Pedagogical Skills Through Laboratory-Based Instruction and Its Relations to the Current Status of the Science Laboratory Facilities

Abstract

This study investigated the relationship between the condition of science laboratory facilities and the pedagogical practices of Senior High School science educators in public secondary schools within the Balicuatro Area, Division of Northern Samar. It specifically examined how the availability, utilization, and safety of laboratory resources relate to instructional strategies, classroom management, and laboratory-based teaching methods. Employing a descriptive-correlational research design, the study involved 67 respondents composed of science teachers and school heads. A validated questionnaire served as the primary data-gathering instrument, and data were analyzed using descriptive statistics—including mean and percentage—and inferential statistics such as Pearson correlation. Findings revealed that while classroom management was rated satisfactorily, the use of interactive strategies and laboratory-focused teaching methods remained limited. Laboratory facilities were generally assessed as moderately adequate, though inconsistencies in usage and safety protocol implementation were evident. Among the variables studied, only the adequacy of laboratory facilities showed a statistically significant correlation with teachers’ pedagogical practices (r = 0.265, p = 0.030), suggesting that better-equipped laboratories may support more effective teaching. However, no significant relationship was found between pedagogical skills and laboratory usage (p = 0.523) or adherence to safety standards (p = 0.989). These findings imply that the presence of adequate laboratory infrastructure alone does not guarantee improved instructional practices unless accompanied by proper utilization and adherence to safety measures. Based on these insights, the study proposes a strategic action plan to enhance both laboratory infrastructure and teacher capability. The results underscore the need for integrated policies that address physical resources and pedagogical development to improve science education in rural and underserved contexts. relationship emerged between pedagogical skill and the levels of laboratory use (p = 0.523) or safety adherence (p = 0.989). These results suggest that improving the physical quality of laboratory facilities can help enhance science instruction, but access alone may not guarantee effective practice unless supported by consistent use and safety protocols. To address these gaps, a strategic action plan was proposed, aimed at both upgrading laboratory infrastructure and strengthening teacher capability through targeted support. The study provides valuable insights for school leaders and policymakers working to improve the quality of science education in underserved regions.