IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 2, NO.

2, JUNE, 2020

READINESS OF SCIENCE LABORATORY FACILITIES OF THE PUBLIC

JUNIOR HIGH SCHOOL IN LANAO DEL SUR, PHILIPPINES

HANIFA T. HADJI ABAS1, ARLYNE C. MARASIGAN, PhD2

http://orcid.org/0000-0003-0708-29881, http://orcid.org/0000-0003-2362-76342
[email protected], [email protected]
Philippine Normal University, Philippines

ABSTRACT

The Philippine K to 12 science curriculum is a learner-centered and inquiry-based discipline that

requires learners to utilize learning materials and learning spaces needed for a meaningful
understanding of the scientific concepts and for developing their scientific literacy. This is
anchored to the constructivism theory that supports ‘learning by doing.’ A laboratory is an
essential place for active learning and science teaching that would provide students with
opportunities to think creatively and critically to solve real-world problems. This study assessed
the current status of the science laboratory facilities in two public junior high schools in the
province of Lanao del Sur. This is to assess the current condition and availability of laboratory
facilities and to identify the challenges faced by science teachers. This study employed descriptive
case study method, in which the participants were from two selected schools in Lanao del Sur. A
researcher-made checklist of laboratory facilities and semi-structured interviews were used to
gather the data. Frequency was used as a statistical tool for quantifying the number of available
laboratory facilities and equipment. Based on the findings, both schools have inadequate
laboratory facilities that hinder the performance of the activities in the science module designed
by the Department of Education. The lack of a laboratory room, the inadequacy of laboratory
facilities and science equipment, defective laboratory equipment, the inadequacy of learning
materials, lack of water supply, lack of electricity are common issues in both schools. Teacher-
respondents of this study have difficulty in teaching some science concepts and are not fully
equipped on how to use some science equipment. Addressing the identified challenges is
recommended to achieve quality education for all.

Keywords: constructivism, K to 12 Science, laboratory, Lanao

INTRODUCTION in K to 12 Science Curriculum Guide 2016,

science as a practical discipline that is an
Student involvement and participation in inquiry approach, requires hands-on, minds-
the learning process are crucial for meaningful on, and hearts-on activities that feature the
learning, especially in science education. This importance of active learning. Hence, it is
is extensively argued in diverse literature and deemed necessary for the learners to be well-
research findings. Science education equipped and well-guided not only with the
programs in the country are influenced by the facilitating science teachers but also with
principles of "learning by doing." As stipulated enough and appropriate facilities and

