Joanne G.

Godezano
Melanie L. Macaraan
Rocky P. Margate
Ma. Lucia M. Oliva
Marella Claire B. Papuran
Nikki Mayvin Tomol
 CHAPTER 1
Purpose of the Research

This study determined the effect of laboratory teaching to

the academic performance among Bachelor of Secondary

Education (BSED), major in Biological Science students in

Samar College, City of Catbalogan, during the School Year

2017-2018.
 CHAPTER 1
Purpose of the Research
In a rapidly changing global society, the importance of
Science education to a country must not be underestimated.
Consequently, the emphasis must be on teaching and learning
of Science so as to yield the desired results and achieve the
national goals on Science education.

Students are thus expected to be scientifically literate in

order to function effectively and to meet the demands of the
global society.
 CHAPTER 1
Purpose of the Research
Hence, Science education should be geared towards
enabling the students to acquire knowledge and
understanding for them to explain, predict and interpret
national phenomena in their environment (Salandanan, 2001,
cited by Ebora, 2015:36).
 CHAPTER 1
Statement of the Problem

This study determined the effect of laboratory teaching to

the academic performance among Bachelor of Secondary

Education (BSED), major in Biological Science students in Samar

College, City of Catbalogan, during the School Year 2017-2018.

 CHAPTER 1
Statement of the Problem

Specifically, this study sought answers to the following questions:

1. What is the profile of the student-respondents with respect to:
1.1 age and sex;
1.2 civil status;
1.3 parent’s highest educational attainment; and
1.4 gross monthly family income?
2. What is the perception of student-respondents on the effects of laboratory teaching in terms
of the following parameters:
2.1 scientific attitudes towards learning;
2.2 scientific skills development of the students;
2.3 scientific method for learning science; and
2.4 matching of scientific abilities with laboratory experiences?
 CHAPTER 1
Statement of the Problem

Specifically, this study sought answers to the following questions:

3. What is the academic performance of the student-respondents in their major subjects:
3.1 BioSci 103 (Biology);
3.2 BioSci 104 (Microbiology);
3.3 BioSci 105 (Ecology);
3.4 BioSci 110 (Biochemistry);
3.5 BioSci 111 (Inorganic Chemistry); and
3.6 BioSci 112 (Organic Chemistry)?
4. Is there a significant relationship between the student-respondents’ perception on the effects
of laboratory teaching and each of their profile variates?
 CHAPTER 1
Statement of the Problem

Specifically, this study seeks answers to the following questions:

5. Is there a significant relationship between the student-respondents’ academic

performance in their major subjects and each of their profile variates?

6. Is there a significant relationship between the student-respondents’ perception on

the effects of laboratory teaching and their academic performance in the major
subjects?

7. What implications may be derived based on the findings of this study?

 CHAPTER 1
Hypothesis
Based on the specific problems of this study, the null hypotheses
were tested.
1. There is no significant relationship between the student-respondents’
perception on the effects of laboratory teaching and their profile variates.

2. There is no significant relationship between the student-respondents’

perception on the effects of laboratory teaching and their academic
performance in their Biological Science major subjects.

3. There is no significant relationship between the student-respondents’

profile variates and their academic performance in their Biological Science
major subjects.
 CHAPTER 1
Theoretical Framework
This study is anchored on the following theories such as:

1. Kolb’s Experiential Learning Theory;

2. Dewey’s Pattern of Inquiry; and

3. Bruner’s Discovery Learning Theory.

 CHAPTER 1
Conceptual Framework
IMPROVED LABORATORY TEACHING OF
SCIENCE SUBJECTS AND ACADEMIC
PERFORMANCE OF BIOLOGICAL
SCIENCE STUDENTS

FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

OF THE STUDY

PERCEPTION ON THE EFFECTS OF LABORATORY TEACHING:

F STUDENT-RESPONDENTS’  scientific attitude
F
E PROFILE VARIATES:  scientific skills
E
 age and sex  scientific methods
E E
 civil status  matching of scientific abilities
D D
B  parents’ highest
B
A educational
ACADEMIC PERFORMANCE IN A
C attainment
MAJOR SCIENCE SUBJECTS: C
K  gross monthly family
 BioSci 103  BioSci 110 K
income
 BioSci 104  BioSci 111
 BioSci 105  BioSci 112

BACHELOR OF SECONDARY EDUCATION-BIOLOGICAL

SCIENCE STUDENTS

SAMAR COLLEGE
 CHAPTER 1
Significance of the Study

The findings of this study would be beneficial to the following

stakeholders: a) Biological Science students, b) Biological

Science teachers, c) school administrators, d) parents, e)

community, and f) future researchers.

 CHAPTER 1
Scope and Delimitation
This study determined the effect of laboratory teaching to

the academic performance among Bachelor of Secondary

Education (BSED), major in Biological Science students in Samar

College, City of Catbalogan, during the School Year 2017-2018.

Finally, this study was conducted during the School Year

2017-2018.
 CHAPTER 1
Definition of Terms
Academic Performance
Conceptually, this terms refers to the outcome of education or the extent
to which a student, teacher, or institution has achieve their educational goals;
commonly measured by examinations or continuous assessment (Ward et al.,
1996:2-5). Operationally, this term refers to how well the student-respondents
meet standards set out by the institution, specifically by the major subjects.

Biological Science
Conceptually, this term refers to the study of life and living organisms,
their life cycles, adaptations and environment. There are many different areas of
study under the umbrella of biological sciences including biochemistry,
microbiology and evolutionary biology (www.timeshighereducation.com,
September 23, 2017). Operationally, this term refers to the specialization of
secondary education students who are the respondents of the study.
 CHAPTER 1
Definition of Terms
College Students
Conceptually, this term refers to the person formally engaged in
learning, especially one enrolled in a tertiary school (www.dictionary.com,
July 23, 2017). Operationally, this term refers to the college students from a
particular private tertiary institution in the City of Catbalogan, Samar who are
the respondents in this study.

