IN-DEPTH INQUIRY ON THE STUDENT’S BACKGROUND KNOWLEDGE

ON THE USE OF LABORATORY APPARATUS

A Thesis
Presented to the
Faculty of the School of the Infant Jesus
The Empowered Zone for Excellence in Education, Inc.
Mabalacat City

In Partial Fulfilment
of the Requirements for the Strand
Science, Technology, Engineering and Mathematics

Andaya, Luijille Kyle S.

Cuenco, Johnjer C.
Luzong, Allen Christian C.
Mesa, Patrick Angelo J.
Samson, Gabriel M.
Soriano, Karl Ashley T.

January 2024
 ABSTRACT

Title: In-Depth
. Inquiry on the Student’s Background Knowledge on
the Use of Laboratory Apparatus

Researchers: Samson, Gabriel M.

Andaya, Luijille Kyle S.
Cuenco, Johnjer C.
Luzong, Allen Christian C.
Mesa, Patrick Angelo J.
Soriano, Karl Ashley T.

Track: Academic Track

Strand: Science, Technology, Engineering, and Mathematics (STEM)

The researchers focused on investigating the student's background knowledge on the

use of laboratory apparatus. The study's respondents consisted of three (3) Grade 12

SHS STEM students from one of the private schools in Mabalacat City, Pampanga.

The students were selected using a convenience sampling technique without specific

criteria for the students. This study aimed to determine the level of knowledge

students have in laboratory equipment and find misconceptions, the primary purpose

of this study is to understand the cause of these misconceptions. The study employed

a qualitative case study approach and a narrative design because it is best suited in

knowing the knowledge of the subject and understanding a phenomenon. The data

was gathered from respondents by an in-person inquiry interview. Then, the

researcher interpreted the data.

The study revealed that students listed 11, 10, and 6 equipment. It includes beakers,

flasks, graduated cylinders, microscopes, droppers, pipettes, etc. Based on the

students’ responses to the challenges of utilizing equipment, four types of

misconceptions are derived.

These are function equipment, microscope usage, distinguishing laboratory

equipment, and heating procedures when using equipment. The misconceptions were

due to infrequent exposure to laboratory equipment at earlier Grade levels,

specifically in Junior High School. The study recommended that institutions should

strengthen the use of the equipment at earlier grade levels and that re-orientation of

Science teachers is needed to emphasize the importance of pre-exposure to laboratory

equipment.

Keywords: Background knowledge, Laboratory Equipment, Misconceptions,

Phenomenon
 5

ACKNOWLEDGEMENT

The researchers would like to acknowledge everyone who contributed and

assisted us with our study.

To Almighty God, for advising and assisting us in overcoming the difficulties of our

studies.

To our Family, friends, loved ones, and classmates, for their unwavering love,

moral support, help, and inspiration to finish the study.

To Mr. John Rey Romero our thesis adviser, for assisting and supporting us in

carrying out our research.

To Mr. Jason B. Donor, our dear principal and Capstone Adviser, for helping us in

completing our research.

To Ms. Kyla Rhose Ramos, our thesis English critique, research instructor and

subject teacher in practical research, for helping us correct our incorrect grammar and

support throughout the study.

To our Dear Panelist, our members of the Oral Examination Committee, for their

helpful comments and suggestions to improve the paper.

To the Participants, for volunteering their time to participate in the experiment and

assisting us in achieving the goal of this study

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DEDICATION

We sincerely dedicate this study to our loving parents because they inspired and

encouraged us during arduous times. They are always by our side throughout the

research writing process and give us strength and hope when we think of giving up.

They also gave us a sense of positive energy and perseverance in not giving up on our

studies.

Moreover, we dedicate this study to our friends who became our supporters and

helped us with any problem we faced. They encouraged us to finish this important

research on time. They also gave us inspirational messages every time.

To our teachers who believed that we would finish this research on time, helping us to

make our research better, and inspiring us with their inspirational stories when they

were students before.

And lastly, we dedicate this research paper to the Almighty God, who gives us

strength, intelligence of the mind, protection, and health. All of this we offer for you.
 7

TABLE OF CONTENTS

APPROVAL SHEET……………………………………………………………
TITLE PAGE……………………………………………………………………
ABSTRACT……………………………………………………………………... ii
ACKNOWLEDGEMENT……………………………………………………… iii
DEDICATION…………………………………………………………………… iiv
TABLE OF CONTENTS………………………………………………………... v
LIST OF FIGURE AND TABLES……………………………………………... vii

Chapter

1 THE PROBLEM AND REVIEW OF RELATED LITERATURE

Introduction……………………………………………………….…. 1
1 4
Review of Related Literature………………………………..……….14
14 15
Conceptual/ Theoretical Framework………………………………....16
2 17
Statement of the Objective……………………………..……………. 18
Significance of the Study……………………………..……………... 5
Scope and Delimitation of the Study…………………..…………….
7
Definition of Terms……………………………..…………………....
8

2 METHODOLOGY

Research Design…………………………………….……………..... 22
Respondent of the Study ……………………………………………. 22
Research Locale …………………………………………………….. 23
Instrument…………………………………………..……………….. 23
Sampling Design ……………………………………………………. 23
Data Collection Procedure…………………………………………... 24
 8

3 RESULT AND DISCUSSION

Results…………………………………..…………………………… 25
Discussion…………………………..………………………………..

4 SUMMARY, CONCLUSION AND RECOMMENDATION

Summary 38
Conclusion 39
Recommendation 40

REFERENCES.……………………………………………………………......... 41

APPENDICES…………………………………………………………………… 47

CURRICULUM VITAE………………………………………………………... 73
 9

LIST OF TABLES

Table
1. Known Laboratory Equipment of Student A 25
2. Known Laboratory Equipment of Student B 27
3. Known Laboratory Equipment of Student C 28
4. Student's Misconceptions Regarding the Functions of Equipment 30
 10

LIST OF FIGURES

Figure 1. Research Paradigm…………………………………………………... 14

 11

THE PROBLEM AND ITS BACKGROUND

Introduction

According to Olaniyan (2017), laboratory apparatus refers to a collection of

tools, equipment, or machines utilized for specific purposes. It encompasses

instruments or equipment required for projects and experiments. Some utensils and

appliances are significant when engaging in hands-on laboratory activities. In

addition, the selection of laboratory apparatus depends on the type of laboratory and

the nature of the experiment performed.

Moreover, “STEM” stands for Science, Technology, Engineering, and

Mathematics. It is generally a field or curriculum that teaches students in various

science-related disciplines. Science laboratories give students hands-on learning,

sometimes called direct physical contact engagement. Students who engage when

performing hands-on activities using laboratories can learn better than in a traditional

classroom. Furthermore, a more profound understanding occurs when students

perform hands-on experiments (Antonio, 2018).

The causes of laboratory accidents include these seven aspects. (1) Inadequate

knowledge and understanding of the equipment, (2) Absence of guidance from

supervisors, (3) Errors in formulating experimental procedures, (4) incorrect

arrangement of equipment, (5) insufficient proper safety, body protection, and other

safety devices, and (6) Noncompliance are induced by the negligence of the students

when using laboratory equipment made with glasses and low comprehension of

properly using laboratory equipment (Kong et al., 2021).

