INSUFFICIENT LABORATORY APPARATUSES AND THE

SCIENTIFIC SKILLS OF THE JUNIOR HIGH SCHOOL

AND SENIOR HIGH SCHOOL STUDENTS OF SJSFI

A Research Proposal

Presented to

The Secondary Department

Senior High School

Saint Joseph School Foundation Incorporated

Zamboanga City

In Partial Fulfillment of the Requirements

For the Senior High School

Science and Technology, Engineering and Mathematics Strand

Echem, Mary Lord Joanne F.

Macapili, Zybelle Mae H.

Rodriguez, Christine Joy C.

Verar, Elianna Marisse A.

Zamora, Robby Adrian R.

January 27, 2020

 CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF RESULTS

This chapter presents and analyzes the data gathered through the use of interview and test

questionnaire. The data were tabulated, analyzed, and interpreted with the use of statistical tests.

The specific questions raised in the statement of the problem were the bases of the order of

presentation.

RESEARCH PROBLEM 1: Does the lack of laboratory apparatuses have an impact to the

scientific skills of the junior high school and senior high school students of SJSFI?

Table 4.0 One Sample T-Test Statistics of the Impacts of Insufficient Laboratory Apparatuses to

the Scientific Skills of the Junior High School Students of SJSFI S.Y. 2019-2020

Scientific Skills N Mean Std. Std. Error

Deviation Mean
Measuring (JHS) 32 1.6250 .97551 .17245
Inferring (JHS) 32 2.6250 1.38541 .24491
Predicting (JHS) 32 1.8750 .97551 .17245
Observing (JHS) 32 2.3750 1.23784 .21882
Communicating (JHS) 32 1.7188 .99139 .17526
Classifying (JHS) 32 1.6250 1.09985 .19443
Measuring (SHS) 80 1.7250 1.04306 .11662
Inferring (SHS) 80 2.6375 1.35239 .15120
Predicting (SHS) 80 2.1125 .84184 .09412
Observing (SHS) 80 2.5625 .96579 .10798
Communicating (SHS) 80 2.1750 1.17759 .13166
Classifying (SHS) 80 1.6750 1.14488 .12800
 This table shows the descriptive analysis of each scientific process skills. It shows the

mean, standard deviation, and standard error mean of each skill. Also, it shows that Inferring

skill of the Junior high school students have a higher mean or average than the rest of the group,

while most have an equal mean value of 1.6250, which means that they have the lowest average.

Table 4.1 One Sample T-Test of the Impacts of Insufficient Laboratory Apparatuses to the

Test Value = 3
t df Sig. (2- Mean 95% Confidence Interval of
tailed) Difference the Difference
Lower Upper
Measuring (JHS) -7.973 31 .000 -1.37500 -1.7267 -1.0233
Inferring (JHS) -1.531 31 .136 -.37500 -.8745 .1245
Predicting (JHS) -6.524 31 .000 -1.12500 -1.4767 -.7733
Observing (JHS) -2.856 31 .008 -.62500 -1.0713 -.1787
Communicating
-7.311 31 .000 -1.28125 -1.6387 -.9238
(JHS)
Classifying (JHS) -7.072 31 .000 -1.37500 -1.7715 -.9785
Measuring (SHS) -10.933 79 .000 -1.27500 -1.5071 -1.0429
Inferring (SHS) -2.397 79 .019 -.36250 -.6635 -.0615
Predicting (SHS) -9.429 79 .000 -.88750 -1.0748 -.7002
Observing (SHS) -4.052 79 .000 -.43750 -.6524 -.2226
Communicating
-6.266 79 .000 -.82500 -1.0871 -.5629
(SHS)
Classifying (SHS) -10.351 79 .000 -1.32500 -1.5798 -1.0702
Scientific Skills of the Senior High School Students of SJSFI S.Y. 2019-2020