Laboratory
Conceptually, this term refers to a place equipped for experimental
study in science or for testing and analysis (www.merriam-webster.com,
September 22, 2017). Operationally, this terms referred to the same context
as define in the preceding statement, except that it specifically referred to a
place where laboratory teaching is conducted by the science teachers for
the benefit of the students.
 CHAPTER 1
Definition of Terms
Laboratory Equipment
Conceptually, this refers to the type of equipment found in a building or room
equipped for conducting scientific research or for teaching practical
science, as for carrying out scientific experiments, etc
(www.collinsdictionary.com, September 25, 2017). Operationally, this term
refers to the hands-on experiences of student-respondents in the laboratory.

Laboratory Experience
Conceptually, this refers to the opportunities for students to interact
directly with the material world (or with data drawn from the material world),
using the tools, data collection techniques, models, and theories of science
(www.smartscience.net, September 25, 2017). Operationally, this term refers
to the hands-on experiences of student-respondents in the laboratory.
 CHAPTER 1
Definition of Terms
Laboratory Teaching
Conceptually, this term refers to sessions that are commonly used in
the traditional science-based labs, but they are also often used in other
areas such as computing, medicine, engineering and design
(www.teaching.unsw.edu.au, September 22, 2017). Operationally, this terms
referred to utilization of laboratory equipment in teaching laboratory classes
of Bachelor of Secondary Education major in Biological Science students in
Samar College.
Scientific Attitude
Conceptually, this refers to a disposition to act in a certain way or a
demonstration of feelings and/or thoughts.
(www.crystaloutreach.ualberta.ca, September 22, 2017). Operationally, this
term refers to the favor or disfavor expressed by the student-respondents
towards laboratory learning.
 CHAPTER 1
Definition of Terms
Scientific Method
Conceptually, this refers to the principles and procedures for the
systematic pursuit of knowledge including the formulation of a problem, the
gathering of data through observation and experiment, and the formulation
and testing of hypotheses (www.merriam-webster.com, September 23, 2017).
Operationally, this term refers to how the student-respondents processes
experiments and solving scientific problems.

Scientific Skill
Conceptually, this refers to the ability to use scientific knowledge to identify
questions that can be answered through a scientific process and draw conclusions
based on facts to understand the natural world and the changes made to it by
human activity and to help to make decisions about
it(www.crystaloutreach.ualberta.ca, September 22, 2017). Operationally, this term
refers to the skills acquired by the student-respondents during laboratory classes.
 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents and discusses the relevant literature and

studies which were reviewed by the researchers from books, journals,

periodicals, other publications, unpublished materials, and Internet-

related sources. The reviews were made on the topics of laboratory

teaching and its effects on the students’ academic performance which

shed light to the topic being studied.

 CHAPTER 2
Review of Related Literature
The following literature was found to be related to the present study.

1) Ufondu, (2009:84-88)

2) (Omiko, 2015:1-17)

3) (Queens University, 2008:1)

4) (Lunetta, et al., 2005:4)

5) (Tobin, 1990:405)

6) (Dikmenli, 2009:1)
 CHAPTER 2
Review of Related Studies
The following items are some of the related studies which were
thoroughly reviewed by the researcher that was found to be relevant to this
study. Similarities to this study are hereby presented.

1) Uba (2012)

2) Abuan et al. (2013)

3) Akani (2015)

4) Olubu (2015)

5) Neji and Nuoha (2015)

6) Ihejiamaizu and Ochui (2016)

 CHAPTER 3

METHODOLOGY

This chapter describes and discusses the

methodologies employed in the study.

 CHAPTER 3
Research Design
Descriptive-Correlation
Frequency Count
Locale of the Study
Respondents
SAMAR COLLEGE INC.
Percentage Laboratory
Distribution
Instrumentation Profile Variates Teaching
Catbalogan City Samar
• scientific attitudes
Validation ofQuestionnaire Mean
Instrument (Akani, 2015:86-94) towards learning;
• age and sex; • scientific skills
• civil status; development of the
Standard Deviation
Sampling Procedure • parent’s highest students;

Part I educational Part II • scientific method for

attainment; and learning science; and
Total
Demographic Enumeration
• average Weighted
Perception
monthly on theMean• matching of scientific
Data Gatheringprofile
Procedure
of the family income
effects of abilities with
respondents laboratory laboratory
49 Bachelor of Secondary Education Pearson
Major
teaching in Product-Moment of
Statistical Treatment of Correlation experiences
Biological Sciences students of Samar CollegeCoefficient (Pearson’s r).
Data
 CHAPTER 4
PRESENTATION, ANALYSIS AND
INTERPRETATION OF DATA

This chapter presents and discusses the data collected,

the analysis and interpretations made to the data.

 CHAPTER 4

The succeeding discussions focus on the profile of the

student-respondents with respect to their age and sex, civil

status, parents’ highest educational attainment and gross

monthly family income.

 CHAPTER 4

Table 1
Age and Sex of the Student-Respondents
Age Female Male Total Percentage
f % f %

18 - 22 18 81.82 12 70.59 30 76.92

23 - 27 3 13.64 3 17.65 6 15.38

28 - 32 1 4.55 1 5.88 2 5.13

33 - 37 0 0.00 1 5.88 1 2.56

Total 22 56.41 17 43.59 39 100.00

Mean 21.51 21.53 21.08

SD 3.60 4.06 3.65

 CHAPTER 4

Table 2
Civil Status of the Student-Respondents

Civil Status Frequency Percentage

Single 37 94.87

Married 2 5.13

Total 39 100.00
 CHAPTER 4

Table 3
Parents’ Highest Educational Attainment
Educational Levels Father Mother
f % f %
No Schooling 0 0.00 0 0.00
Elementary Level 2 5.13 2 5.13
Elementary Graduate 4 10.26 1 2.56
High School Level 1 2.56 3 7.69
High School Graduate 16 41.03 9 23.08
College Level 11 28.21 11 28.21
College Graduate 5 12.82 11 28.21
MA/MS/MAT/MAEd Units 0 0.00 1 2.56
MA/MS/MAT/MAEd Graduate 0 0.00 0 0.00
Ph.D./Ed.D./D.A. Units 0 0.00 1 2.56
Ph.D./Ed.D./D.A. Graduate 0 0.00 0 0.00
Total 39 100.00 39 100.00
 CHAPTER 4