 12

In line with this, Fagihi (2018) recommends a criterion known as laboratory

practices to avoid laboratory accidents. These laboratory practices include all practical

activities related to science courses. Practical activities need proper execution with the

instructors regulating the students. Therefore, students and teachers will gain a sense

of awareness for safety. Failing to perform these activities because of carelessness and

lack of knowledge may cause accidents.

In addition, the laboratory serves as a location for students to apply the theory

concept given in the classrooms by instructors as it increases the student’s

comprehension of the studied academic material. In a general sense, laboratory

equipment is composed of consumable laboratory equipment and non-consumable

laboratory equipment. Laboratory consumables are fragile, disposable, or thrown

away after damage. Examples include glassware, glass pipe, rubber pipe, filter paper,

chromatographic paper, and others. Conversely, laboratory non-consumable

equipment is repeatedly useable or multi-use. Examples are vacuum pumps,

microscopes, and electronic equipment (Nst et al., 2021).

In Nigeria, Ramatu (2016) assessed the level of understanding of Senior

Secondary Biology students in identifying the names of laboratory equipment and

their functions. The researcher used a Biology Students Laboratory Apparatus

Questionnaire (BSLAQ) to gather data from 357 students and discovered Biology

students struggled in identifying and naming ordinary laboratory equipment, scoring

inadequately low in the subject.

In Indonesia, Trisna et al. (2021) examined how well high school students

comprehend laboratory work safety. Students' comprehension of laboratory tools and

functions received a low score.

 13

Fell into the poor category (55.36%), while the safety aspect of laboratory

work obtained a higher score, qualifying it as sufficient (73.71%). Overall, the

comprehension of high school students in laboratory work safety materials is low.

Similarly, Sugra et al. (2019) discovered that Senior High School students

showed low competency in chemical laboratory skills. The researcher believed that

the suspected factors of insufficient development of laboratory skills in the students

are lacking in the following: laboratory assistance, administration, safety standards,

and time allocation in teaching. In addition, the researcher found no influence on the

readiness of practicum facilities on the student's competency of laboratory skills.

Various research studies have demonstrated that numerous students still face

the issue of understanding laboratory equipment in terms of their names and

functions. If students lack the fundamental knowledge of laboratory tools, it will pose

a problem in their upcoming Science laboratory activities. Hence, with this existing

condition, the researcher investigated students' knowledge of laboratory equipment.

Therefore, the current research aims to investigate the knowledge application

of laboratory equipment among Grade 12 STEM students at one of the private schools

in Mabalacat City. The study addressed these gaps in knowledge-building, focusing

on the student's ability to the knowledge of the proper application of laboratory

equipment in experiments.
 14

REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature

Foreign Literature

A laboratory has the characteristics of a room with controlled environmental

conditions. It is where scientists test samples and measure calculations, a location

where objects can be quantified using different tools and laboratory equipment.

Scientists can do these various tasks either manually or with the help of an automated

computer (Schreiber, 2023). Furthermore, laboratory hands-on experience is a critical

part of education, whether at the kindergarten or post-secondary level. They greatly

enhance students’ problem-solving skills, and sustained investment in hands-on

experience helps students pursue their schooling and prepare for careers by

familiarizing themselves with laboratory equipment and engaging in hands-on

activities (American Chemical Society, 2015). However, laboratory comes with

various risks. These risks are lowerable by having a safe working environment

(Caymaz, 2021).

When laboratories lack equipment, it can pose a problem for science-related

subjects such as Physics, Biology, and Chemistry. These disciplines require

equipment and laboratory resources compared to others because they heavily rely on

hands-on experimentation to fully grasp chemical and biological processes and

reactions that cannot be adequately understood through theoretical study alone

(Jëlliqi, 2019).
 15

Moreover, according to Hirça (2023), Physics teachers can create study guides

for physics labs using affordable materials rather than expensive equipment to

improve their students' Science skills.

Local Literature

Hands-on learning enables students to practice their skills. The more practice

an individual does, the more mastery he will gain on a particular skill. Hence,

memory improves in retaining information. This example is apparent in Science

lectures, which pair traditional study with classroom discourse, reading, and active

learning concepts in laboratory activities. While students can learn a concept in the

classroom, it is by conducting a laboratory experiment that they can put the idea into

play and gain practice by applying it. This practice increases the memory retention

and comprehension of the subject (Studocu, 2023). Hence, as Cabrera (2022)

mentioned in the Philippine Star, 90 % of Senior High School agreed that their skills

and knowledge in a particular subject have improved because of the hands-on learning

practices in the school's tools and equipment.

According to Navarro et al. (2017), students' learning is significantly

influenced by the school's mission and core values. A school that provides laboratory

facilities will facilitate students in conducting Science laboratory activities. Moreover,

the school's mission and objective are to provide quality education and services that

improve the student's learning and comprehension of Science concepts. It implies that

students' knowledge regarding laboratory equipment is enhanced when a school

provides Science laboratories since their goal is to provide quality education. Students
 16

improve their learning in laboratory equipment through laboratory activities or hands-

on learning.

In addition, Ventura et al. (2023) emphasize the importance of laboratory

activities in which one vital component in learning science education is obtained by

performing laboratory activities. Thus, laboratory activity strengthens learned

concepts, theories, and laws in a classroom.

Paculba (2023) mentioned that Department of Science and Technology

(DOST) Provincial Director Joanne Katherine Banaag must emphasize the need to

upgrade the laboratories in public schools. The DOST director also added that Science

laboratories are crucial for teaching because they offer in-depth information, teach

observation skills, and increase students' interest. In contrast, laboratories in

classrooms have become a topic of debate due to the time and financial resources

required for conducting experiments compared to the instructional method (Buar,

2022).

Another statement by Atienza (2019) mentioned that supplementary activities

develop the laboratory performance of Grade 7 students to satisfy the needs of 21st-

century students under the K-12 curriculum. It motivates the students with multiple

activities to comprehend the concepts under Science 7. This engages them to discover

something and create a positive environment. Thus, it also improves their laboratory

performance by tackling Science process skills.

Moreover, other activities found in the laboratory are hands-on learning. An

example of hands-on learning is conducting laboratory experiments inside the

classroom. Hands-on learning is related to Kolb's theory, where knowledge comes

through the accumulation of experiences (Buar, 2022). It implies that gaining more
 17

experience (laboratory activities and use of laboratory equipment) increases

knowledge. To put it differently, knowledge through hands-on experience.

Related Studies

Foreign Studies

Restiana and Djukri (2021) discovered that students' competency in functions,

procedures, and naming of laboratory equipment was good. The knowledge of

students in the characteristics of chemical materials was also excellent, but their

mastery in grouping chemical materials was poor. This phenomenon was due to the

limited time allocation of the teacher to teach the laboratory materials, and the

practicum guidelines do not contain detailed information on laboratory equipment and

materials. To a certain degree, the work of Restiana and Djukri (2021) is similar to the

researchers, as it focused on assessing the current level of knowledge about laboratory

materials and equipment among Grade 11 students.

The study of Yahaya & Akanbi (2023) revealed that students identified the meter

rule, stopwatch, ammeter, beaker, and voltmeter as the most common laboratory

equipment in Physics. The researcher recommended displaying a poster about

laboratory equipment on the walls. Thus, students can acquire a preliminary

introduction to the equipment and facilitate them in knowing the names of laboratory

equipment and preparing them for exams.