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HADJI ABAS, H. T., MARASIGAN, A. C., Readiness of Science Laboratory Facilities of the Public Junior High
School in Lanao Del Sur, Philippines pp. 12- 20
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IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 2, NO. 2, JUNE, 2020
equipment. Many public schools in the country students to have experiences and conduct
are challenged by the lack of science experiments that permit them to discover,
laboratory facilities and equipment, including transform information and learn on their own
learning materials. With this, some science instead of lecturing and controlling classroom
teachers may resort to skipping some activities (Bada, 2015). This shows the
laboratory activities if improvising materials is importance of doing laboratory activities
not possible that may hinder the realization of toward the learning process. Thus, science
some competencies needed by the learners. facilities and equipment are necessary for
Education plays an indispensable role in a public schools or any schools in the country to
rapidly evolving economic development. realize the goals of the said curriculum.
Similarly, science is relevant for building the Further, it is impossible to imagine science
economic and national development of the without engaging in laboratory activities.
country. For the country to compete in the Laboratory activities are one of the distinct
globalization of the industrial market, it needs features in all sciences throughout the years
human resources who are scientifically literate that support the engagement of the learners in
and skilled. To address these challenges, real-world phenomena. Aside from the
science, technology, and innovation must be laboratory, qualified and equipped science
prioritized in the country, effective and efficient teachers who are capable of teaching science
science education is its critical component. subjects are vital in science education. The
Hence, science laboratories in schools are quality of teaching and learning experience
vital to developing the scientific literacy of the depends on the teacher's effectiveness in
learners. The laboratory is where the using laboratory facilities and the extent of the
individual or group students learn through sufficiency of laboratory facilities in the school.
observation, practice, and hands-on Thus, this study may serve as baseline data
experiments with materials and phenomena, and may inform about the readiness of the
which provides them opportunities to relate science laboratory and the challenges faced
and reinforce the theoretical concepts taught by science teachers in some remote areas of
in class. As defined by de Borja & Marasigan the country in implementing K to 12 science
(2018), laboratory is the heart of science in curriculum. It may be of immediate benefit to
which individuals could put theory into the Department of Education (DepEd) in the
practice. identification and formulation of policies and
The K to 12 Basic Education Program of practices aimed at enhancing the delivery of
the Philippines is one of the most significant the science curriculum.
educational reforms in the country. It aims to
expand and improve the delivery of basic OBJECTIVES OF THE STUDY
education in the country by providing and
preparing Filipino learners with 21st-century The Philippine government puts many
skills and competence (DepEd, 2019). Aligned efforts in improving the quality of education
with the goals and features of K to 12 throughout the country as envisioned by the K
Curriculum, the science curriculum is a to 12 curriculum and the Philippine Education
learner-centered and inquiry-based discipline for All 2015. Efforts to reform and improve
that provides learners with competencies science education in basic education led to
necessary in the society and the work field. It science as an inquiry-based discipline that
requires learners to engage directly with requires equipped science teachers and
materials needed for understanding the adequate laboratory facilities. Therefore, the
scientific concepts and for developing their main objective of this study was to assess the
scientific skills. This is supported by the readiness of the science laboratory in the
Theory of Constructivism that emphasizes Public Junior High School in the province of
active learning where teachers encourage Lanao del Sur. Specifically, it aimed to: 1)
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HADJI ABAS, H. T., MARASIGAN, A. C., Readiness of Science Laboratory Facilities of the Public Junior High
School in Lanao Del Sur, Philippines pp. 12- 20
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IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 2, NO. 2, JUNE, 2020
assess the current condition of the science to attain the objectives of this research. The
laboratory facilities and equipment in the frequency was used to present the available
school in terms of demographic profile of laboratory facilities and equipment in the two
science teacher-respondents, class sizes per schools. Thematic analysis was used to
grade level, and available laboratory analyze the semi-structured interview data
apparatus and equipment in both schools; 2)
identify the challenges faced by science RESULTS AND DISCUSSION
teachers during laboratory activities; and 3)
determine how science teachers differ in 1. Status of Science Laboratory Facilities
addressing those challenges based on their
teaching experience. The following presents the findings and
interpretation of the data gathered from the
METHODOLOGY responses in the interview.