Table 4
Gross Monthly Family Income of the Student-Respondents
Income Brackets Frequency Percentage
Php 50,000.00 and Above 0 0.00
Php 40,000.00 – Php 49,999.00 0 0.00
Php 30,000.00 – Php 39,999.00 3 7.69
Php 20,000.00 – Php 29,999.00 1 2.56
Php 10,000.00 – Php 19,999.00 11 28.21
Below Php 10,000.00 24 61.54
Total 39 100.00
 CHAPTER 4

Table 5
Student-Respondents’ Perception on the Effects of Laboratory
Teaching
Indicators Weighted Mean Description

A. SCIENTIFIC ATTITUDE TOWARD LEARNING

1. In developing honesty in using laboratory equipment and

facilities 4.46 A

2. In exhibiting curiosity in using laboratory equipment and

facilities through conduct of experiments and other
simulation activities 4.28 A
3. In developing patience in doing the laboratory works
systematically 4.23 A

4. In being sceptical about things that are not yet proven

and/or experimented for actual testing 4.08 A

5. In not being open-minded because of the limitations made by

using laboratory facilities and equipment 2.49 D

Sub-Mean 3.91 A
 CHAPTER 4

Table 5
Student-Respondents’ Perception on the Effects of Laboratory
Teaching
Indicators Weighted Mean Description
B. SCIENTIFIC SKILLS DEVELOPMENT OF STUDENTS

1. In developing observation skills using laboratory approach

to learning 4.49 A
2. In developing measuring and computing skills as part of the
laboratory approach to learning 2.41 D

3. In being able to classify things 4.38

A
4. In developing the ability to predict things which is a
primary aspect of laboratory teaching 4.05 A
5. In learning how to experiment 4.54 SA

Sub-Mean 3.97 A
 CHAPTER 4

Table 5
Student-Respondents’ Perception on the Effects of Laboratory
Teaching
Indicators Weighted Mean Description
C. SCIENTIFIC METHOD FOR LEARNING SCIENCE

1. In learning to think critically while doing experiments 4.41 A

2. In not being creative because of the constraints of laboratory works 2.92 U

3. In showing reflective thinking which results from laboratory teaching 4.13 A

4. In not being able to imagine things being learned 2.85 U

5. In expressing hypothesis as part of the laboratory teaching strategy 4.23 A

Sub-Mean 3.71 A
 CHAPTER 4

Table 5
Student-Respondents’ Perception on the Effects of Laboratory
Teaching
Indicators Weighted Mean Description
D. MATCHING OF SCIENTIFIC ABILITIES WITH LABORATORY EXPERIENCES

1. Use of laboratory helps students to organize information or materials

during laboratory activities 4.56 SA

2. Identification of laboratory materials 4.26 A

3. Successfully executing a problem in the laboratory 4.23 A

4. Difficulty in retaining facts more permanently in any given laboratory 3.41 A

activity

5. Use of laboratory helps students draw conclusions based on findings 4.62 SA

Sub-Mean 4.22 A
 CHAPTER 4

Table 5
Student-Respondents’ Perception on the Effects of Laboratory
Teaching
Indicators Weighted Mean Description

A. SCIENTIFIC ATTITUDE TOWARD LEARNING 3.91 A

B. SCIENTIFIC SKILLS DEVELOPMENT OF STUDENTS 3.97 A

C. SCIENTIFIC METHOD FOR LEARNING SCIENCE 3.71 A

D. MATCHING OF SCIENTIFIC ABILITIES WITH LABORATORY 4.22 A

EXPERIENCES
Over-All Mean 3.95 A

Legend:
Scale Value: Interpretation:
4.5 – 5.0 Strongly Agree (SA)
3.5 – 4.4 Agree (A)
2.5 – 3.4 Undecided (U)
1.5 – 2.4 Disagree (D)
1.0 – 1.4 Strongly Disagree (SD)
 CHAPTER 4

Table 7
Academic Performance of the Second Year Student-Respondents in
BioSci 103, BioSci 104, and BioSci 105
Grades BioSci 103 BioSci 104
Frequency Percentage Frequency Percentage

1.00 0 0.00 0 0.00

1.1 – 1.5 2 40.00 3 60.00
1.6 – 2.0 3 60.00 2 40.00
2.1 – 2.5 0 0.00 0 0.00 Legend:
1.0 - Excellent
2.6 – 3.0 0 0.00 0 0.00 1.1 – 1.5 - Superior
1.6 – 2.0 - Very Good
5.0 0 0.00 0 0.00
2.1 – 2.5 - Good
Total 5 100.00 5 100.00 2.6 – 3.0 - Fair/Passing
5.0 - Failure
Mean 1.64 1.62 Inc. - Incomplete
Dr. - Dropped
SD 0.26 0.27
 CHAPTER 4

Table 7
Academic Performance of the Second Year Student-Respondents in
BioSci 103, BioSci 104, and BioSci 105
Grades BioSci 103 BioSci 104 BioSci 105
f % f % f %
1.00 0 0.00 0 0.00 0 0.00

1.1 – 1.5 4 44.44 4 44.44 5 55.56

1.6 – 2.0 5 55.56 5 55.56 3 33.33

2.1 – 2.5 0 0.00 0 0.00 1 11.11 Legend:

1.0 - Excellent
2.6 – 3.0 0 0.00 0 0.00 0 0.00 1.1 – 1.5 - Superior
1.6 – 2.0 - Very Good
5.0 0 0.00 0 0.00 0 0.00 2.1 – 2.5 - Good
2.6 – 3.0 - Fair/Passing
Total 9 100.00 9 100.00 9 100.00 5.0 - Failure
Inc. - Incomplete
Mean 1.66 1.61 1.63 Dr. - Dropped

