The Laboratory Experiences of STEM Students

A Thesis Presented to the

Faculty of Senior High School Department of

Filamer Christian University

Roxas City, Capiz

In partial fulfilment of

The Requirements for Partial Research 1

Science, Technology, Engineering and Mathematics

By

Bedecir, Schrister Hynes D.

Cerujano, Gwen Antonette G.

Degala, Melrose D.

Ebacuado, Keira Mey M.

Palma, Luissah Kasandra B.

Villareal, Ashleigh Marie R.

MAY 2023
 TABLE OF CONTENTS

Chapter Page

01. INTRODUCTION TO THE STUDY

Background and Literature 2

Framework of the Study

Statement of the Problem 7

Significance of the Study 8

Definition of Terms 10

Delimitation of the Study 11

02. REVIEW AND RELATED LITERATURE

Laboratory-Based Activities 12

Learning Achievement in
General Chemistry 17

Synthesis 20

03. RESEARCH DESIGN AND METHODOLOGY

Purpose and Research Design 23

Of the Study

Methods

Participants 25

Data Gathering Instruments 26

Data Gathering Procedures 27

Process of Analyzing Data 29

References 32
 LIST OF FIGURES

Figure Page
1. Description of Schematic Diagram 7
 1

The Laboratory Experiences of STEM Students

Chapter 1

Introduction to the study

Chapter 1 consists of five parts: (1) Background and

Literature Framework of the Study, (2) Statement of the

Problem, (3) Significance of the Study, (4) Definition of

Terms, and (5) Delimitation of the Study.

Part One, Background and Literature Framework of the

Study, presents an informative overview of the purpose,

objectives, and rationale for conducting the study.

Additionally, a thorough literature framework is expounded

upon, serving as the guide to identify the key variables and

their relationships in the study.

Part Two, Statement of the Problem, provides the General

and Specific problems that the study aims to investigate and

address.

Part Three, Significance of the Study, enumerates the

identified beneficiaries of the study and elaborates on the

specific benefits each one will derive from the outcome of

the study.
 2

Part Four, Definition of Terms, defines important terms

and key variables in the study in a conceptual and operational

manner.

Part Five, Delimitation of the Study, specifies the

limits, scope as well as the boundaries of the research in

terms of general statement of the problem, research design,

respondents, and sampling method in analyzing data.

Background and Literature Framework of the Study

The perception of students towards laboratory-based

activities in general chemistry has been the subject of

several research studies in the field of science education.

Laboratory-based activities are often considered an important

component of chemistry courses, as they provide students with

hands-on experiences that can help them understand and apply

scientific concepts. An essential characteristic of effective

chemistry education is to support theoretical explanations

with actual practices in the laboratory.

Laboratory-based activities have long had a unique and

central role in chemistry education. Science educators have

proposed that many educational benefits accrue from engaging

students in chemistry laboratory activities (Lunetta, 1998),

as cited by (Hofstein et al., 2013).

 3

According to Bindayna et al., (2020), one of the inputs

for a high-quality education is the use of laboratory

activities. Niyitanga et al., (2021), conveyed that there is

a global change in teaching and learning methods. For

instance, using laboratory-based demonstration methods

supports learners’ participation and construction of their

own knowledge in all academic activities.

Laboratory activities have the potential to enhance

students’ achievement, conceptual understanding and

understanding of the nature of science as well as their

positive attitudes and cognitive growth (Lazarowitz & Tamir,

1994), as cited by (Hamidu et al., 2020).

According to Hodson (1993), as cited by Marocchi & Serio

(2014), the objective of laboratory activities is not only

the demonstration of concepts, laws and procedures. There are

some other important achievements such as the attainment of

a greater maturity and autonomy of thought by students, an

enlarged capacity of cooperation and the use of multiple types

of instruments in order to reach a result.

Goals and objectives of the laboratory-based learning

are designed to target students and teachers in order to

create change during instruction (Colton et al., 2020).

Laboratory learning activities can encompass many forms,

including and not limited to, interacting with physical

 4

equipment, simulations, and virtual and remote experiments;

each approach has different learning and logistical

advantages and limitations (Nikolic et al., 2021).

Since the atmosphere of laboratory is less formal when

compared to the classroom atmosphere and presents the

opportunities for more interaction between students and

teacher, students and their peers; it naturally has the

potential to promote positive social interactions and thus

create a constructive and positive learning environment

(Kurbanoglu & Akim, 2010), as cited by (Sesen & Mutlu, 2014).