This study employed a case study 1.1 Demographic profile of teacher-

research design to investigate and describe respondents. Table 1 shows the profile of
the current condition of the science laboratory the teacher-respondents, two from school A
facilities and the readiness of science teachers and three from school B.
for laboratory activities. The subjects of this
study comprised the science laboratory Table 1
facilities and the science teachers of the two Demographic Profile of Teacher respondents
public junior high schools, coded as A and B, Teacher Gender Teaching Teaching Loads
Experience
in the province of Lanao del Sur, the Academic
T1A Female 11 years 6
Year 2019-2020. Lanao del Sur is one of the T2A* Female 1 year 4
five provinces of the Bangsamoro T3B Female 30 years 6
Autonomous Region in Muslim Mindanao T4B* Female 2 years 4
(BARMM) in the Southern Philippines, or T5B* Female 1 year 3
*Volunteer ASchool A BSchool B
commonly known as Mindanao.
The two schools were conveniently selected
by the researchers due to accessibility and As shown, all were female; this supports
availability to take part in the study with the the report of Oleros (2017) that females
permission of their respective school dominate the teaching profession in the
principals. Science teachers found in the two Philippines. Three out of five respondents
schools, coded as T1, T2, T3, T4, and T5, were volunteer teachers who were licensed
were purposively used for the study because professional teachers and currently applying
of their teaching discipline and availability. for a permanent teaching position in the
Schools were personally visited and respective schools. They were in their first and
permission of the school principals was sought second years of teaching experience.
before the conduct of the study. The According to the school principals, they allow
researcher-made checklist of laboratory volunteer teachers because of a lack of
facilities and equipment was used to identify qualified science teachers who will teach
the available laboratory facilities and science subjects, as both schools lack science
equipment found in the school. The science major teachers.
teacher’s demographic profile and teaching Meanwhile, the two permanent teachers
loads, and the learner population were were in their 11th and 30th year of teaching
documented. Likewise, the permission and experience. However, they were non-science
cooperation of the Science teachers were also majors, one is an accounting graduate, and
asked for semi-structured interviews. Both the other is a general education graduate.
quantitative and qualitative data were obtained Hence, their teaching assignments were
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incongruent with their educational Table 3
background. This conforms to the claim of Class size per Grade Level of School B
SEI-DOST & UP NISMED (2011) that, the lack Grade 7 Grade 8 Grade 9 Grade 10
of qualified science teachers in many schools 33 35 32 41
30 29 26 38
leads to practice assigning teachers to teach 28 29 26 -
science subjects despite their limited 91 93 84 79
background. As shown also, two permanent Total: 347
teachers have six science teaching loads
following DepEd memo 105 s. 2015 while the The two schools had almost the same
volunteer teachers were underload, having number of learners. Unlike school A, school B
three to four teaching loads. has a SHS, in which there was only one
laboratory room. Accordingly, due to having
1.2 Class sizes of school A. Table 2 only two tables and 25 seats, the laboratory
presents the total population of the learners in room was rarely used for laboratory activities
school A for the Academic Year 2019-2020. and served as a storage room for the
There was a total population of 355 learners laboratory apparatus and science equipment.
that was dominated by Grade 7 learners, with
a total population of 135. While a total of 120 1.4 Laboratory apparatus and
Grade 8 learners, 50 Grade 9 learners, and 50 equipment. Table 4 shows the available
Grade 10 learners. laboratory apparatus and science equipment
in the two schools.
Table 2 As shown, the two schools differed in
Class size per Grade Level of School A
terms of the availability and a number of
Grade 7 Grade 8 Grade 9 Grade 10
apparatus and equipment found in each
50 30 30 25
50 35 20 25 school. Some available equipment in school A
35 55 - - was not available in school B, and vice versa.
135 120 50 50 Further, available apparatus and equipment in
Total: 355 school B were more in number than those in
school A. Yet both schools had limited
As shown, there was a significant increase apparatus and equipment, like most of those
in the number of learners as Grade 7 level had available in School A was one piece only.
the most number while Grade 9 and 10 levels Unlike school B, school A had no available
had the least. Given this learner's population, chemicals and biological science equipment
there was no laboratory room in the said such as the dissecting kit, dissecting pan, and
school, which prompted science teachers to the human torso. According to T3 of school B,
conduct laboratory activities in the classroom. most of the science equipment supplied by the
This conforms to Ambag’s (2019) claim that DepEd in their school was for SHS. This
aside from lack of classrooms, other public shows that the distribution of equipment was
schools in the country do not have a science uneven between the two schools despite
laboratory to facilitate science activities. being in the same Division. Further, upon
reading the label and inventory, it was found
1.3 Class sizes of school B. Table 3 out that most of the science equipment
presents the total population of school B supplied to School B was for Science,