SD 0.33 0.26 0.32

 CHAPTER 4

Table 8
Academic Performance of the Third and Fourth Year Student-
Respondents in BioSci 103, BioSci 104, and BioSci 105
Grades BioSci 103 BioSci 104 BioSci 105
f % f % f %
1.00 2 8.00 1 4.00 0 0.00
1.1 – 1.5 13 52.00 11 44.00 12 48.00
1.6 – 2.0 8 32.00 9 36.00 12 48.00
2.1 – 2.5 2 8.00 4 16.00 1 4.00 Legend:
1.0 - Excellent
2.6 – 3.0 0 0.00 0 0.00 0 0.00 1.1 – 1.5 - Superior
1.6 – 2.0 - Very Good
5.0 0 0.00 0 0.00 0 0.00 2.1 – 2.5 - Good
2.6 – 3.0 - Fair/Passing
Total 25 100.00 25 100.00 25 100.00 5.0 - Failure
Inc. - Incomplete
Mean 1.55 1.66 1.61 Dr. - Dropped

SD 0.36 0.30 0.27

 CHAPTER 4

Table 9
Academic Performance of the Third and Fourth Year Student-
Respondents in BioSci 110, BioSci 111, and BioSci 112
Grades BioSci 110 BioSci 111 BioSci 112
f % f % f %
1.00 0 0.00 0 0.00 0 0.00
1.1 – 1.5 9 36.00 12 48.00 17 68.00
1.6 – 2.0 12 48.00 11 44.00 6 24.00
2.1 – 2.5 3 12.00 1 4.00 1 4.00 Legend:
1.0 - Excellent
2.6 – 3.0 1 4.00 1 4.00 1 4.00 1.1 – 1.5 - Superior
1.6 – 2.0 - Very Good
5.0 0 0.00 0 0.00 0 0.00 2.1 – 2.5 - Good
2.6 – 3.0 - Fair/Passing
Total 25 100.00 25 100.00 25 100.00 5.0 - Failure
Inc. - Incomplete
Mean 1.72 1.66 1.58 Dr. - Dropped

SD 0.33 0.34 0.40

 CHAPTER 4

Table 10
Results of Correlation Analysis between Student-Respondents’ Perception on the
Effect of Laboratory Teaching along Scientific Attitude and their Profile
Profile Variates rxy/2 p-value Evaluation Decision
Age 0.588 0.677 NS Accept Ho
Sex 8.700 0.171 NS Accept Ho
Civil Status 6.622 0.217

Parents’ Highest
Educational Attainment

Father 0.698 0.808 NS Accept Ho

Mother 0.842 0.328 NS Accept Ho
Gross Monthly Family
Income 6.731 0.875 NS Accept Ho
Legend: α = 0.05; df = 37; two-tailed; S – Significant; NS – Not Significant
 CHAPTER 4

Table 11
Results of Correlation Analysis between Student-Respondents’ Perception on the
Effect of Laboratory Teaching along Scientific Skills Development and their
Profile
Profile Variates rxy/2 p-value Evaluation Decision
Age 0.562 0.407 NS Accept Ho
Sex 0.316 0.861 NS Accept Ho
Civil Status 16.175 0.058

Parents’ Highest
Educational Attainment

Father 11.013 0.975 NS Accept Ho

Mother 8.341 0.954 NS Accept Ho
Gross Monthly Family
Income 9.054 0.751 NS Accept Ho
Legend: α = 0.05; df = 37; two-tailed; S – Significant; NS – Not Significant
 CHAPTER 4

Table 12
Results of Correlation Analysis between Student-Respondents’ Perception on the
Effect of Laboratory Teaching along Scientific Method for Learning Science and
their Profile
Profile Variates rxy/2 p-value Evaluation Decision
Age 1.612 0.086 NS Accept Ho
Sex 9.669 0.775 NS Accept Ho
Civil Status 13.905 0.744

Parents’ Highest
Educational Attainment

Father 0.370 0.070 NS Accept Ho

Mother 0.530 0.284 NS Accept Ho
Gross Monthly Family
Income 0.608 0.412 NS Accept Ho
Legend: α = 0.05; df = 37; two-tailed; S – Significant; NS – Not Significant
 CHAPTER 4

Table 13
Results of Correlation Analysis between Student-Respondents’ Perception on the
Effect of Laboratory Teaching along Matching of Abilities and Laboratory
Experiences and their Profile
Profile Variates rxy/2 p-value Evaluation Decision
Age 2.775 0.592 NS Accept Ho
Sex -1.656 0.790 NS Accept Ho
Civil Status 2.459 0.305

Parents’ Highest
Educational Attainment

Father 1.624 0.262 NS Accept Ho

Mother 0.689 0.161 NS Accept Ho
Gross Monthly Family
Income 0.684 0.645 NS Accept Ho
Legend: α = 0.05; df = 37; two-tailed; S – Significant; NS – Not Significant
 CHAPTER 4

Table 14
Results of Correlation Analysis between Student-Respondents’ Academic
Performance in BioSci 103 (Biology) and Profile
Profile Variates rxy/2 p-value Evaluation Decision
Age -0.983 0.000 S Reject Ho
Sex 10.875 0.741 NS Accept Ho
Civil Status 11.290 0.824 NS Accept Ho

Parents’ Highest
Educational Attainment

Father 4.596 0.500 NS Accept Ho

Mother 2.270 0.069 NS Accept Ho
Gross Monthly Family
Income 4.469 0.969 NS Accept Ho

Legend: α = 0.05; df = 37; two-tailed; S – Significant; NS – Not Significant

 CHAPTER 4

Table 15
Results of Correlation Analysis between Student-Respondents’ Academic
Performance in BioSci 104 (Microbiology) and Profile
Profile Variates rxy/2 p-value Evaluation Decision
Age 0.690 0.847 NS Accept Ho
Sex 3.481 0.316 NS Accept Ho
Civil Status 3.657 0.245 NS Accept Ho

Parents’ Highest
Educational Attainment

Father 0.896 0.089 NS Accept Ho

Mother 0.959 0.485 NS Accept Ho
Gross Monthly Family
Income 0.884 0.230 NS Accept Ho

Legend: α = 0.05; df = 37; two-tailed; S – Significant; NS – Not Significant

 CHAPTER 4

Table 16
Results of Correlation Analysis between Student-Respondents’ Academic
Performance in BioSci 105 (Ecology) and Profile
Profile Variates rxy/2 p-value Evaluation Decision
Age -0.041 0.226 NS Accept Ho
Sex -0.028 0.419 NS Accept Ho
Civil Status 0.170 0.167 NS Accept Ho