The table above shows the results of the one sample T-test namely t-value (“t”), degrees

of freedom (“df”), and significance level (“Sig. (2-tailed)”). The result above depending for
each scientific skill such as the measuring skill of the junior high school students can be

generalized and reported as t(31) = -7.973, p = 0.000. Due to the p-value being less than

percentage level of significance 0.05, it can be concluded that there was a statistically significant

difference between the mean score of the scientific skill compared to the test value of 3.0. Hence,

the null hypothesis was rejected. It can be also observed that the inferring skills of the junior high

school students have a p-value greater than the percentage level, meaning that it is not significant

and that the said skill was not affected by the lack of apparatuses since majority of the students

scored beyond the passing mark. However, based on the totality of the other skills from the

junior high and senior high school students, majority of their p-value is lesser than the percentage

error, and thus reached the decision to reject the null hypothesis. This implied that the lack of

laboratory apparatuses does have an impact to the scientific skills of the students.

Table 4.2 Mean Percentage of the Impact ofthe Insufficient Laboratory Apparatuses to the

Scientific Skills of the Junior High School Students of SJSFI S.Y. 2019-2020

Number of Mean Standard Deviation Mean Percentage

Respondents

32 11.75 1.9576 48.9583 %

91-100% = Excellent 78-79% = Satisfactory

86-90% = Very good 76-77% = Passed

80-85% = Good 75% and below = Failed

Legend
 The table above represents the mean percentage of the impact of insufficient laboratory

apparatuses to the scientific skills of the junior high school students. It shows that the mean is

11.75 while the standard deviation is 1.9576. The mean percentage is 48.9583 % and based from

the legend above, it represents a failing mark in which implied that the lack of laboratory

apparatuses has a negative impact to the scientific skills of the junior high school students.

Table 4.3 Mean Percentage of the Impact of the Insufficient Laboratory Apparatuses to the

Scientific Skills of the Senior High School Students of SJSFI S.Y. 2019-2020

Number of Mean Standard Deviation Mean Percentage

Respondents

80 12.1125 1.9369 50.46875 %

91-100% = Excellent 78-79% = Satisfactory

86-90% = Very good 76-77% = Passed

80-85% = Good 75% and below = Failed

Legend

The table displays the mean percentage of the impact of insufficient laboratory

apparatuses to the scientific skills of the senior high school students. It shows that the mean is

12.1125 while the standard deviation is 1.9369. The accumulated mean percentage is 50.46875
%. It also represents a failing mark based from the legend in which implied that the lack of

laboratory apparatuses has a negative impact to the scientific skills of the senior high school

students.

Table 4.4 Tabulation of the Scores of the Junior High School Students of SJSFI S.Y. 2019-2020

JHS Student Score Rank JHS Student Score Rank

1 3 12 17 13 4

2 9 8 18 11 6

3 10 7 19 13 4

4 4 11 20 12 5

5 15 3 21 16 2

6 16 2 22 16 2

7 11 6 23 12 5

8 6 9 24 13 4

9 10 7 25 5 10

10 9 8 26 15 3

11 9 8 27 9 8

12 16 2 28 9 8

13 16 2 29 10 7

14 18 1 30 12 5

15 12 5 31 15 3

16 18 1 32 13 4

Table 4.4 presents the tabulated scores of the junior high school students along with their
ranking. The ranking ranges from 1-12 with JHS Student #16 being the highest with a total score

of 18 points out of 24, while JHS Student #1 is ranked the last with a score of only 3 points.

Table 4.5 Tabulation of the Scores of the Senior High School Students of SJSFI S.Y. 2019-2020

SHS Student Score Rank SHS Student Score Rank

1 12 9 19 11 10
2 13 8 20 11 10
3 9 12 21 10 11
4 10 11 22 10 11
5 12 9 23 14 7
6 10 11 24 14 7
7 15 6 25 9 12
8 12 9 26 6 14
9 6 14 27 4 16
10 16 5 28 8 13
11 6 14 29 13 8
12 13 8 30 6 14
13 12 9 31 8 13
14 14 7 32 13 8
15 5 15 33 15 6
16 12 9 34 16 5
17 12 9 35 15 6
18 12 9 36 2 17
SHS Student Score Rank SHS Student Score Rank