Learning is considered the skills of students and

knowledge gained through experience in the training process.

Learning achievement has been defined as students' knowledge,

skills and study habits in a training course and effectiveness

of their application to their work (Pham & Huynh, 2017).

According to Tobin (1990), as cited by Alneyadi (2019),

laboratory activities appeal as a way of allowing students to

learn with understanding and, at the same time, engage in a

process of constructing knowledge by doing science.

Laboratory experiments have vital importance in the study of

all scientific subjects; chemistry, physics, and biology

(Shana & Abulibdeh, 2020).

According to a study by Ninković et al., (2019), learning

approaches are a significant factor contributing to the

 5

achievement of chemistry students, and it is only the deep

learning approach that has a significant positive

contribution.

The researchers aim to conduct this study to investigate

how students perceive laboratory-based activities in relation

to their learning achievement in the subject of General

Chemistry. In addition, this study has the potential to

provide valuable insights into the effectiveness of

laboratory-based activities within the STEM Strand and may

contribute to the development of improved teaching methods

within this field.

At Filamer Christian University, Senior High School

Department, specifically within the STEM Strand, the

researchers have observed that students exhibit a high level

of enthusiasm when participating in laboratory-based

activities in General Chemistry. As such, the researchers are

curious about how students perceive these events, especially

given that laboratory-based activities often involve hands-

on and practical participation.

The primary goal of the research would be to explore the

perceptions of STEM 11 students regarding laboratory-based

activities and provide a deeper understanding of the role of

laboratory-based activities in promoting learning achievement

among STEM 11 students in general chemistry.

 6

This research used Social Cognitive Theory, developed

by Albert Bandura, as the independent variable. Albert

Bandura developed the Social Cognitive Theory based on the

concept that learning is affected by cognitive, behavioral,

and environmental factors (Bandura, 1991) as cited by (Goto

& Kusumi, 2015). The Social Cognitive Theory emphasizes that

observational learning is not a simple imitative process;

human beings are the agents or managers of their own

behaviors.

Students' perception of the effectiveness of the

laboratory-based activities is a personal factor that can

influence their behavior. If students perceive the

laboratory-based activities as effective, they may be more

likely to engage with them and perform better in general

chemistry.

Self-efficacy is an individual’s optimistic belief in

their innate ability, competence or chances of successfully

accomplishing a task and producing a favorable outcome.

Students' confidence in their ability to learn and perform

well in general chemistry may be influenced by their

perception of the effectiveness of the laboratory-based

activities.
 7

Conceptual Framework of the Study

Figure 1. The diagram shows a brief view of The Perception

of STEM 11 students on the Effectiveness of the
Laboratory-Based Activities and Learning Achievement
in General Chemistry.

Statement of the Problem

The main objective of the study is to acquire a clear

knowledge of the perceptions of STEM 11 students regarding

laboratory-based activities in order to better understand

how these activities could affect the learning achievement

in the subject of General Chemistry.

Specifically, it aims to answer the following

questions:
 8

1. What are the Laboratory Experiences of STEM Students

in terms of Laboratory-based Activities and Learning

Achievement in General Chemistry?

2. How does the Laboratory Experiences affect the

Learning Achievement of STEM students on General Chemistry?

Significance of the Study

This study is beneficial to Students, Science

Laboratory In-charge, Teachers, School Administrators, and

Future Researchers.

Students. They will be informed of their level of

perception towards General Chemistry. Furthermore, the

findings of this study will assist them in understanding

and identifying their weak points that hinder their

performance in the said subject which will challenge them

to focus on and enhance their learning achievement.

Moreover, students could either maintain or improve their

current level of perception in the said subject.

Teachers. As instructors and educators, this study

will be beneficial to them by providing information that

would make them aware of the level of students’

understanding in General Chemistry. Moreover, they may

identify the weak spots in the quality of education where

they may provide intervention to improve the current level

 9

of students’ perception in the said subject which may

enhance their performance and learning achievement.

Science Laboratory In-charge. As head of the learning

facility that is crucial to the perception of STEM students

towards General Chemistry, this study will help those in-

charge of science laboratories identify areas within the

facility to be improved by requesting to the school

administrators the latest and state of the art equipment

available in the market.