learners for the academic year 2019-2020. Technology, Engineering and Mathematics
As shown, there was a total of 347 (STEM), an academic track in SHS. Yet the
learners: 91 learners in Grade 7; 93 learners said school does not offer STEM strand in their
in Grade 8; 84 learners in Grade 9; and 79 SHS. This indicates that there was
learners in Grade 10. incongruence or mismatch on the supplies of
the equipment in the said school.
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HADJI ABAS, H. T., MARASIGAN, A. C., Readiness of Science Laboratory Facilities of the Public Junior High
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Table 4.
Available Laboratory Apparatus and Science Equipment On the other hand, School A had no
Equipment A B laboratory room for storage of its apparatus
(Physical Science) Frequency
and equipment, but instead it was in the
Advance electromagnetism set
alcohol lamp
1
10
---
12 Principal’s office, which is a room divided by a
Archimedes principle set 1 -- partition where the other side is the mini school
Barometer 1 --
Basic Lens set 1 -- library. This also manifests the shortage of
beaker
battery holder
6
3
8
--
classrooms in the said school. Equipment for
bulb holder 3 -- physical science was available in School A,
Bunsen burner
Chemicals:
1 -- but very limited that could only use by one to
Gentian violet -- 2 three learners. According to T1 and T2, due to
Bromothymol blue -- 2
Iodine solution -- 2
inadequate equipment, they either grouped
Cover glass (box) 1 2 the class into two to three groups or asked
DC Ammeter 1 --
DC Voltmeter 1 _ some learners to perform the laboratory
DC string vibrator
Diffraction grating*
1
--
--
2
activity in the classroom center table while
Erlenmeyer flask 1 -- other learners were observing. Because of
Electronics kit 1 --
Electric blower 1 --
this, only a few learners can participate in the
Evaporating dish 10 -- activity as others remained as observers.
Florence flask 1 --
Funnel 7 10 Meanwhile, according to T4 of School B, not
Galvanometer 1 -- all 20 microscopes in their school were
Graduated cylinder small 6 10
Graduated cylinder large 3 10 functional because some of them were
Hand lens magnifier
Hydrometer
1
1
--
--
defective, like having a broken mirror or a
Knife switch 1 -- broken objective lens. As can be inferred,
Laboratory goggles -- 16
Magnetic compass 1 --
laboratory facilities in both schools were
Measuring cup 24 20 inadequate to engage all learners in hands-on
Meter stick 2 5
Microscope 3 20 science activities. Inadequate laboratory
Microscope slide (box)
Mirror set
1
1
2
--
facilities hinder effective teaching and learning
Molecular geometry model 1 -- and may contribute to the poor performance of
Mortar and pestle 1 --
Motor-generator 1 --
students (Ngozi & Halima 2015). Otherwise,
Multi-meter 2 -- adequate and relevant laboratory facilities and
NSTIC Cart-rail system* -- 16
NSTIC set of coils* -- 16 materials cultivate a positive attitude and
NSTIC Stand setup* -- 16 attitude change to science concepts (Katchca
NSTIC Variable power supply* -- 6
Petri dish 6 8 and Wushishi, 2015).
pH scale 2 --
pH paper 2 5
Pipettes dropper -- 10 2. Challenges faced by Science Teachers
Refraction tank 1 --
Resistance board 1 -- during Laboratory Activities
Resonance set 1 --
Set of wire connectors 4 --
Sound signal generator kit 1 -- As asserted by Olajide et al. (2017),
Stirring rod 5 10
Student optical bench 1 --
teaching science in basic education without
Test tube 4 12 laboratory resources masks and alienates the
Test tube holder 1 2
Test tube rack 1 1 values of science to the students, which may
Thermometer 5 10 prevent them from pursuing science courses
Triple beam balance 1 12
Tripod 1 16 in higher education. Thus, laboratory
Tuning fork set
Wash bottle
1
--
1
36
exercises are ways to appreciate the reality of
Watch glass 5 4 science and to understand science logically.
Weighing scale 1 --
Wire gauze 1 16
Many have argued that without effective
(Biological Science) Frequency practical experiences in the laboratory,
Dissecting pan* -- 8 science cannot be meaningful to students.
Dissecting kit* -- 8
Human torso -- 3 Adebisi, as cited by Olajide et al. (2017),
*
SHS equipment stressed that one of the most effective
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experiences to develop the scientific skills of activities also consumed a lot of time. Also,
the students is a practical laboratory. instead of letting all the learners do the
Based on the interview with the science activities by themselves, T1 and T2 selected
teachers of the two schools, the same some learners to perform it in front. At the
problems were prevalent in the two schools, to same time, others were observing and
wit: answering their activities. As a result, only a
few students can participate in a hands-on
• lack of laboratory room activity.
• inadequacy of laboratory facilities and Similarly, science teachers of School B
science equipment had difficulties in performing laboratory
• defective laboratory equipment activities. Although the school has a laboratory
• inadequacy of learning materials room, they preferred to perform the activities
(textbook) in the classroom due to limited chairs. They
• time constraint also bring the laboratory equipment in their
• lack of water supply classroom and divide the learners into three to
• lack of electricity five groups. Accordingly, they had to
• lack of maintenance or laboratory alternately use the laboratory equipment as it
assistant cannot sustain two classes in the same period.
• difficulty in teaching some concepts As emphasized by T5 of school B, some of the
• lack of teacher training in using science equipment like microscopes was not all
equipment functional due to defects. The science
