize laboratory activities to practice or perform
experiments and analysis in science subjects of their specific fields. Unlike in
the past, students can easily access laboratories and be taught about safety
procedures.
When teaching a traditional laboratory class, many educational institutions
adopt a cookbook approach (i.e., following written directions) when
experimenting since factors such as time constraints, large numbers of
students, and safety concerns, need to be considered (Mojica, Upmacis 2022).
Lastly, it has been years since students and teachers conducted hands-on
8
laboratory activities or experiments. With this, as we face the new normal
education and the fact that schools are ready to conduct limited face-to-face
9
classes, the researchers themselves want to find out how students and
9
teachers are still aware of safety practices that need to observe inside the
10,11
Laboratory. Laboratory experiments are hazardous; this gives motivation to the
researchers to conduct a study to determine the level of awareness among
students and teachers in laboratory safety practices and then provide training
or interventions to address these problems.
Statement of the Problem

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This study wants to determine the level of awareness among students and
teachers in laboratory safety practices.
Specifically, it seeks to answer the following questions:
1. What is the profile of the teachers in terms of:
1.1 Sex
1.2 years in service
1.3 Area of specialization
2. What is the profile of the students in terms of:
2.1 Sex
2.2 Course
2.3 Year level
3. What is the level of awareness of students and teachers in laboratory safety
practice?
4. Is there a significant difference between the level of awareness of students
and teachers in laboratory safety practices when grouped according to their
profile?
5. Based on the findings, what intervention may be proposed?
12
Hypothesis of the Study
The hypothesis below will be advanced in the study to be
13
tested at 0.05 level of significance:
1. There is no significant difference between the level of awareness of students
and teachers in laboratory safety practices when grouped according to their
profiles.
Theoretical Framework
This study is supported by John Dewey's theory, the Theory of Learning by
Doing. According to (Janse, B. 2019), John Dewey and other pragmatists are
14
convinced that students or other person learning must experience reality as it

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is. From John Dewey's educational point of view, students must adapt to their
environment to learn. The John Dewey Education Theory shows that the great
thinker had the same ideas about teachers. His view of the ideal classroom had
15
many similarities with democratic ideals. Dewey posits that it isn't just the
student who learns but rather the experience of students and teachers
together that yields an extra value for both.
It is both a conceptual designation applied to a wide variety of learning
situations (in fact, as some would argue, to all learning) and a pedagogical
approach in which teachers seek to engage learners in more hands-on, creative
learning modes. Learning by doing, in one form or another, is an element of
almost all major learning theories – in the West, going back at least as far as
the Sophists, emphasizing mind and body and learning. (Bruce B.C,, Bloch N.
2012)
Conceptual Framework
INPUT PROCESS OUTPUT OUTCOME


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Figure 1. A Schematic Diagram Illustrating the Conceptual

The framework of the study
Significance of the Study

Students. The findings of this Study help students to understand proper
laboratory safety, raise their awareness of the potential risks or hazards
16
associated with laboratory work, and recognize that the Laboratory is generally
a safe place to work if safety guidelines are followed.
Science Teachers. The findings of this Study help faculty to ensure that
laboratory working conditions are safe, with proper equipment on hand to deal
with any potential hazard and provide appropriate equipment and supplies for
students to use. Also, provide instructions in laboratory techniques and
handling materials before students conduct experiments.
Future researchers. The study's findings may provide other researchers,
encouraging them to consider and carry out possible research related to the
17
current one. This may also give them the necessary information for future
studies.
Scope and Limitations of the Study

This study focuses on the Level of Awareness of Students and Science Teachers
on Laboratory Safety Practices in Bachelor of Secondary Education Major in
Science and Science Teachers at Northern Negros State College of Science
Technology (NONESCOST) during the 1st semester of A.Y 2022-2023.
18
This study will not cover other majors who don't perform science laboratory
activities. Each of the respondents is given the same questionnaires to answer.
The study would be done through the questionnaire to the respondents as a
survey and reference.

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Definition of Terms
The following terms are defined conceptually and operationally.
Area of specialization. Area of specialization means the body of knowledge or
expertise attained through experience and training in the profession specified
19
on the certificate of insurance. A domain is an area of expertise in your field of
20 21 22
work. Your expertise might relate to your degree program if you completed a
double major, a major with a minor, a major with certification, or a major with a
subject concentration or practical training in an area of study.
This study refers to the main field of science that Teachers teach.
Awareness. It is the state or ability to perceive, feel, or be conscious of events,
objects, or sensory patterns. In this level of consciousness, sense data can be
23
confirmed by an observer without necessarily implying understanding. More
broadly, it is the state or quality of being aware of something. In biological
24
psychology, awareness is defined as a human's or an animal's perception and
cognitive reaction to a condition or event. This study refers to how students and
teachers know something about safety precautions.
Enhancement. The process of improving the quality, amount, or strength of
something.
25
This study, refers to an improvement in science laboratory safety awareness of
science Teachers.
Laboratory. A facility where the "laboratory use of hazardous chemicals"
occurs. It is a workplace where relatively small quantities of hazardous
chemicals are used on a nonproduction basis.
26,27
This study, it refers to an area where students and teachers conduct
experimental activities.
28
Laboratory Safety. This entails identifying and understanding the hazards
present in the Laboratory, assessing risks associated with those hazards,