Parents’ Highest
Educational Attainment

Father -4.771 0.174 NS Accept Ho

Mother -1.157 0.980 NS Accept Ho
Gross Monthly Family
Income 0.035 0.444 NS Accept Ho
Legend: α = 0.05; df = 32; two-tailed; S – Significant; NS – Not Significant
 CHAPTER 4

Table 17
Results of Correlation Analysis between Student-Respondents’ Academic
Performance in BioSci 110 (Biochemistry) and Profile
Profile Variates rxy/2 p-value Evaluation Decision
Age 0.051 0.301 NS Accept Ho
Sex 0.164 0.191 NS Accept Ho
Civil Status 0.842 0.083 NS Accept Ho

Parents’ Highest
Educational Attainment

Father 0.183 0.356 NS Accept Ho

Mother 0.876 0.167 NS Accept Ho
Gross Monthly Family
Income -0.051 0.223 NS Accept Ho
Legend: α = 0.05; df = 23; two-tailed; S – Significant; NS – Not Significant
 CHAPTER 4

Table 18
Results of Correlation Analysis between Student-Respondents’ Academic
Performance in BioSci 111 (Inorganic Chemistry) and Profile

Profile Variates rxy/2 p-value Evaluation Decision

Age 0.216 0.507 NS Accept Ho
Sex 0.221 0.184 NS Accept Ho
Civil Status 0.509 0.945 NS Accept Ho

Parents’ Highest
Educational Attainment

Father 0.762 0.997 NS Accept Ho

Mother 0.879 0.197 NS Accept Ho
Gross Monthly Family
Income -0.151 0.694 NS Accept Ho

Legend: α = 0.05; df = 23; two-tailed; S – Significant; NS – Not Significant

 CHAPTER 4

Table 19
Results of Correlation Analysis between Student-Respondents’ Academic
Performance in BioSci 112 (Organic Chemistry) and Profile
Profile Variates rxy/2 p-value Evaluation Decision
Age 0.092 0.064 NS Accept Ho
Sex 0.409 0.539 NS Accept Ho
Civil Status 0.412 0.711 NS Accept Ho

Parents’ Highest
Educational Attainment

Father 0.031 0.310 NS Accept Ho

Mother 0.104 0.489 NS Accept Ho
Gross Monthly Family
Income -0.118 0.169 NS Accept Ho

Legend: α = 0.05; df = 23; two-tailed; S – Significant; NS – Not Significant

 CHAPTER 4

Table 20
Results of Correlation Analysis between Student-Respondents’
Perception on the Effects of Laboratory Teaching and their
Academic Performance in their Major Subjects in Science

Variates rxy/2 p-value Evaluation Decision

Laboratory Teaching and

Academic Performance
4.627 0.034 S Reject Ho

Legend: α = 0.05; df = 37; two-tailed; S – Significant; NS – Not Significant

 CHAPTER 4

Based on the specific questions of the study, the researchers offer

the following implications:

1. The student-respondents agreed that, indeed, laboratory teaching had effects

on their development of scientific attitude toward learning, scientific skills

development, scientific methods for learning Science and matching of abilities

and laboratory experiences. Hence, laboratory teaching must be strictly and

religiously followed in subjects with laboratory such as in Biology, Microbiology,

Ecology, Inorganic Chemistry and Organic Chemistry.

 CHAPTER 4

Based on the specific questions of the study, the researchers offer

the following implications:

2. The student-respondents had very satisfactory academic performance in their

major subjects in Science. Thus, Science teachers must provide enhancement

activities and other enrichment scaffoldings in order to maintain and/or further

improve their academic performance in their major subjects in Science, more

particularly those with laboratory.

 CHAPTER 4

Based on the specific questions of the study, the researchers offer

the following implications:

3. The student-respondents’ age was significantly related to their academic

performance in BioSci 103 (Biology). The teachers teaching Biology in the BSED

Biological Science Program in Samar College must consider the students’ ages

in terms of drafting of the course syllabus and in developing activities in their

Biology class.
 CHAPTER 4

Based on the specific questions of the study, the researchers offer

the following implications:

4. The student-respondents’ perception on the effects of laboratory teaching and

their academic performance in their major subjects were significantly related.

Thus, the teachers must strictly and religiously implement utilization of laboratory

teaching in the major subjects in the BSED Biological Science curriculum.

 CHAPTER 5
SUMMARY OF FINDINGS, CONCLUSIONS
AND RECOMMENDATIONS

This chapter presents and discusses the summary

of the major findings of this study, the conclusions

derived therefrom, and the recommendations drawn

from the conclusions of the study.

 CHAPTER 5

On the basis of the specific problems of this study, the major

findings were as follows:

1. The 30 or 76.92 percent of the student-respondents were aged between 18 and 22

years old. Of this number, 18 or 81.82 percent were females whereas 12 or 70.59

were males. There were six or 15.38 percent student-respondents who were

aged 23 – 27 years old. One or 2.56 percent student-respondent was older at 33

– 37 years old.
 CHAPTER 5

The mean age for the female student-respondents was computed at 21.51

years old, with a standard deviation of 3.60 years while the mean age for the

male student-respondents was computed at 21.53 years old, with a standard

deviation of 4.06 years. As a whole, the mean age of the student-respondents

was computed at 21.08 years old, with a standard deviation of 3.65 years.
 CHAPTER 5

2. There were 37 or 94.87 percent student-respondents who were still single.

3. Sixteen or 41.03 percent of the student-respondents’ fathers were high school

graduates, followed by 11 or 28.21 percent whose fathers were college level.

The highest level of education obtained by the fathers of the student-

respondents was college, with five or 12.82 percent while the lowest level of

education obtained by the fathers of two or 5.13 percent student-respondents

was elementary level.

 CHAPTER 5

Similarly, there were an equal number of student-respondents at 11 or 28.21

percent whose mothers were college level and college graduate. This was

followed by nine or 23.08 percent student-respondents who had mothers who

were high school graduates. The highest level of education attained by the

mother of one or 2.56 percent student-respondent was doctorate units whereas

the lowest level of education attained by the mothers of two or 5.13 percent who

were elementary level.