 18

The findings of Yahaya & Akanbi (2023) align with Nst et al. (2021), who

similarly determined the knowledge competence of Biology students in laboratory

equipment and its functions. Students are selected with consideration that they had the

most carried laboratory experiments. Monocular microscopes, binocular microscopes,

teaching aids, genetic buttons, thermometers, test tube racks, pH indicator paper,

surgical scissors, scalpels, magnifying glasses, cleaning brushes, stethoscopes,

sphygmomanometer, earthworm boxes, aquariums are the most commonly identified

laboratory equipment by the students. Furthermore, the student answers in the

questionnaire were different because some recognized ten (10) pieces of equipment,

some were five (5), and some mentioned measuring cups as one of the equipment.

Overall, the Biology student’s knowledge of laboratory equipment and its function is

moderately adequate and needs improvement.

As mentioned above, a student with prior experience in laboratory equipment

demonstrated sufficient competency in identifying laboratory names and equipment.

As a study of Johnson (2016) which investigated the impact of pre-exposure to

laboratory equipment on the Science acquisition process skills and retention among

chemistry students in secondary schools. The researcher compared the differences in

the acquisition of process skills in senior secondary students with prior experience

with laboratory equipment and those not exposed. Three instruments were used for

data collection. Chemistry Achievement Test (CAT), Science Process Skills

Achievement Test (SPSAT), and Chemistry Retention Test (CRT). The findings

revealed that students with prior exposure to laboratory equipment have significantly

performed better than those taught using the traditional lecture method. Thus, the

researcher recommends that science teachers administer students with pre-exposure to

laboratory equipment during Chemistry. Moreover, frequent hands-on learning or

 19

direct physical contact engagement is beneficial in applying and memorizing the

concepts taught by the Science instructors.

As shown in the findings of Ihejiamaizu and IO (2021), students performed better

when exposed to often or frequently in bio laboratory equipment. The study suggests

that Education Ministry supervisors and inspectors should carefully monitor how

frequently teachers and students use lab equipment to ensure a smooth utilization of

Science laboratory equipment when teaching and learning Biology.

Such a process will increase the student's engagement to do a Biology experiment

rather than learning about it.

The study of Ihejiamaizu and IO (2021) aligns with the research of Oluwasegun

et al. (2015), who analyzed the impact of laboratory equipment on Physics students in

Nigeria. The findings of their study revealed an increase in testing and learning of

Physics because of the utilization of laboratory equipment.

Another study by Hamidu et al. (2014) suggests that laboratory attendants and

gardeners must attend workshops, conferences, and seminars so that they will refresh

and gain new learnings and experiences periodically. The government should give

schools the necessary equipment and develop better teaching materials that improve

the laboratory methods and the Science teaching in the school.

 20

Local Studies

Arnejo et al. (2021) conducted a qualitative study to seek the perception of the

functionality of Science laboratories among Grade 12 students. The respondents

involve fifteen singular sections of Grade 12 students in Zamboanga Del Sur National

High School. Outcomes demonstrated that students encountered different teaching

methods, such as visual aids and hands-on teaching. Students acknowledge the

importance of having functional Science laboratories. They mentioned that it will

facilitate them in preparing for medical or other college courses and interest in

Science. Imagining an investigation will expand their mind but not improve their

skills. Therefore, students recognize difficulties in learning their specialized subjects

without Science laboratories. The research advised that teachers utilize the

laboratories in Science teaching during experiments and facilitate the students in

practicing laboratory equipment skills.

The study of Tabiolo (2022) has applied the recommendation of Arnejo et al.

(2021) in a case of investigating the effect of improvised laboratory equipment in

teaching science on student performance. Improvised laboratory equipment in the

study includes an alcohol lamp burner, filtration set-up, electrolysis set-up, tripod,

Tyndall effect set-up, and Boyle’s law set-up. Participants were assigned to
 21

experimental and control groups. The experimental group received the treatment, and

the control group utilized the traditional teaching method in the classroom. The

findings revealed that the experimental group performed better during the posttest

than the control group. The study suggests that Department of Education (DepEd)

officials should set a high standard in using laboratory equipment and ensure that

teachers understand the proper use of equipment.

The study of Arnejo et al. (2021), is evidenced by Teh & Fajardo (2019), who

conducted quantitative research to determine whether Science laboratories facilitate

learning in the student's studies and experiments. The respondents were Grade 11 and

12 STEM students at Mount Carmel School of Maria Aurora (MCSMA) randomly

chosen because of the experimental nature. The data was gathered from the students

by a survey consisting of 20-item questions and after data gathering and analysis. The

study concluded that Science laboratories positively impacted the learning of students.

On the other hand, Antonio (2018) describes the student's laboratory interests and

teacher preferences in laboratory activities. After data gathering and analysis, the

study found that students are interested in conducting laboratory activities. However,

in the degree of difficulty of laboratory activities, some students find it neither hard

nor easy, and some mention tense and insecure. When the procedures are clear and

easy to follow, it is easy. They become challenging if students can't catch up with the

procedure given and think about how to present the data acquired in the laboratory

experiment. One student mentioned tense when experimenting due to the time

constraint given. Another student feels insecure because of confusion and struggles

with the experiment to do correctly, and her classmates finish first. As for the type of

laboratory activities, students preferred hands-on and non-visual activities done by

mixed, specifically groups or individuals. Concerning preference, when it comes to

 22

the characteristics of teachers, students favor a Science teacher who is buoyant,

approachable, fair, and innovative. However, regarding teachers' technical skills,

students prefer a teacher who would steer them up during the experiment and give an

organized experiment procedure.

In contrast to the studies mentioned above that the use of laboratory rooms and

conducting laboratory activities improves the knowledge of students via hands-on

learning, the work of Rebulanan & Samala (2021) proved that the use of instructional

material and having a competent teacher can mitigate the learnings of the students if

there are inadequate laboratory equipment in an institution.

The study of Rebulanan & Samala (2021) found no significant difference

between the usage of laboratory equipment, instructional materials, and competency

of Science teachers to the academic performance of Filipino high school students. The

findings revealed that the use of instructional material (traditional board,

technological devices) compensates for the lack of laboratory equipment for learning

because 44.09% of the respondent's academic performance in Science was above

average level or very satisfactory, and 32.26% of students got satisfactory, 17.20%

got fair level, 6.45% for students that were outstanding even if the equipment is

lacking. Results also showed that the teacher's competency is essential in transferring

the learnings to the students even with insufficient laboratory equipment. It implies

that regardless of whether students use the equipment or not. They may still have

good academic performance in Science class with a competent teacher who uses

appropriate instructional materials in teaching Science class.

 23

It was evident from the aforementioned related literature and studies that the

knowledge application of the students in laboratory equipment falls within the

moderate range. It can be discovered in previous international studies in Nigeria and

Indonesia, where students performed average in competency of knowing laboratory

equipment. Moreover, the literature emphasized that hands-on learning is a critical

part of education that facilitates students performing Science laboratory activities.

However, researchers in the local studies focused on the impact and functionality

of Science laboratories and did not investigate students' prior knowledge of laboratory

equipment. Therefore, to address this research gap, the researcher's study aims to

inquire into this aspect in the context of the Philippines.

 24

Conceptual Framework

INPUT PROCESS OUTPUT

 Questionnaire on
Knowledge
 Find Misconceptions
Application of  Conclusion
 Data Interpretation
Laboratory  Recommendation
Equipment

Figure 1. Paradigm

Figure 1. Research Paradigm

The researcher's paradigm shows the flow of the study. The study started by

allocating samples from the Grade 12 population via convenience sampling. Then, the

researcher will conduct an in-person interview to inquire about the student's

background knowledge in manipulating laboratory equipment. After data is gathered

from the interview questionnaire, the researcher will find misconceptions about the
 25

knowledge application of laboratory equipment among the students and explain the

phenomenon of the misconception.