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managing risk through laboratory ventilation, work practices, and personal

29
protective equipment, and Pre planning emergency response actions.
30 3
This study, refers to the practices that students and teachers must be aware of.
32
Sex.It is a set of biological attributes in humans and animals. It is primarily
associated with physical and physiological features, including chromosomes,
gene expression, hormone levels and function, and reproductive/sexual
anatomy. Sex is usually categorized as female or male, but there is variation in
the biological attributes that comprise sex and how those attributes are
expressed. "Assigned" or "designated" sex refers to the sex noted on a birth
certificate for that person.
33 34
This study, it refers to the sex orientation of students and teachers.
Year of Service. Shall mean the number of years an individual as an employee
shall have rendered service to one or more employers for compensation or
received remuneration for time lost. It shall be computed following the
provisions of section 231b(i) of this title.
35
In this study, it refers to the Teachers' year of service.
Chapter II
Review of Related Literature and Studies
"Laboratory Safety"
Laboratory Safety is a process of approaching problems with scientific
methods, taking measures, and identifying the halting points that may occur
36
against the individual himself/herself, equipment and machines while
conducting laboratory studies and experiments (Karabulut, 2016). In all
37
experimental studies, the most essential point while working in the Laboratory
38
is "safety." Conversely, observance of safety measures during science practical
work is essential for science teaching as it creates interest in science learning,

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motivates learners to pursue science-related careers, and develops a positive

attitude among learners towards science. Therefore, safety and health
measures in science practicals are essential in science teacher education
(Kadiyala & Kealeboga, 2021).
Interestingly, studies that focus on science laboratories in the educational area
mainly deal with the materials, methods, and technics. Unfortunately, there
39
has been limited attention to safety issues (Akpullukcu & Cavas, 2017).
Teaching laboratories in academic institutions are where students develop
practical skills and expand their knowledge in specific fields of interest.
Therefore, it is incumbent upon such institutions to ensure the safety of
implementing safety precautions and standards as essential to high-quality
educational and working conditions. In general, academic institutions have
made progress in minimizing the risk factors in teaching laboratories by
introducing less hazardous materials and procedures and through supervised
experimentation (Siniyeh & Shehri, 2020).
Various studies have been conducted worldwide, including in the Middle East,
to assess safety practices in chemistry, biology, and medical laboratories, in
academic institutions and other health workplaces. These studies indicate a
need for more knowledge, and a misunderstanding of safety concepts, placing
40
emphasis on increasing safety awareness through lectures, training, and other
activities. Some studies recommend further in-depth research, with larger
sample sizes, to collect more data to resolve this critical issue or to introduce
safety education as an integral part of academic curricula. Safety and health
management in practice is essential for effective science teaching to achieve
science aims, goals, and objectives health and safety of science teachers,
learners, and the physical environment. Empirical research findings by
Mogopodi, Paphane, and Petros (2015) indicated that science teachers lack

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knowledge and awareness of chemical management and, therefore, are

recommended for the need for their training. Therefore, a science teacher has
to work continuously, be aware of current requirements, and take responsibility
for every person in the classroom and Laboratory. In this manner, safety issues
41
must be considered for all activity parts (Akpullukcu & Cavas, 2021).
"Chemical Safety Practices"

Where poor CLS awareness exists, teacher CLS practices are likely to be sub-
optimal. In the case of poor safety practices, chemical use and waste may pose
42
serious threats to the users and the environment. Even exposure to some
reagents commonly used in Grade 10 chemistry may present dangers in
different forms and to different degrees since some can be corrosive, explosive,
43
easily oxidizing, flammable, harmful, irritating, or radioactive (Walters et al.,
2017). The vast majority of school laboratories can be insecure for staff and
students due to the usage of chemicals that may be either hazardous or
become hazardous because of some chemical reaction. It is necessary,
therefore, to identify hazards, and assess and control potential risks, in order,
on the one hand, to provide a safe working environment for employees and, on
the other hand, to prevent any potential damage to the broader environment
(Malik et al., 2016).
In addition to the indispensability of hands-on chemical experiments for
learners in their learning of science, many studies also emphasize the
importance of developing chemical safety awareness for teachers and students
(Eguna et al., 2011; Kandel et al., 2017). Sigman (2018) points out that some
laboratory activities in high school can be too risky when teachers have not
been trained to conduct chemical experiments with groups of adolescents,
when laboratories lack proper emergency equipment or where there are no

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44
purpose-built laboratories to conduct the experiments. There is broad
consensus on the difference in chemical safety awareness approach between
developed and developing countries. While laboratory chemical safety
awareness is prioritized in developed countries, it needs to be addressed in
poorer countries (Eguna et al., 2011; Kandel, 2017).
"Emergency Laboratory Practices"