37 2 17 63 17 4

38 10 11 64 13 8

39 11 10 65 11 10

40 9 12 66 17 4

41 10 11 67 14 7

42 8 13 68 12 9

43 12 9 69 11 10

44 12 9 70 13 8

45 22 1 71 14 7

46 13 8 72 9 12

47 15 6 73 14 7

48 12 9 74 13 8

49 13 8 75 13 8

50 18 3 76 8 13

51 16 5 77 10 11

52 17 4 78 11 10

53 10 11 79 12 9

54 17 4 80 14 7

55 18 3

56 17 4

57 14 7

58 16 5

59 20 2

60 15 6

61 14 7

62 16 5
 Table 4.5 shows the tabulated scores of the senior high school students along with their

ranking. The ranking ranges from 1-17 with SHS Student #45 being the highest with a total score

of 22 points out of 24, while SHS Student #37 has the lowest score of only 2 points out of 24.

The results showcased that insufficient laboratory apparatuses have an impact on the

scientific skills of the junior high and senior high school students as represented by their low

mean percentage and totality of the p-value of majority of each scientific skill being lesser than

the percentage error of 0.05. This low result can be affected by multiple factors caused the said

lack of apparatuses. Babafemi (2014) expressed that the use of laboratory apparatuses could not

be effective without properexposure to science process skills. The science process skills are

essentiallyscientist's method of pursuit of knowledge.Hence, exposure to laboratory apparatus

instructional strategywould lead to more self-confidence, creativity, activism, and success in

laboratory experiments and future purposes.

Furthermore, having been exposed to scientific investigations related to real life,

individuals should recognize central feature of an investigation is that if one variable can be

measured. It involves demonstrating an understanding of science concepts and applying science

inquiry skills in addressing real-world problems through scientific investigations. However, this

became a problem in most students as cases of lack of laboratory apparatuses or unavailability of

facilities mostly affect it. Numerous surveys delivered information that inadequate availability

and utilization of laboratory facilities in the junior and senior secondary schools have major

effects in the teachings and learnings gained in school proving it to be a hindrance in academic

performances and skills (Dillion, 2008).

 If laboratory apparatuses are sufficient enough, it will cause a positive change in the

science process skills of the students. A similar study conducted practical laboratory activities

and has stated, “Results show that practical work has a significantly positive effect on learners’

performance. It has been previously reported that practical work (using apparatuses) potentially

improves learners' performance. Different types of practical work achieve different purposes.

There is practical work to achieve basic skills like: measuring, observation and recording, while

investigative skills include experimental design, analysis of data and drawing inferences”

(Kibirige, Mavhunga, & Rebecca, 2014, para. 22).

RESEARCH PROBLEM 2: What specific apparatuses are needed in order to improve the

scientific skills of the junior high school and senior high school students of Saint Joseph School

Foundation Incorporated?

Apparatus No. of Response Mean

Beaker 19 0.5937

Test tube 13 0.4063

Erlenmeyer Flask 12 0.375

Pipette 10 0.313

Cylinder 8 0.25

Crucible 7 0.2188

Microscope 6 0.188

Iron Ring 5 0.1563

Petri Dish 4 0.125

Funnel 4 0.125

Florence Flasks 2 0.0625

Syringe 2 0.0625

Table 4.6 Apparatuses Needed in the School's Laboratory Based from the Perspective of the

Junior High School Students of SJSFI S.Y. 2019-2020

The figure above dealt with the Junior High School Student’s perspective on the

apparatuses needed to be improved in the wet and dry laboratory of SJSFI. Based on the table

above, it shows that the students wanted to recommend enhancement on common and basic
apparatuses in the school’s science laboratory. Figure 4.6 shows that the school needs a lot of

enhancement with regards to the advancement and improvement of the school’s wet and dry

laboratory apparatuses. Science laboratory affects the science process skills of the students. It

may positively affect the student’s skills when it is up-to-date and highly advanced (Halima and

Ngozi, 2015). However, it may also negatively affect the student’s skills when the science

laboratory apparatuses are inadequately available (Adeleye and Danjuma, 2015). Roth and

Roychoudhury (n.d.) investigated the development of science process skills in classrooms were

students spent most of their time doing experiments. Indeed, science laboratory is a unique

educational setting that offers opportunities for the development of students’ behavior that

constitutes science process skills, reasons why it should be in a quality of service and equipment.