Statement of the Objective

This study aims to investigate the knowledge application of students about

laboratory apparatus among Grade 12 STEM Students at one of the private schools

in Mabalacat City.

This study seeks to accomplish the following:

● To inquire on the student’s background knowledge on the use of laboratory

apparatus

● To identify misconceptions or gaps in the knowledge of the use of

laboratory apparatus

● To understand the cause of phenomenon on the student’s misconception in

the knowledge of the use of laboratory apparatus

 26

Significance of the Study

The finding of the study will benefit the following people:

To the School Administrators, this provides a valuable chance to recognize and

give the specific needs of students in understanding laboratory equipment. It will cater

to them to produce high-achieving Science students in the institution.

To the Teachers, these will give awareness of the current level of knowledge

and understand the misconception phenomenon of SHS students using laboratory

equipment. Teachers may apply the recommendation in the study if students are

facing that phenomenon, and the modifications allow teachers to handle their students

in upcoming laboratory activities in a manner that students can follow and

comprehend the experiment effortlessly. Thus, the performance of students in the

Science subject may improve.

To the Students, this will serve as an eye-opener and reflect why misconceptions

exist about their knowledge application of laboratory equipment. The study will also

enhance the performance and engagement of students in the upcoming laboratory

experiment because of the hands-on activity. Students will minimize confusion and
 27

will be able to use the equipment properly. Thus, this also improves their performance

in post-examination of the laboratory activity.

To the Future Researchers, this study is a beneficial reference for those

conducting laboratory equipment-related research. It will assist them by providing

valuable information and a solid starting point for their studies on laboratory

equipment. It can also facilitate them in choosing a research topic by discovering

blank spots, blind spots, or discrepancies in the research's findings. They can also

conduct a benchmark to test the validity of the study.

Scope and Delimitations

In this study, the researchers addressed students' knowledge concerning the

proper application of laboratory equipment. The participants in this study are Grade

12 students from one of the private schools in Mabalacat City. The participants of this

study are selected based on their willingness to participate. The study limits its scope

to three (3) participants only.

Furthermore, the researchers did not cover the laboratory materials. The

interview questionnaires will only focus on the known laboratory equipment. The

students will articulate face to face how they properly use it, the function, and the

difficulties they encounter using the equipment.

.
 28

Definition of Terms

The following terms are used in the study and are defined conceptually and

operationally to ensure clarity and better understanding.

In-Depth

(Conceptual) – It deals with a specific topic or subject comprehensively in detail. It

involves thoroughly covering all the aspects of the topic extensively.

(Operational) - It pertains to the comprehensive interview and investigation of the

student's knowledge. It includes follow-up questions and thoroughly reading and

narrating the student's responses from the interview.

Inquiry

(Conceptual) - It refers to asking questions about a specific topic that is an object or

phenomenon. It also refers to an attempt to discover facts about an event or

phenomenon.
 29

(Operational) – This involves asking questions to gather data and gain in-depth

information on the students regarding the use of equipment. It includes asking

prepared and follow-up questions to the student.

Knowledge Application

(Conceptual) - This refers to knowledge that is transferred through mentoring,

teaching, or hands-on experience in a particular field. This knowledge includes

understanding theories, concepts, or research.

(Operational) - It refers to the way how students manipulate the laboratory equipment

based on their knowledge. It also includes students' capability to properly use the

equipment and how they manipulate it during Science experiments.

Laboratory activities

(Conceptual) - It is performed by students to observe, practice, and conduct

experiments either with groups or individuals. It can occur in online distance learning

or simulated labs aside from physical labs.

(Operational) - It is used as a factor indicator that shows the background knowledge

of the students in terms of utilization of laboratory apparatus. It is a practical

demonstration of the student’s familiarity in using the laboratory equipment.

Laboratory apparatus

(Conceptual) - It refers to the various tools, equipment, and instruments used in

scientific laboratories to perform experiments and research. It is essential for the

accuracy and reliability of scientific data. It ensures that other scientists can replicate

or validate the experiment.

 30

(Operational) - These are equipment used to conduct different science experiments to

apply the concepts or theories learned in the classroom through hands-on practices. It

includes beakers, flasks, graduated cylinders, test tubes, microscopes, etc.

Laboratory facilities

(Conceptual) - It is a special place for studying scientific theories, with a focus on

laboratory testing and experimenting with living animals for educational or medical

purposes. It also involves dedicated exploration of scientific and technical aspects.

(Operational) – A place that serves as the basis of student's knowledge in using the

equipment in the facilities. It also provides evidence that confirms the student's

understanding of the equipment.

Performance

(Conceptual) - The capability of an individual to perform an activity. It involves

substantial attention to detail, or small information may not be essential.

(Operational) - (Operational) - It is a hands-on indicator of the application of

knowledge by students. In contrast to theoretical understanding, it focuses on the

student's ability to apply the theories learned in the classroom with practical

application, such as the conduct of laboratory experiments, equipment usage, and

comprehension of Science lessons.

Understand

(Conceptual) - This aims to know what, why, and how a subject or event behaves in a

particular way. It is also known as believing something to be fact according to the

view of others.
 31

(Operational) - This involves finding the cause and comprehending the phenomenon

of why students have misconceptions about manipulating laboratory equipment.

However, it does not involve proving that they do not know how to handle laboratory

equipment or establishing casual relationships.

Phenomenon

(Conceptual) - It is events that are observable or studied but are challenging to explain

or comprehend. It also refers to an object that is unusual, popular, or impressive.

(Operational) – It refers to investigating the cause of the lack of knowledge on

laboratory equipment of STEM students subjected to this research. It involves

questioning students on prior experience in utilizing equipment in previous science

experiments conducted at various Grade levels.

Background Knowledge

(Conceptual) - It refers to the quantity of information an individual has on a specific

topic. The knowledge comes through various experiences, reading, and writing/

(Operational) – It is used as a measurement of student’s gathered information from

their past learning experiences. It pertains to prior experience utilizing laboratory

equipment in Science experiment subjects such as Physics, Biology, and Chemistry.

 32

METHODS OF STUDY AND SOURCES OF DATA

This chapter describes the method of the research design, the respondents of

the study, research locale, the instruments used, and data gathering procedures.

Research Design

The researchers utilized a qualitative approach and narrative case study design

as it is suited for achieving the study's objectives, which involved exploring the

students' background knowledge regarding the proper application of laboratory

equipment and revealing misconceptions about their competency in laboratory

equipment. The primary purpose is to understand the cause or phenomena of this

misconception.

According to McCombes (2022), a case study is a research approach that

conducts a detailed method on a specific subject. This subject may be an individual,

group, place, or phenomenon. Furthermore, a case study is qualitative research that

allows an in-depth phenomenon analysis. The objective of the design is to

meticulously describe the case of a single person or institution via an intensive

analysis. Hence, a case study is efficient in addressing the different aspects of a

research problem by describing, comparing, evaluating, and understanding.

