Chapter 1

THE PROBLEM AND ITS SETTING

Introduction

Scientific concepts must be applied and demonstrated in real life in

order to be understood. If students are proficient in using the apparatuses

in a science laboratory, they can conduct experiments rather than just

reading about them. To properly conduct an experiment and identify faults,

students should be familiar with the applications of the laboratory

apparatuses present. Additionally, students should be able to complete

particular tasks in a laboratory setting. There are numerous laboratory

skills, which vary depending on the scientific field. A few examples of

laboratory skills are developing hypotheses, maintaining records, pipetting,

measuring, laboratory safety, and the capacity to sterilize apparatuses.

The science laboratory is not only a place to realize theoretical

knowledge learned but also to facilitate lively and visual learning where

students can demonstrate their creativity in learning, stimulate their

passion for scientific research, and nurture their love and protection for

nature and the environment through practical experiences (Huong et al.,

2021). However, the study by Restiana and Djurki (2021) reveals that

students' knowledge of the functions, procedures to use laboratory

apparatuses, and the characteristics of chemicals in the laboratory is good,

but their knowledge of grouping materials is poor. They added that students

have not been able to distinguish the names of laboratory equipment based

on its shape, and they have not been able to write the names of the
laboratory apparatuses correctly. The study conducted by Trisna et al.

(2021) found that students' knowledge of how to use the tools and their

functions falls into the poor category.

Many of the students at Madrid National High School plan to pursue

Science, Technology, Engineering, and Mathematics (STEM)-related studies

or careers, specifically in the medical field, after graduation. It is important

to ensure that they are adequately prepared with the necessary knowledge

and skills to handle laboratory apparatuses. Additionally, the curriculum or

pedagogical approach used in the school may not effectively teach students

about science laboratory apparatuses, leading to a lack of attention paid to

this area of study. This encouraged the researchers to conduct the study to

learn more about the knowledge and skill levels of STEM students in

handling science laboratory apparatuses.

The findings of this study are useful for determining the level of

knowledge and hands-on skills of STEM students with laboratory

apparatuses. This information could be used to improve and develop

effective resources that can enhance the students' learning experience.

Additionally, the findings of the study could be used to inform policy

decisions related to science education at both national and international

levels. Moreover, the study's results are valuable for examining the

correlation between students' knowledge and skills in using scientific

laboratory apparatuses.
Theoretical/Conceptual Framework

There are three social science theories that could support

the concept of students' knowledge and skills in handling science laboratory

apparatuses. These are the Cognitivism learning theory (Jean Piaget, 1936),

the Constructivism learning theory (Jean Piaget, 1960), and the Learning by

Doing theory (John Dewey, 1916).

Cognitivism Learning theory states that learning occurs through

internal information processes, not just in response to external stimuli. It

suggests that learning is the result of processing information within the

framework of previously acquired knowledge. Cognitivism focuses on an

individual's thought processes and values metacognition, which involves

reflecting on experiences and thoughts. The observed behavioral changes

are the outcome of learning that takes place through the internal workings

of thinking based on new information or knowledge received (Khalil et al.,

2016). The learning process entails both the acquisition and reconstruction

of cognitive needs. Additionally, cognitivism emphasizes how the mind

receives, organizes, stores, and retrieves information. Therefore, it considers

learning as an internal mental process that goes beyond visible behavior. In

this sense, learners play an active role in information processing. The areas

of development emphasized in cognitivism include knowledge, memory,

thinking, and problem-solving (Brau, 2020).

Furthermore, the theory also emphasizes that learning is an active

process in which the learner uses sensory input and constructs meaning
from it. A more traditional formulation of this idea involves the concept of

the active learner, which emphasizes that the learner needs to take action

and engage with the learning process. Learning is not a passive acceptance

of knowledge that exists "out there," but rather an active engagement with

the world (Hein, 1991).

The last learning theory that supports this study is the Learning by

Doing theory by John Dewey. The Learning by Doing theory places a heavy

emphasis on student engagement and active learning. It is an educational

approach that is tailored to the needs and interests of the learners. It

encourages students to actively participate and engage with the available

medium of information, which in turn requires them to put in effort to learn

and understand the material (The Learning Curve, 2020).

Furthermore, learning by doing is the process through which students

make sense of their experiences, particularly when they actively engage in

creating things and exploring the world. It believes that learning is relevant

and meaningful when students have opportunities to apply their knowledge

in practical contexts. This approach allows students to take the lead in a

cycle that involves making a deliberate attempt, reflecting on their actions,

identifying errors, refining their approach, and improvising based on their

findings (Bruce and Bloch, 2012).

Science Laboratory
Apparatuses
Level of
Knowledge and
Skills Knowledge and
 Performance of Skills of STEM
 Knowledge Knowledge/ students in
 Skill Skills Test handling
 Correlation  Data Analysis science
between laboratory
knowledge apparatuses
and skill

Figure 1. Schematic Diagram of the Study

necessary data essential for the study. As for the process box, it contains

the procedures undertaken in order to accomplish the goal of the study.