More so, the science laboratory equipment and experiments aid in developing thescientific

learning amongst students, and in cultivating deeper andprofound interest in the field (Akani,

2004). School science laboratory supplies play an important role in the advances and

technologies being made in the world. Many of the world-famous scientists and researchers

develop their life-long interest in science in their school science laboratory only where they

conduct their first science lab experiments (Brooks, 2001). Hence, if the school’s science

laboratory is sufficient, students will able to perform laboratory experiments with adequacy and

thus enhance their science process skills (Halima and Ngozi, 2015).
 Apparatus No. of Response Mean

Test tube 28 0.35

Beaker 24 0.3

Cylinder 22 0.275

Microscope 15 0.1875

Thermometer 15 0.1875

Pipet 14 0.175

Flask 14 0.175

Alcohol Lamp 12 0.15

Measuring Cup 11 0.1375

Vernier Calipher 9 0.1125

Wash bottle 9 0.1125

Crucible 8 0.1

Magnifying Glass 8 0.1

Petri Dish 8 0.1

Syringe 5 0.0625

Force Table 5 0.0625

Triple Beam Balance 5 0.0625

Dropper 4 0.05

Multimeter 4 0.05

Figure 4.7 Needed Apparatuses to Improve the Scientific Skills of the Senior High School

Students of SJSFI S.Y. 2019-2020

 The figure aboveshows Senior High School Student’s perspective on the apparatuses

needed to be improved in the wet and dry laboratory of SJSFI. Figure 4.7 shows that the school

needs a lot of enhancement with regards to the advancement and improvement of the school’s

wet and dry laboratory apparatuses. As seen above, it shows some of the common and basic

laboratory apparatuses. There were some Senior High School students who want to recommend

advanced apparatuses that they never tried using due to unavailability and insufficiency. Science

laboratory plays a vital role in the students in Senior High School especially those who take core

science subjects. Due to the insufficiency of some laboratory apparatuses, some students have

not able to perform the experiment well and inferred the needed result that they predicted, thus

affecting their science process skills. Availability of laboratory equipment in institutions is

closely related to the quality of learning its students will experience (Gavifkr, 2015). The

school’s laboratory is a facility where students do hands-on work. Hands on or practical work is

important to the development of the students’ science process skills (Omosewo, 2006). In Senior

High School, there is an academic strand which often utilizes the school’s science laboratory.

Science Technology, Engineering and Mathematics(STEM) which has three science-related

subjects under its curriculum namely; Biology, Chemistry and Physics. Students from this strand

generally desires to take science and engineering-related courses in their tertiary level and plans

to have a career in the field of medicine, engineering or applied science, thus the development of

these science process skills is essential and is a part of their curriculum. Hence, the school must

invest in up-to-date and highly advanced science laboratory equipment so as to give birth to

highly skilled and competent scientific and technological labor force and to assure the country of

a great future in the field of medical sciences and technological developments (SEI-DOST & UP

NISMED, 2011).
RESEARCH PROBLEM 1: Does the lack of laboratory apparatuses have an impact to the

scientific skills of the junior high school and senior high school students of SJSFI?

Lack in laboratory
apparatuses can
negatively affect our
science process skills
because we cannot
perform some
experiments.

Impact of Insufficient
insufficient laboratory
There is a laboratory apparatuses can
apparatuses to the negatively affect
negative science process the efficiency of
impact. skills of Junior and the experiement
Senior High School and also our
students. scientific skills.

Students cannot
develop their
scientific skills if
they cannot
experience doing
experiements.