Respondents of the Study

This study was conducted with Grade 12 students from one of the private

schools in Mabalacat City for the academic year 2023-2024. The sample included five

(5) students selected from the SHS department using a convenience sampling method.
 33

The respondents were Grade 12 students who experienced performing

laboratory experiments in Science subjects for at least one year and are therefore

considered competent enough to answer the questions posed in the interview

questionnaires.

Research Locale

The researchers conducted their study at one of the private schools in Dau,

Mabalacat City, Pampanga. The settings are omitted throughout the study to protect

the institution because the mentioned research may be adverse.

Research Instrument

The researcher made a semi-structured interview questionnaire to inquire

about the Grade 12 STEM students' background knowledge regarding the use of

laboratory equipment and asked for help and assistance to validate the questionnaire

from two Science and one grammar teacher. The grammar critique checked the

appropriateness and coherence of the questions. On the other hand, the Science

teachers examine the questionnaire's validity, with two Science instructors instead of

one, for increased credibility of checking questionnaires validity.

Sampling Design

Convenience sampling is a type of non-probability sampling, and the

selection of samples from a population is only those convenient or available for the

researcher. Furthermore, convenience sampling does not have criteria or

characteristics during selection (Obilor, 2023). The researchers utilized convenience

sampling in choosing the respondents for the study.

 34

It was convenience sampling because the researcher wanted to target Grade 12

STEM students who were free, accessible, or willing to participate in the study. To

put it differently, the researcher chose the respondents that were convenient for them

to subject in the current study. Hence, the researcher aimed to target the general

population of Grade 12 STEM students without specific criteria for the students.

Data Gathering Procedure

The researchers made a five (5) item semi-structured interview questionnaire

to inquire about the student's background knowledge on the use of laboratory

equipment. Next, the researcher asked for help and assistance from two Science

teachers and an English critique teacher from the SHS department to validate the

interview questionnaire. After that, the researcher created a request letter for the

school's principal to ask permission regarding the scheduled interviews with the

study's respondents. The researcher also constructed a letter participation for

respondents to ask permission to interview them for the study.

Moreover, to ensure that this study was conducted by complying with ethical

standards, confidentiality, and voluntary participation were assured. In addition,

information directly appertaining to the participants was kept confidential. The names

and other personal information were not mentioned by the researchers. The researcher

coded the names with aliases and ensured voluntary participation by indicating to the

participants that they may refuse to join if they wish to. Then, the researchers

implemented the interview questionnaire for respondents and recorded data during the

interview, and the researchers interpreted the data, discussed the results, and

suggested recommendations for the study based on the study's results.

 35

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter deals with the detailed analysis of data gathered; the

interpretation of findings based on the research problems are presented accordingly.

The data gathered were analyzed and interpreted in accordance with the research

problems.

1. To inquire on the student’s background knowledge on the use of

laboratory apparatus

Students' Knowledge of Laboratory Equipment

The researchers obtained the Students' knowledge of the

application of laboratory equipment from the first question on the

interview questionnaires. The researchers asked the students to give the

laboratory equipment that they were most familiar with and articulate

how they manipulated that specific equipment in their previous science

experiments. Moreover, the researcher posted follow-up questions to

the students to clarify or expand their responses

Table 1 presents the background knowledge of Student A on

the use of laboratory equipment.

Table 1. Known Laboratory Equipment of Student A

Respondent Equipment Transcript
A Beaker Measuring, heating, and carrying large quantities of
liquid.
It is like a downward triangle. It is a triangular shape,
Erlenmeyer
and as far as I know, it is also used to hold and measure
Flask
liquids.
Graduated It seems like it is similar to what was studied before. It’s
Cylinder for measuring the volume of liquid in ml.
Test tube Container or a liquid holder for mixing or heating liquid
substances
 36

Test tube It’s for holding the test tube itself.

holder
Test tube rack Holds 6 to 5 tubes in a row or just a rack for test tubes
Used to support containers like beakers or flasks when
Wire gauze
heating substances.
Mortar and Grinding substances or materials in the laboratory.
Pestle
Measuring and transferring small amounts of liquids to
Dropper
another container.
Tape, ruler, Measured various objects like books and marbles
and digital
ruler.
Microscope Used to magnify objects

Table 1 shows eleven (11) known equipment of Respondent A.

These are the beaker, Erlenmeyer flask, graduated cylinder, test-tube,

test-tube holder, test tube rack, wire gauze, mortar and pestle, dropper,

tape, ruler, digital ruler, and microscope. Then, Respondent A

explained the functions of the following equipment. Such a beaker

heats, measures, and holds large amounts of liquid, similar to a

graduated cylinder. Respondent describes the Erlenmeyer flask shape

as a downward triangle that contains and measures liquids. Then, a

graduated cylinder is his widely observed equipment in the laboratory

room, and the graduated cylinder measures the volume of liquid in

millimeters (ml). Respondent believes a test tube holds, mixes, and

heats a liquid, and the test tube holder is related to the rack that carries

the test tube.

Moreover, a wire gauze supports containers during heating.

Then, mortar and pestle for grinding substances. Measuring tools such

as tape, regular rulers, and digital rulers were used in their Physics in
 37

Grade 12 to measure objects. Lastly, the student said that a microscope

magnifies small objects.

Table 2 presents the background knowledge of Student B on

the use of laboratory equipment.

Table 2. Known Laboratory Equipment of Student B

Responden Equipment Transcript
t
Mostly used in experiments, specifically when there is a
Beaker
need to measure a liquid.
Erlenmeyer
Another equipment that holds liquids.
flask.
Holding liquids, similar to the purpose of the beaker.
Test tube
However, the test tubes are used for holding samples.
Test tube Used to handle the test tubes when they are not supposed
holder to be touched.
Test tube rack Used to handle the test tubes.
B
Used to hold laboratory equipment while holding other
Tongs
much bigger items with them.
Placed under the Bunsen burner whenever something like
Wire gauze
a beaker is about to be heated.
Use to drop small amounts of liquids into things like glass
Dropper
slides.
Does not drop by drop but releases small amounts of
Pipettes
liquids.
Microscope Use to take closer look at tiny objects.

Table 2 illustrates ten (10) familiar equipment of Respondent

B. These are the beaker, Erlenmeyer flask, test-tube, test-tube holder,

test tube rack, tongs, wire gauze, dropper, pipettes, and microscope.

Then, the respondent briefly explained the uses of each piece of

equipment. For example, the beaker measures liquids and is the most

familiar item of the respondent out of all equipment. Likewise, the

Erlenmeyer flask holds substances. Then, the test tube is similar to a

beaker but carries a small sample. Then, test tube racks are the

placement of test tubes. On the other hand, the test tube holder is
 38

similar to tongs and holds the test tube or other equipment without

direct contact.

In addition, wire gauze is placed under the Bunsen burner when

heating a beaker, and droppers release drop by drop of liquids onto

glass slides. In contrast, pipettes release a continuous amount of

liquids. Lastly, the microscope is used to observe small objects.

Table 3 presents the background knowledge of Student C on

the use of laboratory equipment.

Table 3. Known Laboratory Equipment of Student C

Responden Equipment Response
t
Beaker This is where the chemicals created are mixed.
Erlenmeyer
Used for mixing chemicals.
Flask
Stirring Rod Used to stir chemicals.
C Measuring the temperature of a person and how hot or
Thermometer cold a substance is.

Glass Slide Used with a microscope.