School Administrators. By virtue of their position,

the school administrators are the key figures in the

management of the organization so the result of the study

will provide them better insights on how to maximize their

strong points. This will also help them determine to a

certain extent the kind of leadership that they may provide

to the school that will enhance its educational quality and

excellence in General Chemistry. Furthermore, this study

will assist them to ascertain their strengths and weaknesses

particularly in areas of perception of STEM students towards

General Chemistry. It will furnish them with a clearer

picture of the quality of education that they are providing

to their students which can be relevant to the needs of the

society.

Future Researchers. This study may bring to the

 10

attention of other researchers’ topics which were not

covered by the present investigation. These topics may

include other areas of perception and educational quality

of General Chemistry towards the Learning Achievement of

STEM Students.

Definition of Terms

For a clearer understanding of this study, some terms

are defined conceptually and operationally as follows:

Laboratory-Based Activities - refers to the practical

activities which students undertake using chemicals and

equipment in a laboratory (Tafa, 2012).

In this study, “Laboratory-Based Activities” referred

to the ways in which, in STEM education, laboratory-based

activities give students the chance to engage in scientific

inquiry, plan and carry out experiments, gather and evaluate

data, and explain their findings.

Learning Achievement – refers to the performance

outcomes that indicate the extent to which a person has

accomplished specific goals that were the focus of

activities in instructional environments, specifically in

school, college, and university (Steinmayr et al., 2014).

In this study, “Learning Achievement” referred to the

efficiency and method of knowledge acquisition, as well as

 11

the extent to which STEM 11 students have achieved their

learning objectives in General Chemistry through

laboratory-based activities.

Delimitation of the Study

The study focused mainly on fulfilling the empirical

understanding of the Perception of Laboratory-Based

Activities to the Learning Achievement in General Chemistry

of STEM students currently studying at Filamer Christian

University in the City of Roxas, Capiz.

This study is delimited only to the STEM 11 students

currently studying at Filamer Christian University in the

City of Roxas, Capiz.

The respondents of this research will be the Grade 11

students from Science, Technology, Engineering, and

Mathematics students of Filamer Christian University. The

researchers will use a purposive sampling method that covers

12 students under the STEM strand of the Senior High School

Department.

The research design will use qualitative research and

intended to use a Focus Group Discussion (FGD) using 12

open-ended questions for data collection.

The researchers will use thematic analysis to analyze

the data needed in the study.

 12

Chapter 2

Review of Related Literature

Chapter 2 is made up of 3 topics, namely: (1) Laboratory-

Based Activities, (2) Learning Achievement in General

Chemistry, and (3) Synthesis.

First Part, Laboratory-based Activities, refers to

educational activities that include practical experiments,

observations, and measurements inside the laboratory.

Second Part, Learning Achievement in General Chemistry,

discusses the level of knowledge, understanding, and skills

that students have acquired in the subject of general

chemistry as a result of their learning experiences.

Third Part, Synthesis, presents the summary of the

literature reviewed.

Laboratory-Based Activities

The science laboratory, a unique learning environment,

is a setting in which students can work cooperatively in small

groups to investigate scientific phenomena (Olubu, 2015).

According to a study by Bretz (2019), laboratory work is

needed to train observation because memory work is emphasized

too much and scientific observation is not enough. Bowers

created an exam of 20 questions, 10 about content taught only

 13

from the textbook and 10 about content that students had been

taught both in the textbook and in the laboratory. He

concluded that laboratory experiments lead to more learning

than the textbook alone.

According to a study by Agustian (2017), laboratory work

emerged into the modern curriculum through the lecture

demonstration, as a result of the desire for students of

chemistry not only to “see” chemistry in action, but also to

perform chemistry themselves. This was coupled with a desire

for students to learn the technical approaches involved in

determining various observations and theories of a course.

According to a study by Lau et al., (2022) for chemistry,

where learners are required to integrate experimental

observations with theoretical knowledge, laboratory work

appears to be a viable instructional strategy. However,

research has shown that chemistry laboratory instruction

often fails to live up to its potential.

According to a study Seery et al., (2017), despite the

value placed on laboratory work by faculty and professional

bodies, there are few reports on the direct assessment of

laboratory work or on demonstration of competencies and

skills. Assessment tends to focus on the laboratory report or

on some outcome of the laboratory work, such as yield or

product purity.
 14

According to a study by Hofstein & Lunetta (1982), as

cited by Shana & Abulibdeh (2020), laboratory activities can

improve student understanding of abstract concepts in

chemistry, such as the concept of molarity.