Figure 4.8 Impacts of Insufficient Laboratory Apparatuses to the Scientific Skills of the Junior

High School Students of SJSFI S.Y. 2019-2020

The figures above shows the perspective of the respondents on the impact of insufficient

laboratory apparatuses to the science process skills. Figure 3.0 shows the perspective of the

respondents of junior high school to the impact of insufficient of laboratory apparatuses to their

science process skills. Their response highlights the negative impact of insufficient laboratory

apparatuses to their science process skills as it can hinder them from doing experiments which

can help with the improvement of science process skills. Insufficient laboratory apparatuses
hinder doing experiments which is a factor in the development of science process skills. In

developing science process skills, experimental learning (i.e. allowing students to physically

interact with objects) is required. Students must be engaged in activities and perform

experiments which they can experience a variety of science process skills (Mustafa, 2015).

Students cannot perform experiments if a facility such as a school laboratory has an insufficient

laboratory apparatus. There can be experiments that is required for them to perform based from

the teacher’s curriculum guide but they cannot perform it because of the insufficient laboratory

apparatuses. Insufficient laboratory apparatuses can also affect the efficiency of an experiment

which can also affect the student’s science process skills. A laboratory with insufficient

measuring materials cannot perform experiments that requires measuring or have to opt for

alternatives and these alternatives can affect the results of the experiments and these alternatives

may not be efficient enough to enhance students’ science process skill, particularly in this

example, the skill in measuring. According to Omosewo (2006) a deeper understanding of the

science process can be achieved through laboratory activities, which encourages active

participation and serves to develop critical thinking. School laboratories cannot provide the

students’ needs with insufficient laboratory apparatuses as efficient science teaching needs well

equipped laboratories (Mulela, 2015). Lack in laboratory apparatuses can negatively affect

students’ science process skills as it hinders them from doing experiments that are too

complicated to understand when only taught in the class. Practical work or experiments was seen

as both effective in terms of learning and enjoyment of science (Petty, 2009). Effective in terms

of learning experiments promotes retention of the concept and develops the science process skills

and critical thinking and enjoyment as students confront their curiosity.

 We cannot practice
and enhance our
science process skills
often if there is a lack
of insufficient
laboratory apparatus.

Insufficient
Impact of
laboratory Insufficient
insufficient
apparatus can
result to lack of
laboratory laboratory
apparatuses to apparatuses
experience
the science can result to
which
process skills of low science
contributes to
Junior and process skill
the development
Senior High
of the science levels..
School students.
proces skills.

Limited number of
laboratory apparatuses
can result to lack of time
in performing an
experiment thus we
cannot predict what will
happen properly.

Figure 4.9 Impacts of Insufficient Laboratory Apparatuses to the Scientific Skills of the Senior

High School Students of SJSFI S.Y. 2019-2020

The figure above shows the perspectives of the Senior High school respondents to the

impact of insufficient laboratory apparatuses to their science process skills. This shows that

insufficient laboratory apparatuses have a negative impact to their scientific skill. Limited

number of laboratory apparatuses hinders them in finishing the experiment on time and thus they

cannot collect the data properly and make a comprehensive conclusion. Predicting is one of the

science process skills and they have to include their predictions in writing laboratory reports by

the end of the experiment and since they only have limited time in using an apparatus because

the apparatus is limited itself, they cannot record proper conclusions. Practical work encourages

accurate observation and careful recording to make a phenomenon greatly real; to arouse and
maintain interest and promote logical reason (Watson, 2000). If students cannot perform

experiments because of insufficient laboratory apparatuses, they can have lower science process

skills, for they do not have the chance to develop them. Practical work provides students with

better understanding about the concept which they can use to construct knowledge as they go

along as opposed to experiencing it only through print material (Mulela, 2015). Experiments also

increases skill proficiency in many areas, including thinking abilities (Mulela,2015). Students

also cannot practice or enhance their science process skills because of the insufficient laboratory

apparatus. Development of science process skills is mainly hands-on work and thus they have to