• lack of training in science teaching teachers of the two schools said that they
skipped some of the prescribed activities in the
Based on the interview responses, it is science module when needed materials were
empirical to say that teachers and learners not available, or if improvised materials were
were challenged with inadequate laboratory not applicable. Accordingly, they bought some
facilities, science equipment, and even materials for the activities, and sometimes
learning materials. Lack of water supply in they asked their students to bring materials if
both schools was regarded as the most possible.
burdensome for teachers and learners as they Romulo and Ocampo, as cited by
have to bring their water, especially during Capilitan, Cabili & Sequete (2015),
laboratory activities, for washing and cleaning emphasized that among difficulties and
the used apparatus. Accordingly, teachers challenges in the implementation of the
were not trained on how to use some of the science curriculum were ‘limited or lack of
unfamiliar science equipment, thus made materials and proper facilities in performing a
them hesitant to use some of the available particular science activity.’ Moreover, it was a
apparatus and equipment in their respective consensus to all science teachers that time
schools. constraint was another problem during activity
as it was rare to finish one activity in one
3. Addressing the Challenges during period. The same findings of Capilitan et al.,
Laboratory Activities (2015), that time problem floated in the
implementation of K to 12 science curriculum
According to T1 and T2 of School A, lack results delay to finish the lesson. Aside from
of a laboratory room prompted them to inadequate laboratory facilities, teachers of
perform the activities in the classroom. With both schools also found it challenging that
the help of some learners, they bring the some of the learners have no learning
laboratory equipment in the classroom which materials.
mostly is suitable for one setup. Collecting Thus, the sharing of materials among
apparatus from the storage before setting the learners was being practiced. The lack of
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HADJI ABAS, H. T., MARASIGAN, A. C., Readiness of Science Laboratory Facilities of the Public Junior High
School in Lanao Del Sur, Philippines pp. 12- 20
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IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 2, NO. 2, JUNE, 2020
water supply of the two schools was downloaded video as an aid in their lecture
considered as the most challenging as water teaching when materials needed for activities
being the predicate of sanitation and also were not available. This is also similar to the
important for washing and cleaning those used findings of de Borja & Marasigan (2018) that
apparatuses. Because of this, learners were the majority of the science teachers in their
asked to bring water by themselves. The study ‘download YouTube videos experiments
problem of waterless schools in the country or activities to show the concept or content
was raised in the Senate, as Senate Recto, being discussed.’ Accordingly, it was more
cited by Casayuran & Aben (2017), told convenient for them to use video as it does not
DepEd and Department of Health (DOH) to require too much time to set it. However, they
address the needs of thousands of waterless were also bothered by those learners at the
schools by installing water facilities and more back for the visibility of the video as they were
toilets. using a laptop. This indicates that unlike other
Another problem was the lack of electricity public schools that have smart TVs in their
in School A. DepEd is fully aware of the lack of classrooms, these schools do not have a
classrooms, learning materials, electricity smart TV in their classrooms. Although the
located in off-grid areas, and lack of water schools have LCD projectors, the lack of
sources in many public schools (Alcober, electricity in the school hinders them from
2018). Nevertheless, School A is among using it. It was also evident that these teachers
schools that have been installed with solar know how to improvise materials. Accordingly,
panels for ICT class. Based on the interviews they buy materials, recycle materials, or ask
with the five teacher-respondents, they the learners to bring one if possible for
honestly admitted that they have difficulties in improvising materials needed for the activities.
teaching science concepts. T1 and T3, who Another problem raised by the teacher-
have been in service for decade/s had said respondents was the lack of training both in
that since the implementation of K to 12, they using the available science equipment and
were challenged in shifting from the traditional lack of training in science teaching.
method (lecture method which they are used Accordingly, they were unfamiliar with most of
to) to inquiry-based approach. The two being the equipment. They found it challenging to
non-science major was constrained to teach use them, like the NSTIC Cart-trail system,
science due to a lack of qualified science diffraction grating, and advance
teachers in their respective schools. electromagnetism set. These common issues
Accordingly, when the topic was difficult, needed attention from DepEd and should be
especially when materials for activities were addressed promptly.
not available, they did the lecture method
instead. Meanwhile, T2, T4, and T5 were at CONCLUSIONS
the beginning of a teaching career as
volunteer teachers. They also admitted that From the findings, the following
they had to study the lessons ahead, conclusions are made:
especially with those topics under subjects
that were not in their specialization. Like T4, 1. Laboratory facilities in both schools are