A study by Chairam et al., (2015), found that students

who participated in laboratory activities demonstrated

greater gains in content knowledge and critical thinking

skills than those who did not. Research has consistently shown

that laboratory-based activities can have a positive impact

on student learning in general chemistry.

A study by Bellocchi (2018), found that laboratory-based

activities promoted student motivation to learn science,

particularly when students were given autonomy in their

learning.

A study conducted by Chua & Karpudewan (2017), results

yielded that there is a significant relationship between

attitude, motivation, and science laboratory learning

environment. A positive science laboratory learning

environment has proven to be a predictive factor in increasing

students’ attitude to learning science.

According to Elliot et al., (2008), as cited by Ikhsan

et al. (2022), with the nature of the chemistry concept,

laboratory work activities have a pivotal role in chemistry

learning instruction. The laboratory work activities aim to

 15

support the reasoning and understanding of naturally abstract

chemistry concepts.

Chemistry is perceived with value and great importance.

Research has revealed difficulties in learning chemistry, and

students do not see themselves occupied in the field of

Chemistry in their future lives; others find it difficult to

learn and teach, and they feel ineffective when engaged in it

(Sibomana et al., 2021).

Cheung (2009); Khan & Ali (2012); Morabe (2004), as cited

by Musengimana et al., (2021), revealed that the low

performance in Chemistry is attributed to the negative

attitude towards learning and teaching chemistry and

ineffective instructional techniques and teaching aids.

Since most lecturers in chemistry classes use rote

learning, students tend to get bored and begin to develop a

negative perception with the subject at hand (Musengimana et

al., 2021).

According to Morabe (2004), as cited by Musengimana et

al., (2021), various factors, including teachers' incapacity

to carry out high-quality practical exercises, contributed to

students' negative attitudes about science.

According to Cheung (2009), as cited by Musengimana et

al., (2021), who conducted a study in Hong Kong. The students

interviewed claimed that they dislike chemistry because of

 16

the traditional teaching methods of talk and chalk, which are

regularly utilized by teachers when answering simple problems

on the boards.

According to a study by Gulacar & Bowman (2014), they

observed in their study that students and faculty did, indeed,

live in two different worlds. Interestingly, students seemed

to view mastery of chemistry as within their reach, while the

faculty thought chemistry was just too difficult of a subject.

In his study Mahdi (2014), about 36.9% of students in

the two groups thought that Chemistry is an interesting

subject and 52.8% of respondents believed that Chemistry is

not a boring subject.

According to a study by Surya & Arty (2021), the majority

of students' interest in chemistry is in the medium category.

Female students are more interested in chemistry than male

students.

According to a study by Hofstein & Mamlok-Naaman (2011),

as cited in the study of Surya and Arty (2021), stated that

if students are not interested in science, they tend not to

make an effort to learn and understand the meaning of concepts

that are being taught to them. It was shown that the most

effective factor contributing to students' decisions to study

science is their interest in the subject.

 17

According to Chiu et al., (2016), students who held a

more sophisticated understanding of chemistry were more

likely to have motivations for learning, such as interest and

enjoyment of the subject, while the students with a more

simplistic understanding of chemistry were more likely to

have fulfilling graduation requirements or obtaining good

grades. This study suggested that instructors should consider

students’ conceptions of the subject when designing

instructional strategies.

Learning Achievement in General Chemistry

Learning achievement represents performance outcomes

that indicate the extent to which a person has accomplished

specific goals that were the focus of activities in

instructional environments, specifically in school, college,

and university (Steinmayr et al., 2014).

According to Shah (2008), as cited by Dewangga1 &

Nasaruddin (2020), learning achievement is the level of

student success in learning the subject matter in schools

that are expressed in the form of scores obtained from the

results of tests on a particular subject matter.

Effective learning takes place when the students are

socially engaged, and the instruction methods that empower

learners' subject matter conceptualization and learner to

 18

learner as well as the teacher-student communications could

improve the academic achievement of learners as they can learn

from each other's concepts that they might not learn straight

from the educators (Sibomana et al., 2021).

According to a study by Ninković et al., (2019), learning

approaches are a significant factor contributing to the

achievement of chemistry students, and it is only the deep

learning approach that has a significant positive

contribution.