In March 2017, a national newspaper published in the Philippines that several
students and personnel of the Manila Science High School had been
accidentally exposed and believed to be contaminated with heavy metal
mercury. The accident early in March was reported to the school principal ten
(10) days after worsening the scenario and angered many of the victims'
relatives and friends. If only it had been written early, the administration should
have conducted an intervention. In every subject with Laboratory, as included in
the course syllabus, the subject teacher discussed safety and precaution
before conducting any laboratory activities. Despite the educators' efforts to
discuss and highlight the safety and the conduct of safety procedures in the
Laboratory, many studies concluded the deficiency and inadequacy of the
student's readiness and comprehension regarding chemical laboratory safety
(Manuel et al., 2021). As accidents may happen suddenly, the teacher should be
well prepared in the front line of defense to prevent laboratory injuries
(Elbayoumi, 2020).
45
Furthermore, the Study of Akpullukcu and Cavas stated that during an
experiment in a laboratory, an explosion occurred in a school in Tunceli in 2013,
resulting in two students and a teacher being injured1. Another accident
involved a significant number of people. At a primary school in Hakkari, three
students were injured due to an explosion during laboratory experiments in

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2010. The class was working on an activity based on soap making. They used
salt, water, oil, and alcohol when their mixture exploded.
Similarly, an explosion occurred during an experiment in the science laboratory
of a private school in 2010. The teacher and five students were injured as a fire
broke out after the explosion in the Laboratory. Finally, at the science
laboratory of the Professional and Technical Education Center in Mardin, an
explosion occurred at night in 2009. The test tubes exploded due to the effect
of extreme heat. Due to accidents like those previously mentioned, there need
to be some arrangements and educational interventions that can minimize
such accidents.
Aydoğdu and Yardımcı (2013) analyzed the news, which was placed in both
local and national newspapers. According to their Study, it was seen that the
accidents related to the explosions of an experiment involving tubes, spirits,
steel tubes, and bulbs, diffusion of chemicals, gas rising, and breaking of
mercury tubes. The reasons for these accidents were as follows: Absence or
misconceptions of knowledge of characteristics of chemicals; not knowing how
to intervene when chemicals were spilled; carelessness during experiments;
students' use of experimental equipment without teachers' control; and not
knowing or having a professional response toward experimental hazards.
It is essential to create an environment where appropriate laboratory behavior
is maintained. The teacher should be prepared for such cases when an
accident happens suddenly. Planning the activities carefully, providing careful
directions before allowing students to attempt independent projects,
46
protecting the health, welfare and safety of their students, reporting all
hazardous conditions, and being present in the Laboratory to ensure adequate

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safety supervision are some of the necessities during the lessons (Akpullukcu
47 48
& Cavas, 2021).
In addition, Siniyeh and Shehri study it is well understood that preventing or
reducing laboratory accidents is a communal duty that necessitates the efforts
of both personnel and users. Everyone is responsible for reducing the likelihood
of an accident. Apathy, a lack of manners, an inability to follow directions, or
errors in data analysis are the most typical causes of accidents. Therefore, the
concern in activating the role of the Laboratory was integrated with an equal
concern in providing safety and security precautions, accident and injury
prevention measures, and providing first aid skills to whoever works or exists
there (Fagihi, Y.A et al., 2018).
Synthesis
It is the responsibility of the science teacher to mainly manage the laboratory
and orient work towards achieving the objectives of the practical lessons while
maintaining their and others, including the students and the whole school
community. They also bear the most significant burden of emergency action,
providing medical assistance and first aid to those in need, in addition to the
related tasks such as the provision of safety in the school, training students
and teachers on the use of safety means and how to act in case of disasters,
fires, or crises, methods of dealing with emergency cases, raising awareness of
the whole school community, and disseminating the culture of school safety
49
through paying attention to safety precautions in the Laboratory. In this regard,
the Science teacher plays a vital role in achieving safety in the Laboratory.

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CHAPTER III
METHODOLOGY
Research Design
This study will make use of the descriptive-quantitative research design.
According to Best Kahn (2006), descriptive research uses quantitative methods
to describe what is, describing, record, analyze, and interpret existing
conditions. It involves comparisons or contrasts and attempts to discover
relationships between existing non-manipulated variables. It is primarily
concerned with the present, although it often considers past events and
influences related to current conditions.
Locale of the Study
The study will be conducted at Northern Negros State College of Science and
Technology, Main Campus at Brgy. Rizal,and Old Sagay Campus, Sagay City,
Negros Occidental.
Respondents of the Study

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The Study respondents will be the 1st - to 4th-year Bachelor of Secondary

