Inquiry-Based Laboratory Instruction and Scientific Literacy of STEM Students in the First Congressional District of Batangas

Abstract

Scientific literacy remains a key goal in STEM education, particularly in the Philippines where students perform below global standards in international assessments. This study examined the relationship between inquiry-based laboratory instruction and the scientific literacy of STEM students in the First Congressional District of Batangas. A quantitative descriptive-correlational design was used, involving 104 STEM teachers selected through stratified random sampling. Data were collected using a validated questionnaire and analyzed using weighted mean and Pearson’s r at a 0.01 level of significance. Results showed that both inquiry-based laboratory instruction and scientific literacy were at above-average levels across all domains. However, no statistically significant relationship was found between the variables (p > 0.01). Challenges included limited laboratory resources, time constraints, and insufficient instructional support. The findings suggest that other factors may influence scientific literacy and highlight the need for improved instructional design and resource provision.