 CHAPTER 5

4. There were 24 or 61.54 percent of the student-respondents who belonged to

families with gross monthly income below Php 10,000.00, followed by 11 or 28.21

percent student-respondents with incomes of Php 10.000.00 – Php 19,999.00.

There were three or 7.69 percent student-respondents belonged to families with

higher gross monthly family income at Php 30,000.00 – Php 39,999.00.

 CHAPTER 5

5. The student-respondents agreed upon four statement-indicators on the effects of

laboratory teaching on their scientific attitude toward learning. Of these four

statement-indicators, the effect of laboratory teaching on scientific attitude in

terms of developing honesty in using laboratory equipment and facilities

obtained the highest weighted mean computed at 4.46.

 CHAPTER 5

This was followed by the statement-indicators that laboratory teaching

impacts on scientific attitude in terms of exhibiting curiosity in using laboratory

equipment and facilities through conduct of experiments and other simulation

activities, with a weighted mean of 4.28, and in terms developing patience in

doing the laboratory works systematically developing patience in doing the

laboratory works systematically, with a weighted mean of 4.23.

 CHAPTER 5

However, there was one statement-indicator which was disagreed upon by

the student-respondents based on the obtained weighted mean computed at

2.49. This was in causing the student-respondents to be not open-minded

because of the limitations made by using laboratory facilities and equipment.

As a whole, the student-respondents agreed on the effect of laboratory

teaching on their scientific attitude toward learning based on the weighted

mean computed at 3.91.

 CHAPTER 5

6. As regards scientific skills development, the student-respondents’ strongly agreed

the effect of laboratory teaching on scientific skills development in terms of

learning how to experiment, with a weighted mean of 4.54. Yet, they disagreed

on the effect of laboratory teaching on scientific skills development in terms of

developing measuring and computing skills as part of the laboratory approach

to learning
 CHAPTER 5

On the basis of the specific problems of this study, the major

findings were as follows:

The remaining three statement-indicators were agreed upon by the student-

respondents. These included effect on developing observation skills using

laboratory approach to learning, with a weighted mean of 4.49, on the ability to

classify things, with a weighted mean of 4.38, and on developing the ability to

predict things which is a primary aspect of laboratory teaching, with a weighted

mean of 4.05.
 CHAPTER 5

As a whole, the student-respondents agreed that laboratory teaching had

impact on their scientific skills development based on the weighted mean

obtained at 3.97.
 CHAPTER 5

7. As regards the effect of laboratory teaching on the scientific method for learning

Science, the student-respondents were undecided in not being creative

because of the constraints of laboratory works, with a weighted mean of 2.92,

and in not being able to imagine things being learned, with a weighted mean of

2.85.
 CHAPTER 5

However, they agreed upon the following statement-indicators: a) in learning

to think critically while doing experiments, with a weighted mean of 4.41; b) in

expressing hypothesis as part of the laboratory teaching strategy, with a

weighted mean of 4.23; c) in showing reflective thinking which results from

laboratory teaching, with a weighted mean of 4.13.

 CHAPTER 5

As a whole, the weighted mean obtained for the student-respondents’

perception on the effect of laboratory teaching on scientific method for learning

Science was 3.71, interpreted as agree.

 CHAPTER 5

8. The student-respondents strongly agreed upon two statement-indicators on the

effects of laboratory teaching in terms of matching scientific abilities with

laboratory experiences based on the obtained weighted means computed at

4.62 for use of laboratory helps students draw conclusions based on findings,

and 4.56 for use of laboratory helps students to organize information or materials

during laboratory activities. The three remaining statement-indicators were

agreed upon by the student-respondents.

 CHAPTER 5

These were effects on identification of laboratory materials, with a weighted

mean of 4.26; successfully executing a problem in the laboratory, with a

weighted mean of 4.23; and difficulty in retaining facts more permanently in any

given laboratory activity, with a weighted mean of 3.41.

As a whole, the weighted mean for the student-respondents’ perception on the

effects of laboratory teaching on matching scientific abilities with laboratory

experiences was posted at 4.22, interpreted as agree.

 CHAPTER 5

9. There were three or 60 percent first year student-respondents who obtained

grades between 1.6 and 2.0, interpreted as very good academic performance

in BioSci 103 (Biology), while there were two or 40 percent who obtained grades

between 1.1 and 1.5, interpreted as superior academic performance in BioSci

(Biology). The mean grade of the first year student-respondents in BioSci 103 was

posted at 1.64 with a standard deviation of 0.26. .

 CHAPTER 5

There were three first year student-respondents who obtained grades

between 1.1 and 1.5, interpreted as superior academic performance in BioSci

104 (Microbiology) while there were two or 40 percent who obtained grades

between 1.6 and 2.0, interpreted as very good academic performance in the

same subject. The mean grade for BioSci 104 (Microbiology) of the first year

student-respondents was computed at 1.62, with a standard deviation of 0.27.

 CHAPTER 5

10. There were five or 55.56 percent second year student-respondents who obtained

grades between 1.6 and 2.0, interpreted as very good academic performance

in BioSci 103 (Biology) while the remaining four or 44.44 second year student-

respondents obtained grades between 1.1 and 1.5, interpreted as superior

academic performance in the same subject. The mean grade for the said

subject was posted at 1.66, with a standard deviation of 0.33.

 CHAPTER 5

Five or 55.56 percent second year student-respondents obtained grades

between 1.6 and 2.0 for BioSci 104 (Microbiology), interpreted as very good

academic performance in the subject. The remaining four or 44.44 percent

second year student-respondents had grades between 1.1 and 1.5, interpreted

as superior academic performance in BioSci 104 (Microbiology). The mean

grade of the student-respondents in the said subject was 1.61, with a standard

deviation of 0.26. Said result was interpreted as very good academic

performance in BioSci 104 of the second year student-respondents.