Education Major in Science Students enrolled in A.Y 2022-2023 and Science
Teachers, specifically in Bachelor of Science in Biology, Bachelor of Science in
Fisheries, and Bachelor of Secondary Education.
Research Instruments
The researchers adapted a questionnaire to gather the necessary data for this
study. It consists of two parts: The first part of the questionnaire is on the
respondent profile. On the other hand, the second part of the questionnaire will
gather data on the level of awareness of Laboratory Safety Practices among
students and teachers.
The questionnaire is titled "The Development of Laboratory Safety
Questionnaire for Middle School Science Teachers." The purpose of this paper
is to develop a "valid and reliable laboratory safety questionnaire" which could
be used to identify science teachers' understanding of laboratory safety issues
during their science laboratory activities. The questionnaire was developed
from a literature review and prior instruments developed on laboratory safety
50
issues. To address content validity, the questionnaire was examined by experts
from the field of science education. The questionnaire consists of 36 Likert-
type items related to chemicals, usage of glassware equipment, fire, and
electrical control, personal protection, biological hazards, and emergency. The
study was carried out with 127 teachers who have experience in science
laboratories and work in middle schools in Turkey. The instrument was found to
be internally consistent with high-reliability scores. The significance value
shows that the data come from a multivariate normal distribution and are
suitable for factor analysis. The factor analysis indicates that the items in the
questionnaire accumulate around a single dimension named safety issues. The
results provide evidence that the instrument is valid for further implementation

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on a broader scale and in larger samples. The results of this study showed that
the questionnaire has an appropriate scale to determine the middle school
science teachers' understanding of laboratory safety issues. (Akpullukcu and
51
Cavas: The Development of Laboratory Safety Questionnaire, Science
Education International,28(3),224-23. https://doi.org/10.33828/sel.v28.13.6)
To determine the level of awareness of Laboratory Safety Practices among

science teachers, the researcher conducted a survey using a survey
questionnaire. To ensure that this study proceeded correctly, the researcher
wrote a letter to the office of the school's division superintendent expressing
the purpose of the study and seeking permission to conduct the research in the
locale of the study. As soon as permission was granted, the letter was sent to
52
the school's principal for the proper conduct of the study to the participants.
Informed consent will be obtained from the participants after the study's aims
are explained. Participants will be reminded that proceeding with the survey
implies consent to participate in the study. After providing informed consent,
participants will be allowed to proceed. The participants had given a survey
questionnaire to answer their level of awareness of laboratory safety practices.
Data confidentiality and anonymity will be maintained throughout the study.
Data Analysis Procedure
The following statistical tools were used to answer questions posed in this
study:
For problems 1 and 2, which determine the profile of the students and science
teachers, frequency and percentage will be used. For problem 3, to determine
the level of awareness of students and science Teachers in laboratory safety
practices, mean and Standard Deviation were used, and for Problem 4, which
determines the significant difference between the level of awareness of

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students and science teachers in laboratory safety practices. T-TEST and

ANOVA were used.
Chapter IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
The data gathered by the researcher were organized and statistically treated to
obtain information that would answer the specific problems of this research.
Table 1. Profile of Science Major Students when grouped according to their sex
and year level.
Table 1: Profile of Science Major Students
Profile of Respondents
Frequency
Percent
Sex
Male
29
30.5
Female
66
69.5
Year Level
1st Year
20
21.1
2nd Year
23

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24.2
3rd Year
27
28.4
4th Year
25
26.3
Total
95
100
53
Table 1 shows the profile of the science major students. The results reflect that
female science students have a higher percentage of 69.5 percent than male
54
science students with 30.5 percent. It implies that most of the science major
students were female. The result reflects that first-year students have the
lowest percentage of 21.1, second-year students have a percentage of 24.2
percent, fourth-year students have a percentage of 26.3, and third-year
students have a higher percentage of 28.4 percent. It implies that the majority
55 56 57
of the major science students are in the third year.
Table 2. Profile of Science Teachers when grouped according to their sex and
year level.
Table 2. Profile of the Science Teachers
Frequency
Percent

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Sex
Male
6
6.3
Female
7
7.4
Specialization
Biology
2
2.1
General Science
3
3.2
Physical Science
8
8.4
Years in Service
Below 5 Years
0
0
6-10 Years
7
7.4
11 years Above
6
6.3

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Total
13
100
Table 2 shows the profile of the science teachers, and the result reflects those
female science teachers have a higher percentage of 7.4 percent than a male
58
with a percentage of 6.3 percent. It implies that most of the science teachers
were female. The result reflects that teachers above 11 years in service have a
lower percentage of 6.3 percent than the teachers who are 6-10 years in
59
service with the percentage of 7.4 percent; it implies that most of the science
60
teacher are 6-10 years in service. The result showed the profile of the teachers
when grouped according to their area of specialization. The table reflects that
61
the teachers in biology have the lowest percentage of 2.1 percent, while the
teachers in general Sciencescience have a percentage of 3.2 percent, and the
teachers in physical Sciencescience have the highest percentage of 8.4
6
percent. It implies that the majority of the respondents have the specialization
in physical science.
Table 3: Level of awareness of Science Students in laboratory safety practices

according to their profile.
Median
Interpretation
Sex
Male
3.88
Highly Aware

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Female
3.88
Highly Aware
Year Level
1st Year
3.54
Highly Aware
2nd Year
3.84
Highly Aware
3rd Year
3.96
Highly Aware
4th Year
4.00
Highly Aware
Total
95
LEGEND: SCALE RANGE INTERPRETATION