Cooper & Klymkowsky (2013), found that students'

motivation, interest in the subject, and their ability to

engage in scientific reasoning were also significant

predictors of learning achievement.

Despite the importance of chemistry, the low achievement

of students in the subject still has a major concern to the

educationists, and this problem has been seen as a result of

the inappropriate teaching strategies applied by teachers

(Byusa et al., 2020).

According to a study by Freeman et al., (2014), found

that students who participated in active learning classrooms

had higher learning achievement compared to those in

traditional lecture-style classes.

According to Paculba et al., (2016), the students'

positive attitude towards chemistry may have nourished their

 19

capabilities in performing different chemistry activities.

Probably, the students will perform better in chemistry if

their positive attitude is coupled with necessary technical

skills and determination.

According to a study by Brown et al., (2015), students'

attitudes towards chemistry and their perceptions of the

relevance of the subject to their lives can influence their

motivation and learning achievement.

According to a study of Baanu et al., (2016), the

learning achievement of the students could not be ascribed to

their self-efficacy alone as other factors contribute to the

achievement of students in chemistry.

According to a study of Oginni et al., (2013), for

student’s achievement, school location, laboratory adequacy

and frequency of practical classes were predictors as they

have significant effects on the academic achievement of

chemistry students especially at secondary school.

According to a study by Ogembo et al., (2015), results

showed that chemistry teachers' negative perception of their

learners' abilities was strongly linked to persistent poor

performance in chemistry.

Several studies have been conducted over the years to

investigate chemistry learning achievement at the senior

secondary school level. The findings of these studies

 20

revealed that students performed poorly in some essential

topics, particularly understanding of concepts such as

writing chemical formulae and equations and performing

calculations from them, concepts of chemical reaction

equilibrium, and mole concepts, among others (Musengimana et

al., 2021).

According to Yamtinah et al., (2017), Male and female

students result similar attitude toward science process skill

indicators. However, male students show better results than

female students especially on the indicators of observation,

controlling variable and making conclusion. On the other

hand, female students are better on conceptual knowledge and

interpreting data. Furthermore, the percentage of science

process skill owned by male students with moderate and high

category is higher than female students.

According to Adeyemo (2007), cited by Peechapol (2021),

it is an important factor to students’ learning that

affects students’ motivation, self-regulation, and learning

achievement. It indicates that self- efficacy positively

affects a student's learning achievement.

Synthesis

Nowadays, the world is facing environmental challenges

where the current generation are losing interest in science

 21

subjects such as Chemistry. There are many factors that

contribute to a student’s success. Among them are the

student’s perception in learning. Both secondary and post-

secondary students find chemistry to be a challenging subject

to study. The particular interpretations of chemical

phenomena that, in many respects, go counter to the learners'

intuitive and everyday beliefs are the main cause of learning

difficulties. Furthermore, the continuous decline of interest

in General Chemistry has influenced the perception of

students due to contributing factors such as gender,

instructional methods, and hands-on laboratory

experimentation.

General Chemistry, a branch of science, is a specialized

subject included in the curriculum of STEM-11 students. In

line with this, the science laboratory is an essential

facility as not only it offers the needed tools and equipment

for hands-on study and demonstration, but it also provides a

collaborative learning environment for students to

investigate scientific phenomena.

It is widely accepted that laboratory activities are an

effective teaching strategy to enhance student learning

outcomes in General Chemistry than learning solely through

textbooks as it motivates students to participate in the

activities conducted. However, there are not enough

 22

assessments conducted on the outcome of laboratory works to

strongly support this information. Furthermore, research has

consistently shown that laboratory-based activities can have

a positive impact on student learning in general chemistry.

Learning achievement in general chemistry is a

fundamental goal that students strive to attain, as it

signifies the acquisition of knowledge, skills, and

understanding through the process of learning. There are many

approaches to support this achievement, including deep

learning, active learning, laboratory adequacy, and frequency

of practical classes. Despite the importance of chemistry,

the low achievement of students in the subject still has major

concerns. To attain learning achievement, one should have

self-efficacy, motivation, interest, and engagement in the

subject. Through the attainment of learning achievement,

students not only gain a deeper understanding of the concepts

and principles of a subject, but they also develop critical

thinking and problem-solving skills that are necessary for

their personal and professional growth.