Meanwhile, the output box contains the aimed outcomes and results of the

study.

Statement of the Problem

This study aimed to determine the level of knowledge and skills of

STEM students in handling science laboratory apparatuses. Specifically, it

sought to answer the following questions:

1. How knowledgeable are STEM students about the functions of science

laboratory apparatuses, such as:

1.1 Microscope

1.2 Test tubes

1.3 Beakers

1.4 Alcohol Lamp

1.5 Funnels

1.6 Volumetric flasks

1.7 Spatula

1.8 Thermometer
 1.9 Magnifying Glass

1.10 Triple Beam Balance

2. What is the level of STEM students' hands-on skills in using science

laboratory apparatuses such as:

2.1 Microscope

2.2 Test tubes

2.3 Beakers

2.4 Alcohol Lamp

2.5 Funnels

2.6 Volumetric flask

2.7 Spatula

2.8 Thermometer

2.9 Magnifying glass

2.10 Triple Beam Balance

3. Is there a correlation between knowledge and skills in handling science

laboratory apparatuses?

Hypothesis

H0: There is no correlation between the knowledge and skills of STEM

students in handling science laboratory apparatuses.

The study on the knowledge and skills of STEM students in handling

science laboratory apparatuses is significant to the following groups of

people:

Students. This would help them gain a better understanding of

scientific experiments and the practical application of concepts. It would

enable them to develop hands-on skills in using laboratory apparatus and

enhance their ability to conduct experiments and analyze data effectively.

This would also increase their confidence and motivation to pursue a career

in STEM fields.

Science Teachers. The study is significant for science teachers as it

would help them identify the areas where students are lacking in their

knowledge and skills of laboratory apparatuses. This information could be

used to improve their teaching methods and develop effective resources that

could enhance the learning experience of their students. Additionally, the

study would enable teachers to better evaluate their students'

understanding and progress in science subjects, allowing them to provide

targeted support and address specific areas of improvement. Overall, the

findings of the study would contribute to the professional development of

science teachers and enhance the quality of science education.

School Administration. The study is significant for school

administration as it would provide them with information on the current

findings of the study could be used to develop policies and programs that

aim to enhance the teaching and learning of STEM subjects, ultimately

leading to improved academic outcomes for students. This information

would assist school administrators in making informed decisions and

allocating resources effectively to support science education. By addressing

the knowledge and skills gaps identified in the study, school administrators

can work towards fostering a conducive learning environment and ensuring

that students receive a high-quality science education.

Parents. The study is significant for parents as it would help them

understand the importance of laboratory skills and how they can impact

their child's academic and career goals. It would provide parents with

insights into the current state of science education and how it can be

improved through the development of effective teaching methods and

resources. By being informed about their child's knowledge and skills in

handling science laboratory apparatuses, parents can actively support their

child's learning journey and engage in meaningful discussions with

educators. This knowledge can empower parents to advocate for high-quality

science education and ensure that their child receives the necessary support

and resources to excel in STEM subjects.

Future Researchers. The study is significant for future researchers

as it would contribute to the body of knowledge on science education and

laboratory skills. It would provide valuable insights into the effectiveness of

current teaching methods and resources, highlighting areas that may

serve as a foundation for future studies in science education, allowing

researchers to build upon the existing knowledge and explore new avenues

of inquiry. Moreover, the study's findings could also be used to inform policy

decisions related to science education at the national and international

levels. Policymakers can utilize the research outcomes to develop evidence-

based policies that enhance science education practices, promote the

development of laboratory skills, and ultimately improve STEM education for

future generations.

Scope and Delimitation of the Study

The main objective of this study was to determine the knowledge and

skills of science, technology, engineering, and mathematics (STEM) students

in handling common science laboratory apparatuses. Additionally, the study

aimed to investigate the correlation between the knowledge and skills of the

students in using these laboratory apparatuses.

This study was limited to the 32 senior high Science, Technology,

Engineering, and Mathematics (STEM) students enrolled in the second

semester of the school year 2022-2023 at Madrid National High School.

Each of the respondents was given a questionnaire to answer. The students

were selected from two STEM sections in Grades 11 and 12 using stratified

sampling.

Definition of Terms
 The terms listed below were used in the study. Hence, these were

defined conceptually and operation.

Practical Test. This refers to the actual utilization of science

laboratory apparatuses acquire skills.

Knowledge. This refers to the scores obtained by STEM students on

known facts and information after taking the teacher-made test.

Science Laboratory Apparatuses. This refer to the set of tools or

equipment used inside the science laboratory for experimentation and

observation by STEM students.

Skills. This refer to the rating obtained after performing the hands-on

activity.

STEM Students. It refers to the 32 students selected through

stratified sampling as the respondents.