4.00 - 3.00 Highly Aware
2.99 - 2.00 Aware
1.99 - 1.00 Fairly Aware
64
1.00 - .99 Not Aware

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65
Table 3 showed that the level of awareness of science major students in
laboratory safety practices according to their profiles. The result showed that
66
the major science students of the college of education are highly aware of
68
laboratory safety practices in terms of sex based on the obtained median of
67,68
3.8800 in male and 3.8814 in females. Moreover, the result showed that the
69,70 71
science major students are highly aware in terms of year level based on the
72 73 74
obtained median of 3.5357 in first year, 3.8421 in second year, 3.9630 in third
75 76 77
year and 4.0000 in fourth year science major students.
Table 4: Level of awareness of science teachers in laboratory safety practices
according to the profile of the respondents
Median
Interpretation
Sex
Male
4.00
Highly Aware
Female
4.00
Highly Aware
Specialization
Biology
4.00
Highly Aware
General Science
4.00

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Highly Aware
Physical Science
4.00
Highly Aware
Years in Service
Below 5 Years
0
0
6-10 Years
4.00
Highly Aware
11 years Above
4.00
Highly Aware
Total
13
Highly Aware
78
Table 4 showed that the level of awareness of science teachers in laboratory
safety practices according to their profile. The result showed that science
79
teachers of northern negros state college of Sciencescience and technology are
highly aware of laboratory safety practices in terms of sex based on the
80 81
obtained median of 4.0000 in male and female. Moreover, the result showed
82
that the science teachers are highly aware in terms of years in service based on
the obtained median of 4.0000 in 6-10 years and 11 years above. Furthermore,
88
the result showed that the science teachers are highly aware in terms of area of
specialization based on the obtained median of 4.0000 in biology, general
83 84 85,86,88 87 89 90,91
Sciencescience and in physical Sciencescience. As summary the result showed

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92 93
that science teachers in Northern negros state college of Sciencescience and
94 95
technology are highly aware with the laboratory safety practices regardless of
96
their sex, area of specialization and years in service. It means that a proper
97
procedure in case of any incidents by the students and Teachers are practiced
98
inside the science laboratory.
99 100
Table 5. significant difference between on the level of awareness of Science
101
science major students and teachers in laboratory safety practices
Respondents
N
Mean Rank
Sum of Ranks
Level of awareness of science Students and Teachers
Student
95
60.88
5784.00
Teacher
13
7.85
102.00
Total
108

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102
The result showed that the level of awareness in laboratory safety practices of
103
Science teachers and Science Major Students is the same. This contradicts
the Study of Anijah-Obi (2018), the result that science students have just a fair
104 105 106,107 108
knowledge of their safety, their gender and location of school notwithstanding
is not a welcome development. The findings revealed the risk science students
109
exposed themselves to as they go about doing their work, particularly in the
Laboratory. The need for the students to be fully aware of the risk was
110
emphasized by Anijah-Obi (2018) who opined that awareness would make
111,112
science students be sensitive to their environment.
Chapter V
113
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

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114
This chapter is divided in three sections. The first section contributes to the
115 116 117
summary of the findings, the conclusions, followed to this are the
118
recommendations for future research and for science laboratory safety
awareness.
Summary of Findings
119
Using appropriate statistical tools, the results revealed that:
120 121 122
The Science Major Students consists of 29 or 30.5 percent and 66 or 69.5
123 124 125 126
percent were female. In years level it showed that 1st year students consist of
127
20 or 21.1 percent, 23 or 24.2 percent were 2nd year students, 27 or 28.4
128 129 130
percent were 3rd year students and 25 or 26.3 percent were 4th year students.
131 132 132
The Teachers consists of 6 or 6.3 percent of male and 7 or 7.4 percent female.
133,138 134 135,136
In the of area of specialization, result showed that 2 or 2.1 percent were
137
Biology, 3 or 3.2 percent were General Science and 8 or 8.4 were Physical
139
Science. In the years of service, the result showed that there is no respondents
140 141 142
that has 5 and below years in service. 7 or 7.4 percent were 6-10 years and 6
or 6.3 percent were 11 years above.
The Sciencescience Major students were highly aware of laboratory safety
143
practices regardless of their sex, and year level. Also, the Science teachers
were highly aware of general safety laboratory practices regardless of their sex,
144
area of specialization and years in service. The result also shows that Science
145 146 147 148
Major Students and Science Teachers in terms of sex male and female has the
149
same awareness in laboratory safety practices. It showed that in the year level
150 151 152 153
of students' 1st year students has the least percentage compared to the 2nd,
154 155
3rd and 4th year students. It shows that it has no difference in the level of
156 157 158
awareness in terms of years in service and area in specialization.