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Chapter 3

Research Design and Methodology

Chapter 3 contains the research design and methodology

used in this study. It is made up of three parts: (1) Purpose

and Research Design of the Study, (2) Methods, and (3) Process

of Analyzing Data.

Part One, Purpose and Research Design of the Study,

restates the main purpose of the study and describes the

research design used in the study.

Part Two, Methods, discusses the participants, data

gathering procedure, and data gathering instruments to be

employed in the study.

Part Three, Process of Analyzing Data, discusses the

procedure to be employed in the conduct of the study.

Purpose of the study and Research Design

The purpose of this study is to gain a clear

understanding of the perceptions of STEM 11 students

regarding laboratory-based activities to their learning

achievement in General Chemistry that are currently studying

in Filamer Christian University in Roxas City, Province of

Capiz.
 24

The study aims to gather data on the perceptions of

students regarding the effectiveness of laboratory-based

activities as a learning tool, and how these perceptions may

be associated with their learning achievement in General

Chemistry.

Moreover, this study is qualitative research, which

involves collecting data through open-ended questions with

Grade 11 STEM students who have undergone laboratory-based

activities in General Chemistry.

Qualitative research is a type of research that explores

and provides deeper insights into real-world problems (Moser

& Korstjens, 2017). Instead of collecting numerical data

points or intervening or introducing treatments just like in

quantitative research, qualitative research helps generate

hypotheses as well as further investigate and understand

quantitative data. Qualitative research gathers participants'

experiences, perceptions, and behavior. It answers the hows

and whys instead of how many or how much. It could be

structured as a stand-alone study, purely relying on

qualitative data or it could be part of mixed-methods research

that combines qualitative and quantitative data (Tenny et

al., 2022). In contrast, quantitative research can be

constructed as a research strategy that emphasizes

 25

quantification in the collection and analysis of data (Bryman

& Bell, 2007) as cited by (Owusu & Agbozo, 2023).

Furthermore, the participants will be selected using

purposive sampling, and data will be analyzed using thematic

analysis. The study will take place in a laboratory, where

students will be given laboratory-based activities in General

Chemistry. The participants will be interviewed using Focus

Group Discussion after the completion of the laboratory

activities to explore their perceptions on the effectiveness

of these activities in improving their learning achievement

in General Chemistry.

The research design will provide a comprehensive

understanding of the students' perceptions on the laboratory-

based activities in General Chemistry to the learning

achievement through a Focus Group Discussion (FGD) in

gathering the data needed.

Methods

Participants

The participants of the study are only ten (12) Grade 11

students from Science, Technology, Engineering, and

Mathematics (STEM) students regardless of gender and

currently enrolled at Filamer Christian University. The

researchers will use purposive sampling to select

 26

participants, ensuring that the sample is representative of

the overall STEM student population at the university.

The researchers will obtain informed consent from all

participants prior to their involvement in the study. The

participation of STEM students will be voluntary, and they

will be assured of the confidentiality and anonymity of their

responses throughout the study.

Data Gathering Instruments

The researchers will conduct a Focus Group Discussion

(FGD) using a guided questionnaire. There will be 12 open-

ended questions that the respondent will be asked when

conducting a Focus Group Discussion (FGD. It discusses their

emotions and experiences, both general and specific

objectives of the study, and emphasizes the respondents'

standpoint.

According to Mann (2016), research and qualitative

interviews bring into focus the decisions that the

interviewer faces by taking a data-led approach in order to

open up choices and decisions in the process of planning for,

managing, analyzing, and representing interviews.

The Focus Group Discussion is a qualitative research

method that involves bringing together a small group of

individuals, to participate in a guided discussion led by a

 27

moderator. It provides a platform for open and interactive

conversations, allowing participants to express their

thoughts, feelings, and experiences related to the research

topic. The Focus Group Discussion (FGD) aims to explore

attitudes, perceptions, beliefs, motivations, and preferences

of the participants, providing researchers with a deeper

understanding of their perspectives and helping to identify

patterns, trends, and common themes that emerge from the

discussion.

The researchers validate that the terminology and

concepts utilized in the questions are neutral and broadly

approved. Furthermore, the researchers will refrain from

using offensive words and terminology with many meanings. The

researchers also provide and ensure the Data Privacy Act of

2012 that shapes the person's data privacy and to ensure the

free flow of information to promote innovation and growth.