be continuously exposed to this kind of activity to continuously enhance their skill and their

overall performance as stated by Usmani (2011), students with a lot of practical experience are

much more likely to perform well than those with limited practical skills. Hands on work also

promotes the development of cognitive abilities such as; problem solving, analysis, generalizing,

evaluating and decision making (Tilva, 2003 &Mafumiko, 2006) thus having a laboratory with

sufficient apparatus is important. Insufficient laboratory apparatus can result to lack of

experience which contributes to the development of their science process skills. Practical

learning is essential for developing skills of various kinds; manipulative, inquiry, investigative,

organizational and communicative (Mulela, 2015). Further research has also shown that science

instruction needs to consist of direct physical manipulation of objects, equipment and materials

to be successful (Haury&Rillero, n.d.). Wachanga&Mwangwi (2004) found out that teaching

methods that allow students to use hands, eyes, ears and mind in studying science subjects

enhance effective learning and students’ achievement more than the teacher centered methods.

Motswiri (2004), indicates that teaching science should reflect the following goals: provide

concrete experiences and ways to help students confront their misconceptions, provide
opportunities for data manipulations through their use of misconceptions and provide

opportunities for developing skills in logical thinking and organization.

RESEARCH PROBLEM 2: What specific apparatuses are needed in order to improve the

scientific skills of the junior high school and senior high school students of Saint Joseph School

Foundation Incorporated?

Microscope, test
tube, beaker, petri
dish

Apparatuses
Wash bottle, needed to be Test tube
burettes, added to clamp, iron
Graduated improvce clamp,iron
cylinder school stand, tongs
laboratory.

Erlenmeyer flask,
Florence Flask,
evaporating dish

Figure 5.0 Needed Apparatuses to Improve the Scientific Skills of the Junior High School

Students of SJSFI S.Y 2019-2020

The figure above shows Junior High School student’s perspective on the apparatuses

needed to be improved in the wet and dry laboratory of SJSFI. Most of the students suggested the

most common and basic laboratory apparatuses. It is imperative for schools to have the latest and

high-quality science lab supplies these days. Science is different from any other subjects for it

needs students to look beyond books and conventional classroom teaching for them to be able to
understand its context. Effective learning of science involves seeing, handling and manipulating

real objects and materials, thus sufficient laboratory apparatuses is needed (Science First, 2016).

Moreover, science laboratory equipment allows students to perform experiments with adequacy.

Wire gauze,
Droppper,
Microscope,
Multimeter

Force table, Apparatuses Vernier

needed to be Calipher,
Iron ring, added to Syringe,
Measuring improvce Pipet,
Cup, Wash school Alcohol
bottle laboratory. Lamp

Test tube,
cylinder,
thermometer,
flask,
thermometer

Figure 5.1 Needed Apparatuses to Improve the scientific Skills of the Senior High School

Students of SJSFI S.Y 2019-2020.

The figure above dealt with the recommended laboratory apparatuses that the Senior

High School thinks that is need to be added and improved in the school’s laboratory. The

students’ scientific skills are established through science experiments and hands – on activities

that are done in the institution’s science laboratory. The student’s science process skills are

dependent on the students learning on their hands-on tests. However, there were negative effect
seen on the student’s scientific process due to unfulfilled laboratory hands-on experiments and

because of the unavailability and insufficiency of the laboratory apparatuses. Numerous studies

have been conducted regarding the lack of laboratory apparatuses and equipment, and its impact

in the learning processes of science-based subjects. In Halima and Ngozi’s (2015) study, the data

gathered from numerous surveys showcased that inadequate availability and utilization of

laboratory facilities in the senior secondary schools have major effects in the teachings and

learnings gained in school proving it to be a hindrance in academic performances.These results

revealed the poor performance level of students in science-based practical activities as it has

been proved that with higher utilization and availability in laboratory facilities and equipment, it

will result to having a higher number in passes and less failures in schools, and the lower the

utilization and availability rate, the higher the failure rate will be. Adeleye and Danjuma’s