Triple Beam
Used to determine the weight of an object
Balance

The table shows six (6) recognized laboratory equipment of

Respondent C based on prior knowledge. This equipment is a Beaker,

Erlenmeyer flask, stirring rod, thermometer, glass slide, and triple

beam balance. After that, the respondent stated the uses of each tool

during the interview, such as a beaker measuring the correct amount of

liquid. Then, an Erlenmeyer flask is for mixing substances, and similar

to this is a stirring rod that stirs chemicals. Next is a Thermometer to

measure the temperature and indicate the coldness or hotness of an

 39

object. Moreover, during the use of the microscope, glass slides are

where the specimen is placed. Lastly, triple beam balances show the

weight of an object.

As shown in table 1, 2, and 3, the laboratory equipment that

students mentioned includes a beaker, Erlenmeyer flask, graduated

cylinder, test-tube, test-tube holder, test tube rack, tongs, wire gauze,

mortar and pestle, stirring rod, thermometer, glass slide, dropper,

pipettes, microscope, and triple beam balance. These are the equipment

students are familiar with. In this case, when the respondent mentions

eleven (11) tools, the other respondent sometimes only mentions (ten)

10 tools, the last respondent said six (6) tools, and when one student

pointed out a microscope, the others mentioned triple beam balance

and so on. It shows that students' knowledge is varied.

This finding is in agreement with Yahaya & Akanbi (2023),

who reported that students' commonly known laboratory equipment in

Physics include the meter rule, stopwatch, ammeter, beaker, and

voltmeter.

However, the familiarity with laboratory equipment differs

from the international study of Nst et al. (2021) in Nigeria, who

reported that monocular microscopes, binocular microscopes, teaching

aids, genetic buttons, thermometers, test tube racks, pH indicator

paper, surgical scissors, scalpels, magnifying glasses, cleaning brushes,

stethoscopes, sphygmomanometer, earthworm boxes, and aquariums

are the most commonly identified laboratory equipment by students.

 40

This implies that the known equipment in the school based in one of

the private schools in Mabalacat City varies from those in other

international studies.

2. To identify misconceptions or gaps in the knowledge of the use of

laboratory apparatus

The misconception among the students regarding the application of

laboratory equipment during their Science experiments was identified

by asking about their prior experience in manipulating equipment in

previous science experiments conducted at various Grade levels.

Furthermore, additional questions were posed to the students to gain

in-depth information about the subject.

Table 4 presents the misconception on the use of laboratory

equipment.

Table 4. Student's Misconceptions Regarding the Functions of

Equipment
Equipment Misconception Correct Usage
Similar to graduated cylinder and it Glass equipment for holding,
measures and holds large quantity heating, and mixing liquids. The
Beaker
of liquids. scales provide only a rough
estimate of liquid quantity and are
not accurate.
Measure and hold liquids Holds liquids for chemical
Erlenmeyer
reactions, and its narrow neck
Flask
prevents spillage.
Holds, mixes and heats substances Hold and heat substances for small
Test tube
chemical reactions.
Place above the Bunsen burner and Allows the heat to spread evenly.
Wire gauze
support containers when heating

Based on Table 4 above, students exhibited misinformation

regarding the appropriate functions of certain equipment. Moreover,

 41

students struggle to distinguish tools with similar functions but

different uses, such as beakers, Erlenmeyer flasks, and test tubes.

While all three can hold, measure, and heat substances, they serve

distinct purposes. Beakers are solely used for containing and heating

liquids and are unsuitable for volume measurements due to their lack

of accuracy. Next, Erlenmeyer flasks are employed to hold liquids

during chemical reactions, and their narrow neck prevents splashing.

Then, graduated cylinders are used for making reasonably accurate

liquid volume measurements. On the other hand, test tubes are utilized

to observe small chemical reactions.

Furthermore, students also misunderstand the function of wire

gauze, which is to distribute heat (some students incorrectly stated that

the function of wire gauze is to support the equipment to stand firmly).

Likewise, most students said there are still misconceptions in their

prior knowledge and experience with experiments, particularly in

understanding how to view specimens in a microscope and the

procedures for setting up heating processes.

Utilization of Microscope

One student pointed out that “In terms of utilization, the

microscope, is somewhat challenging to view the specimen sometimes

because you need to search for what you're looking for and adjust the

knobs”.
 42

Moving on to grade 12, my understanding has widened. However,

there are still challenges. For example, with the microscope, I

struggle to adjust my view of the specimen. This affects my

understanding, and there are times when I can't comprehend the

search for the specimen, and other times when it's easy to find.

We used the microscope for the letter 'e' experiment, but it wasn't

considered in our biology class. We only viewed it in low-power

objective (LPO), and in high-power objective (HPO), we couldn't

see it properly.

There are challenges, perhaps with the microscope. Even though

we have background knowledge, we find it difficult to use the

microscope. I think the challenge lies in viewing through the

microscope because it has different lenses. We're not sure how to

adjust the lenses like whether to raise it, lower, or position them to

see the specimen clearly.

Distinguishing Laboratory Equipment

Another student has confusion in differentiating the glassware of

laboratory equipment such as beakers, flasks, graduated cylinders, and

test tubes, as well as distinguishing between a dropper and a pipette.

Hence, the student is forced to rely on memorization rather than truly

comprehending the equipment through hands-on activities.

 43

Actually, I had a hard time in Grade 11 because there were many

sizes and tools for measuring weight. It gets confusing because in

my mind, I was questioning why a beaker is needed if a graduated

cylinder is required for measurement. Why is a pipette necessary

when a dropper is needed? So, I just memorized it back then.

During that time, I relied solely on their definitions.

Procedure to use a Laboratory Equipment

According to the response of Respondent A, student had difficulty

setting up the alcohol lamp, beaker, and wire gauze to heat substances.

It led to them not being able to execute the experiment properly. This

highlights the importance of proper equipment setup for successful

experimentation.

My laboratory experiment was last school year, in Grade 11,

during general chemistry.

We conducted an experiment for a chemical reaction. So, we

heated and used a mortar and pestle, beaker, and wire gauze. I

was already aware that a mortar and pestle are used for grinding

substances. However, if you use them simultaneously. Like the

beaker, wire gauze, they are used together. Different ones are used

when heating up the material because it was confusing. I had a

hard time with the setup.

In the first trial, we didn't do it properly; we made the same

mistake. It's like we didn't carry out the experiment itself properly

because our setup was wrong. It led to not having a smooth

 44

experiment like that. We repeated it. We made mistakes in the

following steps of the experiment. Since we repeated, we ran out of

time and we didn't finish on time.

When the procedures are clear and easy to follow, it is easy. They

become challenging if students can't catch up with the procedure given

and think about how to present the data acquired in the laboratory

experiment. One student mentioned tense when experimenting due to

the time constraint given. Another student feels insecure because of

confusion and struggles with the experiment to do correctly, and her

classmates finish first (Antonio, 2018).

3. To understand the cause of phenomenon on the student’s misconception

in the knowledge of the use of laboratory apparatus

To understand the phenomenon of misconception, the researchers

asked the respondents at what Grade level they acquired their prior knowledge

of the use of laboratory equipment and what science experiments they

experienced throughout junior and senior high school. After the researchers

observed, students mentioned that they had experiments in the last school

year, Grade 11, and some were conducted during this year, Grade 12. This

implies that their comprehension in manipulating equipment became clearer in

these Grades, as the students mentioned.

 45

In Grade 11 and 12, the focus is on using tools, so it's like the time

when I really understand how to use the tools.