Data Gathering Procedures

The researchers will seek first an approval from the

office of the High School Principal of Filamer Christian

University to conduct the study. After which, a transmittal

letter will be given to the selected participants, requesting

permission to conduct the study. Upon the acceptance of the

letters and approval of their requests, the researchers will

 28

start collecting and collating the data necessary for the

procedure. The researchers will meet the participants and

schedule the Focus Group Discussion, since the participants

are busy doing their everyday routines.

In preparation for a discussion, the researchers will

prepare the settings that are comfortable and not destructive

to the participants. Before the Focus Group Discussion

begins, the researchers will describe the purpose of the

process to the participants, address terms of

confidentiality, and explain who will get access to their

answers and how their answers will be analyzed. The

researchers will also clarify the type of discussion to be

conducted and indicate how long the process will take. The

researchers will also seek permission to record the

discussion. Lastly, the researchers will ask the participants

if they have any questions, clarifications or suggestions

before starting the discussion process and make sure to

address those concerns.

During the Focus Group Discussion, the researchers will

ask one question at a time, guided by the questions prepared

by the researchers ahead of time. The researchers must attempt

to remain as neutral and polite as possible, encourage

participants to be more participative and render the best

capabilities not to lose control of the discussion.

 29

Immediately after the procedure, the researchers will

inform the participants how to get in touch with them later

if they want to. Then the researchers will leave the

participants with thanksgiving.

Among other methods that will be used to gather the

necessary data are the open-minded personal interview, actual

visits to the school, taking pictures and videos, and

observation to investigate the features and details needed

for the findings of the study.

As soon as Focus Group Discussion (FGD) will be done,

transcription, coding and thematic analysis will follow. The

researchers will undergo theoretical modeling in order to

perform content analysis. Coding will perform in order to

identify patterns and themes.

Process of Analyzing Data

Phenomena such as experiences, attitudes, and behaviors

can be difficult to accurately capture quantitatively,

whereas a qualitative approach allows participants themselves

to explain how, why, or what they were thinking, feeling, and

experiencing at a certain time or during an event of interest

(Tenny & Brannan, 2022).

Qualitative methods are widely used in learning and

teaching research and scholarship (Divan, 2017). While the

 30

epistemology and theoretical assumptions ca be unfamiliar and

sometimes challenging to those from, for example, science and

engineering backgrounds (Rowland & Myatt, 2014), there is

wide appreciation of the value of these methods (Rosenthal,

2016).

Thematic analysis is a method for analyzing qualitative

data that entails searching across a data set to identify,

analyze, and report repeated patterns (Braun and Clarke,

2006) as cited by (Kiger & Varpio, 2020). It is a method for

describing data, but it also involves interpretation in the

processes of selecting codes and constructing themes (Kiger

& Varpio, 2020). A distinguishing feature of thematic

analysis is its flexibility to be applied in a wide range of

research questions and data sources. It allows researchers to

identify and interpret patterns and meanings in the data,

providing insights into the experiences, beliefs, and

attitudes of individuals or groups.

There are various approaches to conducting thematic

analysis but the most common form follows a six-step process:

generating initial codes of data, searching for themes by

grouping similar codes together, reviewing and refining the

themes, and finally, producing a report that provides a

comprehensive interpretation of the themes and their

 31

significance. Following this process can also help you avoid

confirmation bias when formulating your analysis.

 32

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Guide Question

1. What do you feel about performing Laboratory-based

Activities?

2. What do you expect to happen during Laboratory Based-

Activities?

3. What do you like most while performing Laboratory Based-

Activities?

4. What difficulties have you encountered when engaging in

Laboratory-Based Activities?

5. How do you handle the difficulties encountered when

engaging in Laboratory-Based activities in General

Chemistry?

6. How do you describe your interactions with your

classmates and teachers during Laboratory-Based

Activities?

7. How do students perceive the relevance of laboratory

activities to their overall learning experience?

8. How do Laboratory-Based Activities contribute to your

understanding of General Chemistry concepts?

9. What are the preparations that you do in order to

properly execute the hands-on activities inside the

laboratory?

10. What are the laboratory experiences that hinder your

understanding and performance in the subject?

 41

11. How do different types of laboratory activities (e.g.,

simulations, experiments, demonstrations) impact

students' learning achievement differently?

12. How do you think Laboratory-Based Activities compare to

other forms of teaching in terms of their impact on your

learning?