 CHAPTER 5

There were five or 55.56 percent second year student-respondents who

obtained grades between 1.1 and 1.5, interpreted as superior academic
performance in BioSci 105 (Ecology). This was followed by three or 33.33 percent
second year student-respondents who obtained grades between 1.6 and 2.0,
interpreted as very good academic performance in BioSci 105 (Ecology). There
was one or 11.11 percent second year student-respondent who obtained grade
between 2.1 and 2.5, interpreted as good academic performance in the said
subject. The mean grade was obtained at 1.63, with a standard deviation of 0.32,
which indicated a very good academic performance in BioSci 105 (Ecology).
 CHAPTER 5

11. As regards the third and fourth year student-respondents’ academic

performance in BioSci 103 (Biology), there were 13 or 52 percent who obtained

grades between 1.1 and 1.5, interpreted as superior academic performance,

while there were eight or 32 percent who obtained grades between 1.6 and 2.0,

interpreted as very good academic performance in the same subject.

 CHAPTER 5

There were, however, two or eight percent third and fourth year student-

respondents who obtained grades of 1.00, interpreted as outstanding academic

performance in BioSci 103, and considered to be the highest grade obtained.

On the contrary, there were two or eight percent third and fourth year student-

respondents who obtained grades between 2.1 and 2.5, interpreted as good

academic performance, identified as the lower grades obtained by the student-

respondents.
 CHAPTER 5

For BioSci 104 (Microbiology), there were 11 or 44 percent third and fourth

year student-respondents who obtained grades between 1.1 and 1.5, interpreted

as superior academic performance in the said subject. This was followed by nine

or 36 percent who obtained grades between 1.5 and 2.0, interpreted as very

good academic performance in BioSci 104 (Microbiology) of the third and fourth

year student-respondents.
 CHAPTER 5

There was one or four percent student-respondent who obtained a grade of

1.0, interpreted as outstanding academic performance in BioSci 104, and

considered to be the highest grade obtained. However, there were four or 16

percent student-respondents who obtained grades between 2.1 and 2.5,

interpreted as good academic performance in BioSci 104. The mean grade for

the said subject obtained by the third and fourth year student-respondents was

computed at 1.66, with a standard deviation of 0.30.

 CHAPTER 5

There were 12 or 48 percent third and fourth year student-respondents who

obtained grades between 1.6 and 2.0, interpreted as very good academic

performance in BioSci 110 (Biochemistry), followed by nine or 36 percent who

obtained grades between 1.1 and 1.5, interpreted as superior academic

performance in the said subject.

 CHAPTER 5

There were three or 12 percent student-respondents who obtained grades

between 2.1 and 2.5, interpreted as good academic performance in BioSci 110.

However, there was one or four percent student-respondent who obtained a

grade between 2.6 and 3.0, interpreted as fair or passing academic

performance in BioSci 110. The mean grade for BioSci 110 of the third and fourth

year student-respondents was posted at 1.72, with a standard deviation of 0.33.

 CHAPTER 5

For the academic performance in BioSci 111 (Inorganic Chemistry) of the third and

fourth year student-respondents, there were 12 or 48 percent who obtained

grades between 1.1 and 1.5, interpreted as superior academic performance,

followed by 11 or 44 percent who obtained grades between 1.6 and 2.0,

interpreted as very good academic performance in BioSci 111.

 CHAPTER 5

There was one or four percent student-respondent who obtained grade between 2.1

and 2.5, interpreted as good academic performance in BioSci 111 and one or

four percent student-respondent who obtained grade between 2.6 and 3.0,

interpreted as fair and/or passing academic performance in BioSci 111, also

considered to be the lowest academic performance in the said subject. The

mean grade in BioSci 111 was posted at 1.66, with a standard deviation of 0.34.
 CHAPTER 5

As regards the third and fourth year student-respondents’ academic performance in

BioSci 112 (Organic Chemistry), there were 17 or 68 percent student-respondents
who obtained grades between 1.1 and 1.5, interpreted as superior academic
performance in said subject, followed by six or 24 percent student-respondents
who obtained grades between 1.6 and 2.0, interpreted as very good academic
performance in said subject. There was one or four student-respondent who
obtained grade between 2.6 and 3.0, interpreted as fair and/or passing
academic performance in BioSci 112 (Organic Chemistry). The mean grade for
BioSci 112 of the third and fourth year student-respondents was posted at 1.58,
with a standard deviation of 0.40. q
 CHAPTER 5

12. There is no significant relationship between the student-respondents’ perception

on the effects of laboratory teaching along scientific attitude toward learning
and each of the profile variates based on the p values obtained at 0.677 for age,
0.171 for sex, 0.217 for civil status, 0.808 for fathers’ educational attainment, 0.328
for mothers’ educational attainment, and 0.875 for gross monthly family income.
These values of p were greater than the level of significance at 0.05, df=37.
Hence, the hypothesis of no significant relationship between the student-
respondents’ perception on the effects of laboratory teaching along scientific
attitude toward learning and each of their profile variates was accepted.
 CHAPTER 5

13. There was no significant relationship between the student-respondents’

perception on the effects of laboratory teaching on scientific skills development
and their profile variates based on the p values. The p values of 0.407 was
obtained for age, 0.861 for sex, 0.058 for civil status, 0.975 for fathers’ educational
attainment, 0.954 for mothers’ educational attainment, and 0.751 for gross
monthly family income. These values proved to be greater than the level of
significance at 0.05, df=37 for two-tailed hypothesis testing. This therefore led to
the acceptance of the hypothesis of no significant relationship between the
student-respondents’ perception on the effects of laboratory teaching along
scientific skills development and each of their profile variates.
 CHAPTER 5

14. There was no significant relationship between the student-respondents’

perception on the effects of laboratory teaching on scientific methods for
learning Science and each of their profile variates based on the p values posted
at 0.086 for age, 0.775 for sex, 0.744 for civil status, 0.070 for fathers’ educational
attainment, 0.284 for mothers’ educational attainment, and 0.412 for gross
monthly family income. These values proved to be greater than the level of
significance at 0.05, df=37. Thus, the hypothesis of no significant relationship
between the student-respondents’ perception on the effects of laboratory
teaching on scientific methods for learning Science and each of their profile
variates was accepted.
 CHAPTER 5

