Construction and Validation of Contextualized Experimental Activities to Scaffold Students Laboratory Skills

Abstract

This study focused on the construction and validation of contextualized laboratory activities designed to scaffold students’ laboratory skills in science. Specifically, it aimed to develop a set of experimental activities aligned with the K–12 Science curriculum and evaluate their effectiveness in enhancing students’ competencies in laboratory procedures, critical thinking, and scientific inquiry.

Quantitative research design with a developmental and validation strategy was used. The study involved the creation of twelve (12) contextualized laboratory activities, which were subjected to expert validation in terms of content, format, presentation and organization, and accuracy. A total of 10 expert validators assessed the materials using a structured validation instrument. The modifications were made based on validators' suggestions to improve the quality and appropriateness of the designed activities.  

Findings revealed that the developed experimental activities were highly valid across all evaluated aspects and demonstrated string alignment with curriculum requirements and learners needs. The activities were also found to be reliable, appropriate, and effective in promoting student learning, particularly in enhancing clarity of instructions, relevance to real-situations, and development of laboratory skills. Expert evaluators showed fair to excellent agreement in their assessments, further supporting the validity of the materials. The study concludes that the level of validity of the developed contextualized experimental activities are highly valid in terms of content, format, presentation and organization, and accuracy. The activities were indeed valid, reliable and appropriate according to DepEd’s k-12 curriculum standards and well-structured for classroom implementation. Additionally, expert evaluators showed fair to excellent agreement in their assessment of the validity of the developed contextualized experimental activities. Lastly, the inclusion of codes, measurable objectives, HOTS, visual aids, time allotment and list of materials were recommended to make the activities more meaningful, clear, and practical in the classroom setting.

Based on these findings, it is recommended that the developed experimental activities be continuously improved to ensure consistency and quality. Teachers may utilize these validated materials to enhance students’ practical skills and engagement in science. Future studies may further examine their effectiveness across different learner groups to strengthen generalizability. Moreover, ongoing validation by additional experts and continuous refinement based on feedback especially in terms of instructional clarity and promotion of higher-order thinking skills are encouraged to ensure sustained effectiveness in classroom implementation.