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Based on the result of the study, the respondents are already aware of the
science laboratory safety practices. The researchers proposed a science
159
laboratory safety enhancement program to strengthen their awareness.
Conclusions
Based on the findings of the study, the researchers concluded that;
160
1. Majority of the science teachers were female and 11 years in service is lower
161 162
than 6-10 years in service. Most of them are specializing physical
163
Sciencescience.
169 164 165 166
2. Majority of the Sciencescience major students were female and most of
167 168,169
them are third year students.
170 171
3. Science major students have a high level of awareness on laboratory safety
practices.
4. Science teachers have a high awareness of laboratory safety practices.
172
5. The level of awareness on laboratory safety practices between science
173,174
teachers and science major students is not significant.
Recommendations
175
Based on the result and conclusion of the study the researcher where able to
formulate the following recommendation:
1. The researchers proposed Enhancement Program on Safety laboratory
practice shall be implemented to sustain the level of awareness on safety
practice to promote safe practices in conducting laboratory activities.
2. The proposed Enhancement program on Safety laboratory practice consists
of an Emergency Plan, Safety use of apparatus and chemicals, and basic first
aid.

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3. The other researcher may conduct the same study using other parameters
not mentioned in the study.

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Laboratory Safety Enhancement Program Proposal for Science Teachers and

Science Students
176
Title: Laboratory safety practices enhancement program for science teachers
177
and major science students.
178
Proponent: Science teachers and Science major students of Northern Negros
State College of Science and Technology; College of Education
Project location: Sagay City, Negros Occ.
Proposed date: January 2023
179
I. Rationale:
Experimental work is, therefore, a crucial part of any scientific education—
teachers whose prime goal is to protect their students' safety throughout lab
activities.
It is essential to understand the knowledge of science teachers and their
180 181
obligation with regard to laboratory safety. This leads the researchers to

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conduct an enhancement program and training as an output and outcome for

the research entitled" Laboratory safety practices: Basis for laboratory safety
enhancement program.
This enhancement program aims to:

182
1 Enhance the knowledge of science teacher and science students with regard
183
to laboratory safety practices
2. Provide teachers and students with sustained enhancement training in
laboratory safety practices, including emergency plans, safety use of
apparatus and chemical and basic first aid and life support.
BUDGET:
15,000 pesos
Objectives
Activities
Persons Involved
Time Frame
Budget
Expected Output
Enhance Science Teachers' and science students' awareness of laboratory
safety practices.
1
Orientation and symposium on basic and advanced laboratory safety practices.
Science Teachers, science students, and speakers
January 18, 2023 (3 hours)
6,000 Pesos

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At least 100% of the science teachers and students will attend the program.
Ensure Science Teachers and science students have sufficient training in basic
first aid and life support
Basic First Aid and Life Support training
Science Teachers, science significant college students of education and

speakers
January 18, 2023 (4 hours)
6,000 Pesos
100% of the teacher and science students will enhance their knowledge of
basic first aid
Science Teachers and science students will establish proper handling of
chemical apparatus
Seminar and orientation for safe use of chemicals and apparatus
185
Science Teachers and major science students
January 19, 2023 (2-3 hours)

6,000 Pesos
186
100% of the teacher and students will enhance their knowledge in handling
chemical apparatus
187,188
Science Teachers and science students will establish the effective framework
for emergency response
Seminar and orientation about the response to medical emergencies, spills of

hazardous materials, fires, and power outages in laboratories
189
Science Teachers and major science students of the college of education

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6,000 Pesos
190
100% of the teacher and students will enhance their knowledge in laboratory
emergency response
Provides Science Teachers and science students with the information and
training necessary to improve school laboratory safety and health and to
prevent chemical-related injuries and illnesses in science school laboratories.
Orientation and symposium on safe practices for handling hazardous
191
chemicals.
192
Science Teachers and major science students of the college of education
6,000 Pesos
At least 100% of the science teachers and science students will enhance their
knowledge about laboratory safety practices regarding hazards associated with
using chemicals in the school laboratory.

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1. Lastly, to the teachers who inspired us to Incomplete sentences Correctness

work and perform our tasks.
2. who Pronoun use Correctness
3. major → primary Word choice Engagement
5. science → Science Confused words Correctness
6. level of Wordy sentences Clarity
7. Laboratory experiences provide students Hard-to-read text Clarity

with the opportunity for hands-on
manipulation of materials and equipment
to learn the techniques (practical skills)
of acquiring data, as well as the methods
of experimental design,
analysis/evaluation, and problem-
solving, and the broader outcomes of
reinfo…
8. normal → Word choice Engagement

average, regular, standard, typical
9. With this, as we face the new normal Unclear sentences Clarity

education and the fact that schools are
ready to conduct limited face-to-face
classes, the researchers themselves
want to find out how students and
teachers are still aware of safety
practices that need to observe inside the
Laboratory.
10. gives motivation to → Wordy sentences Clarity

motivates
11. to Wrong or missing prepositions Correctness
12. The hypothesis Determiner use Correctness