15. There was no significant relationship between the student-respondents’

perception on the effects of laboratory teaching on matching of abilities and

laboratory experiences and each of their profile variates based on the values of

p. The p values obtained were posted at 0.592 for age, 0.790 for sex, 0.305 for

civil status, 0.262 for fathers’ educational attainment, 0.161 for mothers’

educational attainment, and 0.645 for gross monthly family income. These

values proved to be greater than the level of significance at 0.05, df=37, for two-

tailed hypothesis testing. This then led to the acceptance of the hypothesis.
 CHAPTER 5

16. Only the student-respondents’ age had significant relationship with their

academic performance in BioSci 103 (Biology). An r value of -0.983 was yielded

which meant a high negative relationship between the variates. A p value of

0.000 was posted which proved to be lesser than the level of significance at 0.05,

df=37, for two-tailed hypothesis testing. This then led to the rejection of the

hypothesis which states that there is no significant relationship between the

student-respondents’ academic performance in BioSci 103 and their age.

 CHAPTER 5

17. There was no significant relationship between the student-respondents’

academic performance in BioSci 104 (Microbiology) and their profile variates
based on the p values. The p values were: 0.847 for age, 0.316 for sex, 0.245 for
civil status, 0.089 for fathers’ educational attainment, 0.485 for mothers’
educational attainment, and 0.230 for gross monthly family income. These
values were revealed to be greater than the level of significance at 0.05, df=37
for two-tailed hypothesis testing. This then led to the acceptance of the
hypothesis which states that there is no significant relationship between the
student-respondents’ academic performance in BioSci 104 (Microbiology) and
their profile variates.
 CHAPTER 5

18. There was no significant relationship between the student-respondents’

academic performance in BioSci 105 (Ecology) and their profile variates based
on the obtained p values posted at o.226 for age, 0.419 for sex, 0.167 for civil
status, 0.174 for fathers’ educational attainment, 0.980 for mothers’ educational
attainment, and 0.444 for gross monthly family income. These p values were
greater than the level of significance at 0.05, df=32, for two-tailed hypothesis
testing. This then led to the acceptance of the hypothesis which states that there
is no significant relationship between the student-respondents’ academic
performance in BioSci 105 (Ecology) and their profile variates.
 CHAPTER 5

19. There was no significant relationship between the student-respondents’

academic performance in BioSci 111 (Inorganic Chemistry) and their profile
variates based on the p values at 0.57 for age, 0.184 for sex, 0.945 for civil status,
0.997 for fathers’ educational attainment, 0.197 for mothers’ educational
attainment, and 0.694 for gross monthly family income. The aforementioned p
values proved to be greater than the level of significance at 0.05, df=23 for two-
tailed hypothesis testing. For this reason, the hypothesis of no significant
relationship between the student-respondents’ academic performance in their
BioSci 111 (Inorganic Chemistry) and their profile variates was accepted.
 CHAPTER 5

20. There was no significant relationship between the student-respondents’

academic performance in BioSci 112 (Organic Chemistry) and their profile

variates based on the p values. The p values of 0.064 was obtained for age,

0.539 for sex, 0.711 for civil status, 0.310 for fathers’ educational attainment, 0.489

for mothers’ educational attainment, and 0.169 for gross monthly family income.

These values proved to be greater than the level of significance at 0.05, df=23,

for two-tailed hypothesis testing. Hence, the hypothesis of no significant

relationship between the student-respondents’ academic performance in BioSci

112 (Organic Chemistry) and their profile variates.

 CHAPTER 5

21. An r value of 4.627 between the student-respondents’ perception on the effects

of laboratory teaching and their academic performance in their major subjects
in Science was obtained. Said value was a very high positive relationship
between the variates. Meanwhile, a p value of 0.034 was posted which was
lesser than the level of significance at 0.05, df=37 for two-tailed hypothesis
testing. Inasmuch as the p value was lesser than the level of significance at 0.05,
the hypothesis was rejected, and thus, there was significant relationship
between the student-respondents’ perception on the effects of laboratory
teaching and their academic performance in the major subjects in Science.
 CHAPTER 5

On the basis of the specific problems of this study, the major

findings were as follows:

1. The student-respondents possessed of the usual demographic characteristics of

those enrolled in the tertiary level in terms of age inasmuch as they were in their

early 20s, mostly females, still predominantly single, with fathers who had lower

levels of education and mothers who had higher levels of education, and with

low levels of income per month.

 CHAPTER 5

2. The student-respondents agreed that laboratory teaching had effects on the

development of scientific attitude toward learning, scientific skills development,

scientific methods for learning, and matching of abilities and their laboratory

experiences.
 CHAPTER 5

3. The student-respondents had very good academic performance in their major

subjects in Science, namely, BioSci 103 (Biology), BioSci 104 (Microbiology),

BioSci 105 (Ecology), BioSci 110 (Biochemistry), BioSci 111 (Inorganic Chemistry),

and BioSci 112 (Organic Chemistry).

 CHAPTER 5

4. The student-respondents’ age was significantly related to their academic

performance in BioSci 103 (Biology).

5. The student-respondents’ perception on the effects of laboratory teaching and

their academic performance in their major subjects in Science was significantly

related.
 CHAPTER 5

On the basis of the conclusions of this study, the following

recommendations were drawn:

1. The Science teachers in the BSED Biological Science Program must strictly and

religiously use laboratory teaching method in teaching major Science subjects

with laboratory.

2. The Science teachers must use diverse enhancement and enrichment

scaffoldings in teaching major subjects such as Biology, Microbiology, Ecology,

Inorganic Chemistry and Organic Chemistry in order to improve the students’

academic performance in these subjects.

 CHAPTER 5

3. The Science teachers must consider using age-appropriate teaching methods

and competencies in drafting the course syllabus to the major subjects in

Science in order to integrate the students’ level of cognitive development in

Science according to their ages.

 CHAPTER 5

4. The school administrators, teachers and other stakeholders in Samar College must

see to it that the Science laboratory is well-provided with adequate facilities and

equipment for use by the students.

5. A follow-up research must be conducted by future researchers in order to

validate the findings of this study.

End of the Presentation….

Thank You!