In Grade 11 and 12, that's when I gained prior knowledge about

laboratory apparatus. I obtained the information I needed to know

about. laboratory apparatus.

Moving on to grade 12, my understanding has widened.

However, when students were asked about other Grade levels in Junior

High School, they mentioned that in Grade 7, their commonly known

equipment was the microscope. While students knew other laboratory

equipment, they were not aware of the names and the uses of equipment.

Moreover, according to the students, during Grades 9 and 10, it was not taught

by their subject teachers.

However, one student mentioned that during Grade Three, teachers

taught about the laboratory equipment, and they already had background

knowledge of the equipment. Likewise, another respondent pointed out that

laboratory equipment was not taught or used in conducting experiments at

earlier grade levels. Then, students also mentioned that laboratory equipment

became more apparent in Grades 11 and 12, and eventually, they were able to

handle the equipment.

I feel that my prior knowledge is limited to Grade 7 and 8 regarding

microscopes. In Grade 11 and 12, that's when I gained prior

knowledge about laboratory equipment. I obtained the information I

needed to know about laboratory equipment.

 46

In Grade 11, during general chemistry, that's where I was introduced

to the use of laboratory equipment. I measured other tools earlier. If I

am not mistaken, during Grade 7 and 8, I already had knowledge

about microscopes only. I was aware of the appearance of other

equipment, but I was not aware their names and how to use them. In

Grade 9 and 10, none.

In third Grade, they taught us about laboratory equipment. Actually,

in my time from Grade 7 to 10 in JHS, it seems like laboratory

equipment were not taught or presented. Then, in Grade 11, I started

seeing them more. Then, in Grade 12 this year, that's when I saw them

in person and actually got to handle the equipment.

I don't think so. We studied the microscope back in Grade 7. In Grade

8, 9, 10, I don't recall using it. We had an online science project, but

we didn't use any apparatus at home.

The phenomenon of misconception likely occurs due to insufficient

exposure of laboratory equipment at the earlier Grade level of the students. As

this gave them a hard time in learning and catching up to the names, function

and the use of laboratory equipment at the SHS level.

The findings are evident by the study of Johnson (2016), who reported

that students with prior exposure to laboratory equipment have significantly

performed better than those taught using the traditional lecture method.

The findings also corroborate with Ihejiamaizu and IO (2021) and

Oluwasegun et al. (2015), wherein students performed better when frequently

 47

exposed to laboratory equipment. This exposure increases testing and learning

of science subjects, specifically physics and biology.

Materials and equipment like these promote learning through hands-on

activities, making the classroom experience interactive and engaging. This

process increases the likelihood of retaining content and enhancing students'

performance (Lawal, 2013).

Moreover, Ventura et al. (2015) state that one vital component in

learning science education is obtained by performing laboratory activities.

Thus, laboratory activity strengthens learned concepts, theories, and laws in a

classroom. This reflects the findings where students emphasize the importance

of hands-on learning, gaining knowledge through laboratory experiments, and

having more exposure to the use of laboratory equipment.

 48

SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS

This chapter deals with the summary of findings, conclusions, and

recommendations of the study based on the data presented in previous chapter.

Summary of Findings

Knowledge of the functions of laboratory equipment is essential because when

students lack a fundamental understanding of laboratory tools, it poses a problem in

their upcoming science laboratory activities. This insufficient competency may affect

their comprehension of the science lessons applied in experiments. Hence, the

researchers investigated the knowledge application of laboratory equipment among

Grade 12 STEM students at one of the private schools in Mabalacat City. The

researchers used a qualitative case study design to explore students' prior knowledge

regarding the utilization of laboratory equipment. The aim was to uncover any

misconceptions related to their proficiency in handling laboratory equipment and find

the underlying causes or phenomena of these misconceptions.

1. These are the laboratory equipment that students have prior knowledge of:

beaker, Erlenmeyer flask, graduated cylinder, test-tube, test-tube holder, test

tube rack, tongs, wire gauze, mortar and pestle, stirring rod, thermometer,

glass slide, dropper, pipettes, microscope, and triple beam balance. Among the

respondents, 11, 10, and 6 equipment were mentioned, respectively.

2. These are the misconceptions students face when using laboratory equipment:

misconceptions about the functions of equipment, the utilization of

microscopes, distinguishing laboratory equipment, and procedures for the

usage of laboratory equipment. The misconceptions about the functions of

 49

equipment include the types of glassware and wire gauze. The misconceptions

in distinguishing laboratory equipment also involve glassware, droppers, and

pipettes. Lastly, some students have difficulty setting up a heating procedure

that includes equipment such as a beaker, wire gauze, mortar, and pestle.

3. The researcher believes that the cause of the phenomenon in the

misconception is due to a lack of exposure to laboratory equipment in earlier

Grade levels, specifically in JHS. There were no science experiments or

hands-on learning experiences that could promote understanding of laboratory

equipment during junior high. Moreover, students widened their knowledge in

using the equipment when it was introduced to them in senior high, but they

still struggle with these misconceptions.

Conclusion

Based on the findings of the study, the conclusions depicted that:

1. The laboratory that students are familiar width are beaker, Erlenmeyer flask,

graduated cylinder, test-tube, test-tube holder, test tube rack, tongs, wire

gauze, mortar and pestle, stirring rod, thermometer, glass slide, dropper,

pipettes, microscope, and triple beam balance.

2. The four types of misconceptions that students have in utilizing laboratory

equipment’s are misconceptions about the functions of equipment, the

utilization of microscopes, distinguishing laboratory equipment, and procedure

for using laboratory equipment.

3. The infrequent exposure to or conduct of science experiments in JHS is the

cause of the misconception phenomenon.

 50

Recommendations

These are the concrete steps that beneficiaries could take to address the

problem identified in the study. The findings reveal that students have misconceptions

about the use of laboratory equipment, and this phenomenon occurs due to a lack of

exposure or hands-on learning in the use of laboratory equipment at the JHS level.

1. The institution should strengthen the use of laboratory equipment at an earlier

Grade level so that students are pre-exposed to the equipment early on.

2. Reorientation of science teachers is needed to emphasize the importance of

increasing students' exposure to hands-on experiences.

3. Teachers should guide the students and provide direction in their science

experiments.

4. There should be more activities held in the science laboratory than discussions

in a classroom during science.

5. Future researchers may conduct similar studies regarding the knowledge on

the use of laboratory equipment to establish a strong foundation for validating

the results of the present study.

 51

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https://www.britannica.com/science/laboratory-science

Studocu. (2023, May 23). Hands on learning approach.

https://www.studocu.com/ph/u/59613223?sid=01702808177

Sugrah, N. (2019, February 14). Assessment of Processes and resources for

knowledge of skills of a chemistry laboratory at the Senior High School of

Ternate Island. Sugrah. Journal of Curriculum and Teaching.

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Teh, N. A., & Fajardo, F. B. (2019). An evaluation on the Science Laboratory as

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tory_as_Learning_Aid_for_STEM_Students

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students on work safety in laboratory. Bioeduscience, 5(2), 137–141.

https://doi.org/10.22236/j.bes/526672
 56

Ventura, et al. (2015). The ideal Science laboratory as perceived by public secondary

schools special Science class students in the province of Ilocos Norte.

Unpublished research. Mariano Marcos State University Graduate School.

Yahaya, W., & Akanbi, A. O. (2023). Students’ knowledge on the identification and

use of physics laboratory apparatus in post-basic schools in Ilorin, Nigeria.