(a/an/the/this, etc.)
13. a 0.05 Determiner use Correctness

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14. person → people Incorrect noun number Correctness
15. isn't → is not Inappropriate colloquialisms Delivery
16. work, Comma misuse within Correctness

clauses
17. This Intricate text Clarity
18. don't → do not Inappropriate colloquialisms Delivery
19. your Inappropriate colloquialisms Delivery
20. Your Inappropriate colloquialisms Delivery
21. your Inappropriate colloquialisms Delivery
22. you Inappropriate colloquialisms Delivery
23. In this level of consciousness, sense data Unclear sentences Clarity

can be confirmed by an observer without
necessarily implying understanding.
24. awareness Ineffective or missing Clarity

emphasis
25. study, Comma misuse within Correctness

clauses
26. it Pronoun use Correctness
27. This study, it refers to an area where Unclear sentences Clarity

students and teachers conduct
experimental activities.
29. Pre Wordy sentences Clarity
30. study, Comma misuse within Correctness

clauses

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31. of Inappropriate colloquialisms Delivery
32. . It Improper formatting Correctness
33. it Pronoun use Correctness
34. sex → sexual Confused words Correctness
35. In this Wrong or missing prepositions Correctness
36. against the individual Misplaced words or phrases Correctness
37. the essential, an essential Misuse of modifiers Correctness
38. practical science Misplaced words or phrases Correctness
39. Cavas → Caves, Canvas Misspelled words Correctness
40. placing emphasis on → Wordy sentences Clarity

emphasizing
42. serious → severe Word choice Engagement
43. easily → quickly Word choice Engagement
44. Sigman (2018) points out that some Hard-to-read text Clarity
laboratory activities in high school can be
too risky when teachers have not been
trained to conduct chemical experiments
with groups of adolescents, when
laboratories lack proper emergency
equipment or where there are no
purpose-built laboratories to conduct the
…
45. Cavas → Caves Misspelled words Correctness
46. , and Comma misuse within Correctness

clauses

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48. Planning the activities carefully, providing Hard-to-read text Clarity

careful directions before allowing
students to attempt independent
projects, protecting the health, welfare
and safety of their students, reporting all
hazardous conditions, and being present
in the Laboratory to ensure adequate
safety supervision are so…
49. They also bear the most significant Hard-to-read text Clarity
burden of emergency action, providing
medical assistance and first aid to those
in need, in addition to the related tasks
such as the provision of safety in the
school, training students and teachers on
the use of safety means and how to act in
case of disasters,…
50. To address content validity Misplaced words or phrases Correctness
51. Cavas → Caves Misspelled words Correctness
52. As soon as permission was granted, the Intricate text Clarity

letter was sent to the school's principal
for the proper conduct of the study to the
participants.
54. major → significant Word choice Engagement
55. the majority of the → Wordy sentences Clarity

most
57. the third → their third Determiner use Correctness

58. , with Punctuation in Correctness

compound/complex
sentences

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59. the percentage → a percentage Determiner use Correctness

60. teacher → teachers Incorrect noun number Correctness
61. , while → . In comparison, Hard-to-read text Clarity
62. a specialization Determiner use Correctness

63. It implies that the majority of the Unclear sentences Clarity

respondents have the specialization in
physical science.
64. -. Improper formatting Correctness
67. male → males Incorrect noun number Correctness
68. The result showed that the major science Unclear sentences Clarity
students of the college of education are
highly aware of laboratory safety
practices in terms of sex based on the
obtained median of 3.8800 in male and
3.8814 in females.
69. science major → major science Misplaced words or phrases Correctness
71. in terms Wordy sentences Clarity
72. the first Determiner use Correctness

73. the second Determiner use Correctness

74. the third Determiner use Correctness


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clauses
76. fourth year → fourth-year Misspelled words Correctness
78. Table 4 showed that the level of Unclear sentences Clarity

awareness of science teachers in
laboratory safety practices according to
their profile.
79. Sciencescience → Science science Misspelled words Correctness
80. male → males Incorrect noun number Correctness
81. female → females Incorrect noun number Correctness
82. in terms Wordy sentences Clarity

clauses
85. in Wrong or missing prepositions Correctness
86. in Wordy sentences Clarity
88. Furthermore, the result showed that the Unclear sentences Clarity
science teachers are highly aware in
terms of area of specialization based on
the obtained median of 4.0000 in biology,
general Sciencescience and in physical
Sciencescience.
89. As → A Confused words Correctness
90. a summary Determiner use Correctness


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91. summary, Comma misuse within Correctness

clauses
92. in → at Wrong or missing prepositions Correctness
94. with → of Wrong or missing prepositions Correctness
95. the laboratory Determiner use Correctness


clauses
97. are → is Faulty subject-verb Correctness

agreement
98. It means that a proper procedure in case Intricate text Clarity

of any incidents by the students and
Teachers are practiced inside the science
laboratory.
99. a significant, or the significant Determiner use Correctness