(2015) study stated that insufficient laboratory paraphernalia results in students having negative

attitude towards the given subject specifically Physics and other science-based subjects which

impacts their performance level negatively. This negative and ineffective approach is often not

the result of the teacher’s teaching strategy, but because of the shortage of instructional

materials. Other impacts caused by the lack of laboratory equipment are circulated on graduating

students specifically STEM students as it will provide them difficult situations in ever pursuing

courses due to the lack of scientific knowledge and poor performance level that will limit their

qualifications in colleges if ever they are not exposed to laboratory activities and do not utilize

the said laboratory well enough - a reason why there should be an advance enhancement with the

school’s science laboratory.

 CHAPTER V

SUMMARY, FINDINGS, CONCLUSION, AND RECOMMENDATIONS

This chapter presents the summary of the study, findings, conclusions, and

recommendations.

SUMMARY

This study was undertaken to determine the impacts of insufficient laboratory apparatuses

to the scientific skills of the junior high school and senior high school students of Saint Joseph

School Foundation Inc. It investigated the negative and positive impacts when data were

classified according to independent variable as insufficient laboratory apparatuses and dependent

variable as scientific skills. It further probed the needed specific apparatuses to improve the

scientific skills of the Junior High School and Senior High School students of Saint Joseph

School Foundation Inc.

This study answered the research question on the basis of the hypothesis which is

insufficient laboratory apparatuses do not have an impact to the scientific skills of the junior high

school and senior high school students of Saint Joseph School Foundation Inc.

This study employed a descriptive mixed-method research design. The respondents were

the one hundred and twelve (112) junior high school and senior high school students of Saint

Joseph School Foundation Inc. enrolled in school year 2019-2020.

 Furthermore, this study made use of a self-made interview questionnaire and an adapted

test questionnaire adapted from Quipper.

Statistical tools used in this study included one sample t-test, mean, standard deviation,

and mean percentage.

FINDINGS

This study yielded the following findings:

1. On the Impact of Insufficient Laboratory Apparatuses to the Scientific Skills of the

Junior High School and Senior High School students of Saint Joseph School Foundation

Inc.

The lack of laboratory apparatuses has a negative impact on the scientific skills of the

junior high school and senior high school students of Saint Joseph School Foundation Inc.

enrolled in school year 2019-2020. Results showed that most of the scientific skills of the

respondents were affected based on their result scores and answers from the interview

questionnaire as most of the students responded in either not having enough hands-on experience

in the laboratory or the said experience is not linked to their chosen career path. Only one skill

from the junior high school students is not affected by the lack of apparatuses which is their

inferring skills, however majority of the skills is affected along with the skills of the senior high

school students. Also, even though the senior high school students have a higher mean

percentage than the senior high school students, it is still a failing mark based on the percentage.

Therefore, the scientific skills of the junior high school and senior high school students of Saint

Joseph School Foundation Inc. are negatively affected by the lack of laboratory apparatuses.
2. On the Apparatuses Needed to Improve the Scientific Skills of the Junior High School

and Senior High School Students of Saint Joseph School Foundation Inc.

The apparatuses mostly needed to improve the scientific skills of the Junior High School

and Senior High School Students of Saint Joseph School Foundation Inc. based on the results

were the basic apparatuses such as test tubes, cylinder, and microscope. Specifically, most of the

interviewees responded on basic measuring tools because measuringis mostly needed in

laboratory experiments. Others responded in microscopes because most of the apparatuses were

not updated and do not function properly. Generally, the specific apparatuses needed have to be

in good condition and also have a sufficient amount in order to improve the scientific skills of

the junior high and senior high school students of Saint Joseph School Foundation Inc.
CONCLUSION

Based on the findings of the study, the insufficient laboratory apparatuses dohave a

negative impact to the scientific skills of the Junior High School and Senior High School

Students of Saint Joseph School Foundation Inc. However,

RECOMMENDATIONS

As a result of the findings and conclusions of this study, the following are hereby

recommended:

1.