as a biology major, found it challenging to inadequate to engage all learners in
teach physics concepts. Because of having hands-on science activities. Thus,
difficulty in teaching some concepts not learners are less involved in inquiry-
related to one’s major, teachers tended to based activities.
teach the lesson based on their 2. Science teachers in both schools are
understanding. And this may compromise the not equipped in facilitating laboratory
learning of the students (Capilitan et al., 2015). activities.
T2, T4, and T5, being equipped with ICT, used
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HADJI ABAS, H. T., MARASIGAN, A. C., Readiness of Science Laboratory Facilities of the Public Junior High
School in Lanao Del Sur, Philippines pp. 12- 20
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IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 2, NO. 2, JUNE, 2020
3. The science teachers need https://www.flipscience.ph/news/features-
training/seminars in handling news/features/teaching-science-philippines/
laboratory facilities and in facilitating
science laboratory activities Bada, S. (2015). Constructivism learning theory: a
paradigm for teaching and learning. IOSR
Journal of Research & Method in
RECOMMENDATIONS Education, 5(6), 66-70.
https://doi.org/10.9790/7388-05616670
The following recommendations were
drawn based on the conclusions: Capilitan, D. B, Cabili, M.V. & Sequete, F. R.
(2015). A review on the issue in the
1. To realize the goals of K to 12 science implementation of K + 12 science
curriculum as a learner-centered and curriculum: a baseline study. Technical report.
an inquiry-based and to ensure the https://doi.org/10.13140/RG.2.2.10755.30249
provision of quality education
Casayuran, M. B., & Aben, E. L. (2017, January
throughout the country, it is 21). DepEd, DOH told to attend to nearly 4,000
recommended that the government, waterless schools. Manila Bulletin.
especially DepEd and all the https://news.mb.com.ph/2017/01/21/deped-
stakeholders in public junior high doh-told-to-attend-to-nearly-4000-waterless-
schools may consider the adequate schools/
provision of laboratory facilities,
including laboratory rooms in every de Borja, J., & Marasigan, A. (2020). Status of
school. science laboratory in a public junior high
2. Science teachers may be trained on school. International Journal of Research
Publications, 46(1). https://doi.org/100461220
how to use science equipment to
20958
ensure that they are equipped in
using/operating them. Department of Education. (2016). K to 12 Science
3. Science teachers may be encouraged curriculum. https://www.deped.gov.ph/wp-
and be supported to attend regular content/uploads/2019/01/Science-CG_with-
workshops and seminars on tagged-sci-equipment_revised.pdf
improvisation of materials and science
activities and, of course, pedagogical Katcha, M. A. & Wushushi, D. I. (2015). Effects of
content knowledge in science laboratory equipment on secondary school
education. students’ performance and attitude change to
biology learning in federal capital territory,
4. Addressing the identified challenges is
Abuja, Nigeria. Journal of Education Research
recommended to achieve quality and Behavioral Sciences, 4(9), 250-256.
education for all. http://apexjournal.org/jerbs/archive/2015/Sep/f
ulltext/Katcha%20and%20Wushishi.pdf
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in Iligan City. In The complexity of managing Comparative Education
local government in selected ASEAN from Beijing Normal
Countries, 139-162. University, under Chinese Government
https://www.researchgate.net/publication/3169 Scholarship (CSC). She obtained her Master
67871 of Arts in Education major in Chemistry at the
University of the Philippines-Diliman and her
SEI-DOST, & UP NISMED. (2011). Framework for Bachelor of Secondary Education major in
Philippine Science Teacher Education.
Chemistry, under CHED Scholarship,
Science Education Institute, Department of
Science and University of the Philippines graduated Cum Laude from the Philippine
National Institute for Science and Mathematics Normal University. She had worked at Diliman
Education Development. Preparatory School (DPS). Prior to the
http://www.sei.dost.gov.ph/images/downloads/ implementation of the K to 12 curriculum and
publ/sei_sciteach.pdf in collaboration with UP-NISMED research
specialists, she spearheaded the
enhancement of Stream subjects offered as
AUTHORS’ PROFILE an elective course for high school students,
which are now part of the regular DPS high
Hanifa T. Hadji Abas is currently taking school curriculum.
Doctor of Philosophy in
Science Education at the
Philippine Normal COPYRIGHTS
University, Manila, under
the Department of Copyright of this article is retained by
Science and Technology the author/s, with first publication rights
scholarship (DOST-SEI granted to IIMRJ. This is an open-access
CBPSME). She obtained article distributed under the terms and
her Bachelor of Secondary Education major in conditions of the Creative Commons
General Science in 2013 and her Master of Attribution – Noncommercial 4.0 International
Science Education in 2018 at Mindanao State License (http://creative
University- Iligan Institute of Technology, commons.org/licenses/by/4).
Iligan City. She had her first year of teaching
experience at RC- Al Khwarizmi International
College Foundation, Inc., Marawi City, as a
College Instructor. Presently, she is employed
as a Science Teacher at the Department of
Education- Bangsamoro Autonomous Region
in Muslim Mindanao.

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HADJI ABAS, H. T., MARASIGAN, A. C., Readiness of Science Laboratory Facilities of the Public Junior High
School in Lanao Del Sur, Philippines pp. 12- 20
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