100. on Wrong or missing prepositions Correctness
102. in → of Wrong or missing prepositions Correctness

clauses
105. the location Determiner use Correctness

106. the school Determiner use Correctness


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107. school, Punctuation in Correctness

compound/complex
sentences
108. notwithstanding Incomplete sentences Correctness
109. go about doing → do Wordy sentences Clarity
110. , who Punctuation in Correctness

compound/complex
sentences
111. be Incorrect verb forms Correctness
112. be Wordy sentences Clarity
113. , AND Comma misuse within Correctness

clauses
114. in → into Wrong or missing prepositions Correctness
115. and the Conjunction use Correctness
116. , followed → ; followed, . Followed Punctuation in Correctness

compound/complex
sentences
117. to this Wordy sentences Clarity
118. for Wordy sentences Clarity
119. Using appropriate statistical tools Misplaced words or phrases Correctness
120. consists → consisted Faulty tense sequence Correctness
121. consists of → comprised Wordy sentences Clarity
122. , and Punctuation in Correctness

compound/complex
sentences
123. In → At Wrong or missing prepositions Correctness

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124. the years Determiner use Correctness

125. level, Punctuation in Correctness

compound/complex
sentences
126. 1st year → 1st-year Misspelled words Correctness
127. 2nd year → 2nd-year Misspelled words Correctness
128. 3rd year → 3rd-year Misspelled words Correctness

compound/complex
sentences
130. 4th year → 4th-year Misspelled words Correctness
131. consists → consist Faulty subject-verb Correctness

agreement
132. The Teachers consists of 6 or 6.3 percent Unclear sentences Clarity

of male and 7 or 7.4 percent female.
133. of Wrong or missing prepositions Correctness
134. the area, or an area Determiner use Correctness

135. the result Determiner use Correctness

136. result → results Incorrect noun number Correctness

compound/complex
sentences
138. In the of area of specialization, result Unclear sentences Clarity

showed that 2 or 2.1 percent were
Biology, 3 or 3.2 percent were General
Science and 8 or 8.4 were Physical
Science.

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139. is → are Faulty subject-verb Correctness

agreement
140. has → have Faulty subject-verb Correctness

agreement
141. 5 → five Improper formatting Correctness

compound/complex
sentences
143. sex, Punctuation in Correctness

compound/complex
sentences

clauses
145. , in Punctuation in Correctness

compound/complex
sentences
146. , male Punctuation in Correctness

compound/complex
sentences
147. female, Punctuation in Correctness

compound/complex
sentences

agreement
150. students' → students Incorrect noun number Correctness
151. , year Punctuation in Correctness

compound/complex
sentences

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agreement
153. least → Word choice Engagement

most minor, most minuscule,
most negligible

clauses
155. 4th year → 4th-year Misspelled words Correctness
158. the specialization Determiner use Correctness

159. science laboratory safety enhancement Intricate text Clarity

program

compound/complex
sentences
161. are specializing → specialize Faulty tense sequence Correctness
162. in physical Wrong or missing prepositions Correctness

compound/complex
sentences
167. are → were Faulty tense sequence Correctness
168. third year → third-year Misspelled words Correctness

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169. 2. Majority of the Sciencescience major Unclear sentences Clarity

students were female and most of them
are third year students.
171. on → of Wrong or missing prepositions Correctness
172. on → of Wrong or missing prepositions Correctness
173. science major → major science Misplaced words or phrases Correctness
175. , the Punctuation in Correctness

compound/complex
sentences
176. Laboratory safety practices Intricate text Clarity

enhancement program
179. I Inappropriate colloquialisms Delivery
180. with regard to → about, concerning Wordy sentences Clarity
182. teacher → teachers Incorrect noun number Correctness
183. with regard to → about, concerning Wordy sentences Clarity
184. Orientation and symposium on basic and Incomplete sentences Delivery

advanced laboratory safety practices.

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187. the effective → an effective Determiner use Correctness

188. effective → practical, adequate Word choice Engagement
191. Orientation and symposium on safe Incomplete sentences Delivery

practices for handling hazardous
chemicals.

Report

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1 Ineffective or missing emphasis

Unique Words 19%

Rare Words 40%

Word Length 5.3

Sentence Length 12.3

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Teachers are composed of 6 males and seven females, specializing in biology,

Keyword; Laboratory safety practices

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Laboratory experiences provide students with the opportunity for hands-on

Statement of the Problem

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INPUT PROCESS OUTPUT OUTCOME

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Figure 1. A Schematic Diagram Illustrating the Conceptual

Significance of the Study

Scope and Limitations of the Study

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managing risk through laboratory ventilation, work practices, and personal

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motivates learners to pursue science-related careers, and develops a positive

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knowledge and awareness of chemical management and, therefore, are

"Chemical Safety Practices"

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"Emergency Laboratory Practices"

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The Study respondents will be the 1st - to 4th-year Bachelor of Secondary

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To determine the level of awareness of Laboratory Safety Practices among

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students and science teachers in laboratory safety practices. T-TEST and

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Table 3: Level of awareness of Science Students in laboratory safety practices

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LEGEND: SCALE RANGE INTERPRETATION

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Laboratory Safety Enhancement Program Proposal for Science Teachers and

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conduct an enhancement program and training as an output and outcome for