Students’ Laboratory Activities and Academic Performance in Science at Abra De Ilog Cluster, Division of Occidental Mindoro

Abstract

This study aimed to examine the relationship between laboratory engagement and academic performance of Grade 10 students in Earth Science and Physics across five public schools in the Abra de Ilog Cluster. The study employed a descriptive quantitative design supported by qualitative interviews with 238 randomly selected students and 10 participants for semi-structured interviews. Validated survey questionnaires and interview guides were used as instruments. The study found that students had moderate to high levels of engagement in laboratory activities, with the highest rating in properly cleaning and storing equipment (Mean=3.72) and the lowest in troubleshooting minor equipment issues (Mean=3.03). The overall composite mean was 3.49, indicating moderate engagement. In terms of academic performance, students scored high in Earth Science while Physics performance was negatively affected by incomplete electromagnetism and motion kits. The Pearson r correlation revealed a significant positive relationship between laboratory engagement and academic performance. The major challenges encountered by students included lack of dedicated laboratory rooms (3 schools), outdated or incomplete equipment, limited time, lack of safety gear, low confidence in handling tools, unequal group participation, and overcrowded learning spaces. Based on the findings, 20 enhancement activities were proposed to address these challenges, including equipment orientation workshops, safety simulations, peer-led tutorials, contextualized science projects, and reflective journaling. The study concludes that laboratory engagement significantly contributes to improved academic performance, and addressing resource limitations, safety concerns, and capacity-building gaps is essential for enhancing science education in rural schools.