ABSTRACT
This research study determined the science laboratory activities in lowland and upland Senior High School as bases for policy recommendation. Studies revealed that there were 40 available equipment and apparatuses in lowland while 75 in upland. Science laboratory activities in lowland was taught using thorough supervision, competency-based, classroom-based laboratory activity, and preparation and provision of materials. While in upland, it was taught through multimedia-based instruction, concept integration, comprehensive laboratory activities, and conditional laboratory activities. Related problems encountered in lowland schools were insufficient equipment and apparatuses, and post high risk for learners. On the other hand, upland schools encountered inadequacy of laboratory facility, equipment and apparatuses, time insufficiency, and unorganized area. Science teachers in lowland and upland schools managed the problems encountered by provision of materials, indigenous materials as an alternative, capability to calibrate and repair, conducive space, multimedia mediated, risk anticipation and laboratory demonstration.
Keywords: Science Laboratory Activities, Lowland and Upland Senior High Schools
INTRODUCTION
The Philippines, as an archipelagic country, has regions spread across mountainous terrains and close to the coast. The areas mentioned are referred to as upland and lowland. The former resembling hilly terrain, is widely used to describe topographical locations. The latter regions, which are both below and beyond mountainous zones are affected by both man-made interconnections and downslope geological processes that link the two different terrains (Fleming, 2020).
Despite its diverse topography, the education system of the country is widely regarded as highly advanced in Asia. This is evident through its commendable rates of basic education completion, higher education participation, and adult literacy, which are comparable to those of more developed economies such as Hong Kong, Singapore, and South Korea (Future Learn, 2021).
The methods used, particularly by senior high school science teachers to teach differ depending on where the schools are located. Teachers never stop innovating teaching strategies that can fit the needs of every learner depending on the location especially in science laboratory activities. As claimed by Cullin et al. (2017), laboratory practice plays a central role in bridging the gap between theory and practice. Class teachers are expected to be more proactive in the laboratory environment related subjects. Integration of laboratory activities captures the interest of learners since they experience hands-on learning (Duban et al., 2017).
One of the major obstacles to learning science, according to a study by Kaptan and Timurlenk (2012) quoted by Rogayan Jr. et al. (2020), is a lack of proper laboratory facilities and equipment. According to the Department of Education, there exists a significant deficit of laboratory facilities in elementary and middle schools nationwide. In Regions III, IV-A, X, XI, and XII, a mere 10% of public elementary schools possess a science laboratory. In the National Capital Region area, the laboratory-to-elementary school ratio is 3:10. According to a survey conducted among 173 instructors from different regions in the Philippines, it was observed that a significant proportion of 23% still lack access to laboratories, while only 39% have the privilege of utilizing at least one laboratory exclusively dedicated to a specific scientific discipline (Pingol et al., 2015).
San Joaquin, as a municipality at the southern part of Iloilo, is partially composed of lowland and upland areas. In the district of San Joaquin South, there are six (6) schools offering senior high schools and situated in lowland and upland areas (PhilAtlas, 2023).
Teachers place a significant emphasis on laboratory activities as a means of facilitating science instruction and enhancing the learning experience. Hence, it is imperative to take into account the experiences and obstacles faced by instructors in determining the appropriate methods for teaching science, particularly in light of the availability of laboratory facilities. As a result, the experiences of individuals have the potential to shape instructional methodologies and the dissemination of curriculum (Suleiman, 2013).
Given the prevailing circumstances that surround the scientific laboratory, the researcher was motivated to undertake the study, which aimed to explore the experiences and challenges faced by science teachers in lowland and upland senior high schools within the district of San Joaquin South. The researcher was interested to investigate the differences in teaching styles as influenced by the presence of laboratory equipment and the geographical location of the school.
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