International Journal of Educational Innovation and Research, 2(1), 82–89.

https://doi.org/10.31949/ijeir.v2i1.4100
 57

APPENDICES

<Appendix A:> <INTERVIEW QUESTIONNAIRE>

Directions: Answer the following questions truthfully using the language you are

comfortable with.

1. What laboratory equipment are you most familiar with? Also, how do you use

this apparatus in an experiment?

2. What was your experience in using the laboratory equipment in the following

science subjects?

 Physics

 Biology

 Chemistry

3. Can you provide an overview of your prior experience and background

knowledge regarding the use of laboratory apparatus in science subjects?

4. At what grade level did you acquire your prior knowledge on the use of

laboratory apparatus?

5. When laboratory was being taught to you by your subject teacher, what was

your experience and challenges?

 58

<Appendix B:> <VALIDITY QUESTIONNAIRE>

59
 60

<Appendix C:> <PRINCIPAL’S PERMISSION SHEET>

 61

<Appendix D:> <PARTICIPANT’S PERMISSION SHEET>

62
63
 64

<Appendix E:> <INTERVIEW TRANSCRIPT>

Student A in Filipino Language

65
66
67
 68

Student A in English Language

69
70
 71

Student B in Filipino Language

72
73
 74

Student B in English Language

75
76
 77

Student C in Filipino Language

78
79
 80

Student C in English Language

81
82
 83

CURRICULUM VITAE

Gabriel M. Samson
6451 Balaba St., Dau, Mabalacat City, Pampanga
Contact No: 095556031947
Email: gabrielsam752@gmail.com

OBJECTIVES

“To be an inspiration to others.”

EDUCATIONAL BACKGROUND

Elementary:
Talimundok Elementary Scool
Mt. Sierra Madre St. Talimundok, Dau, Mabalacat City, Pampanga
2011-2018

Highschool:
School of the Infant Jesus/EZEE
Pacencia St., Samsonville, Dau, Mabalacat City, Pampanga
2018-2022

Senior High School:

School of the Infant Jesus/EZEE
Pacencia St., Samsonville, Dau, Mabalacat City, Pampanga
2023 - Present

PERSONAL INFORMATION
Birthday: September 17, 2006
Place of birth: Mabalacat City, Pampanga
Age: 17 years old
Sex: Male
Nationality: Filipino
Civil Status: Single
Religion: Catholic
Language: English, Filipino, Pampanga
 84

Johnjer C Cuenco
1686 Mariss St. Lemens Subdivision Mabiga, Mabalacat city
Contact No: 09984071780
Email: johnjer.cuenco@gmail.com

OBJECTIVES

“A Negative Mind Will Never Give You A Positive Mind”

EDUCATIONAL BACKGROUND

Elementary:
Our Lady of Holy Rosary of Pompei school
Lot 6 blk 9 Mawaque, road Mabalacat, Pampanga
2010-2015

Doña Asuncion Lee Integrated School

Xevera subdivision, Mabalacat, Pampanga
2016-2018

Highschool:
School of the Infant Jesus/EZEE
Pacencia St., Samsonville, Dau, Mabalacat City, Pampanga
2018-2022

Senior High School:

School of the Infant Jesus/EZEE
Pacencia St., Samsonville, Dau, Mabalacat City, Pampanga
2023 - Present

PERSONAL INFORMATION
Birthday: June 6, 2005
Place of birth: Angeles Medical center
Age: 18 years old
Sex: Male
Nationality: Filipino
Civil Status: Single
Religion: Catholic
Language: English, Filipino, Kapampangan
 85

Karl Ashley T. Soriano

5174 Filipiniana ext. Mabalacat city, Pampanga
Contact No: 09204294746
Email: soriano.karl03@gmail.com

OBJECTIVES

“Malayo pa pero malayo na”

EDUCATIONAL BACKGROUND

Elementary:
Dau Central Elementary School
2011-2018

Highschool:
School of the Infant Jesus/EZEE
Pacencia St., Samsonville, Dau, Mabalacat City, Pampanga
2018-2022

Senior High School:

School of the Infant Jesus/EZEE
Pacencia St., Samsonville, Dau, Mabalacat City, Pampanga
2023 - Present

PERSONAL INFORMATION
Birthday: August 3, 2006
Place of birth: Angeles City, Pampanga
Age: 17 years old
Sex: Male
Nationality: Filipino
Civil Status: Single
Religion: Catholic
Language: English, Filipino, Kapampangan
 86

Luijille Kyle S. Andaya

12 12 12st Lakandula, Mabalacat, Pampanga
Contact No: 09919384857
Email: luijilleandaya@gmail.com

OBJECTIVES

“Difficulties are still part of the success, dreams without goals are just dreams”

EDUCATIONAL BACKGROUND

Elementary:
Lakandula Elementary School
Lakandula, Mabalacat City, Pampanga
2011-2018

Highschool:
School of the Infant Jesus/EZEE
Pacencia St., Samsonville, Dau, Mabalacat City, Pampanga
2018-2022

Senior High School:

School of the Infant Jesus/EZEE
Pacencia St., Samsonville, Dau, Mabalacat City, Pampanga
2023 - Present

PERSONAL INFORMATION
Birthday: March 20, 2006
Place of birth: Angeles City, Pampanga
Age: 17 years old
Sex: Female
Nationality: Filipino
Civil Status: Single
Religion: Catholic
Language: English, Filipino, Kapampangan
 87

Patrick Angelo J. Mesa

8 Quiambao St. Tierra Bella Subd, Diliman, Q.C.
Contact No: 09955033253
Email: patrickangelomesa06@gmail.com

OBJECTIVES

“Trust the timing of your life”

EDUCATIONAL BACKGROUND

Elementary:
Hillcrest Baptist Academy
Angeles City, Pampanga
2010-2016

Highschool:
Hillcrest Baptist Academy
Angeles City, Pampanga
2016-2020

Dona Asuncion Lee Integrated School

Mabalacat, Pampanga
2020-2022

Senior High School:

School of the Infant Jesus/EZEE
Pacencia St., Samsonville, Dau, Mabalacat City, Pampanga
2023 - Present

PERSONAL INFORMATION
Birthday: June 10, 2006
Place of birth: Angeles City, Pampanga
Age: 17 years old
Sex: Male
Nationality: Filipino
Civil Status: Single
Religion: Catholic
Language: English, Filipino
 88

Allen Christian C. Luzong

Blk 26 Lot 5 Mabolo St. Clark Manor, Duquit, Mabalacat City
Contact No: 09751484777
Email: allenchristianluzong@gmail.com

OBJECTIVES

“To be an inspiration to others.”

EDUCATIONAL BACKGROUND

Elementary:
School of the Infant Jesus/EZEE
Pacencia St., Samsonville, Dau, Mabalacat City, Pampanga
2011-2018

Highschool:
School of the Infant Jesus/EZEE
Pacencia St., Samsonville, Dau, Mabalacat City, Pampanga
2018-2022

Senior High School:

School of the Infant Jesus/EZEE
Pacencia St., Samsonville, Dau, Mabalacat City, Pampanga
2023 - Present

PERSONAL INFORMATION
Birthday: December 17, 2005
Place of birth: Angeles City
Age: 18 years old
Sex: Male
Nationality: Filipino
Civil Status: Single
Religion: Christian
Language: English, Filipino