Level of Knowledge on Biosafety Practices among

Medical Technology Students in Selected Schools in Cavite A.Y 2021 - 2022

An Undergraduate Thesis
Submitted to the Faculty of the
College of Allied Medical Sciences
Lyceum of the Philippines University Cavite

In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Science in Medical Technology

Badua, Bernadeth Ann C.

Bayot, Ruth Angeline D.
Crisostomo, Jamilah-Joy J.
Deang, Maria Lauren T.
Lagrisola, Yasmin T.
Vesliños, Marion Jercy E.

October 2022
 Chapter I

INTRODUCTION

Background of the Study

         According to Stoppler., (2021) the biosafety is the application of knowledge,

techniques, and equipment to prevent personal, laboratory and environmental exposure to

potentially infectious agents or biohazards. Biosafety defines the containment conditions

under which infectious agents can be safely manipulated. The objective of containment is

to confine biohazards and to reduce the potential exposure of the laboratory worker,

persons outside of the laboratory, and the environment to potentially infectious agents.

Biosafety is the standard to control the associated risks in laboratories and other medical

facilities. The standard requirements are applicable in laboratories or facilities handling

hazardous materials (Rüdelsheim, 2008). It can be considered as one of the most

important controls and prevention that medical practitioners should know. The

laboratories require Biosafety practices that would ensure the safety of the staff, the

environment, and the population in the laboratory that may expose them to any harmful

toxins and dangerous pathogens (Coelho & Dìez, 2015). Mostly the infections occur due

to the interrelationship of the host and dangerous pathogens, a factor that can affect the

occurrence of the infection is related to the host (Siegel, et al. 2007). In this study, the

researchers focus on the different aspects of Biosafety: the proper use of personal

protective equipment, laboratory safety practices, and waste management protocol. 

8
 According to Siegel, et al (2007), personal protective equipment are the barriers to

protect us from various contacts with harmful pathogens. The risk should be lessened by

the management: schools, facilities, and establishments by assessing the associated

laboratory safety precautions that provide the safety measures for the individuals that are

exposed in medical care. The responsibility of an individual is to understand the risks that

are associated when working in the laboratory and to have knowledge about the safety

practices to avoid further accidents (Sewell, 2003). Biomedical waste if not discarded

properly would result in the risks to the healthcare workers and waste handlers (Hegde &

RD Kulkarni, 2007). Working safely in a laboratory setting is what the school wants for

the students to nurture, especially the students in medical technology programs.

Accidents and risks occur when people mishandle or do not know how to use the

equipment correctly. 

           As stated in the CHED Memorandum No. 13 series of 2017, under article V -

curriculum in section 9.2 Program of the Study, the students in medical

technology/medical laboratory science programs have the units in lecture and laboratory

on the professional courses related to Biosafety during their first year in college. These

units are Principles of Medical Laboratory Science Practice 1-2, and Laboratory

Management. In line with this, the chosen participants of the study are from the first year

to fourth year students in the program of Bachelor of Science in Medical Technology for

first year students already have the knowledge about Biosafety. The researchers would

determine the level of knowledge about Biosafety of the Medical Technology students in

9
selected schools in Cavite that offer Bachelor of Science in Medical Technology/Medical

Laboratory Science Program. Furthermore, findings of this study will redound to the

benefit of the Medical Technology students considering that Biosafety is vital in the

battle of arising virus and diseases in the present times.

Statement of the Problem

This study aims to determine the level of knowledge of the Medical Technology

students in terms of Biosafety Practices in selected schools in Cavite in the year 2020-

2021.

The researchers will be able to come up with an answers to the following questions:

1. What is the demographic profile of the respondents of the study in terms of:

1.1 Year Level, and;

1.2 School?

2. What is the level of knowledge on Biosafety Practices of the respondents in terms of: 

2.1 Proper use of Personal Protective Equipment;

2.2 Laboratory safety practices; and

2.3 Waste Management Protocol Awareness?

3. Is there a significant relationship between the demographic profile of respondents and

their level of knowledge on Biosafety Practices in terms of:

3.1 Proper use of Personal Protective Equipment;

3.2 Laboratory safety practices; and

10
 3.3 Waste Management Protocol?

 Significance of the Study

Evaluating and analyzing the level of knowledge on Biosafety Practices among

the Medical Technology Students in selected schools in Cavite would provide valuable

information to students, instructors, Practicing Medical Technologists, school officials,

and especially to the future researchers.

         For the students, this study will allow them to assess themselves if they have

enough knowledge to work in the laboratory. It would also help them to find out which

areas of Biosafety they lack knowledge about so that they can further improve and

research them.

Instructors can also benefit from this study because it would aid them in finding

out if the students are acquiring the essential knowledge in response to what the teachers

are providing, thus helping them innovate teaching styles to improve the comprehension

of their students.

This study would also benefit Practicing Medical Technologists. They would gain

important information from this study, especially in the field since all the topics covered

in this study are about safety practices and precautions done inside the laboratory.

11
 Furthermore, it would help the school officials in providing further suggestions

and additional information as to what strategies and techniques in teaching are feasible to

be utilized in their curriculum for the better learning of the students.

Lastly, for future researchers, this study would be helpful for them to have

resources for their future research about the learning of students in Biosafety and its

importance. It would also give them ideas on how to conduct their future research and

give them existing data for reference.

Scope and limitation of the study

In this study, the focus is to determine the level of knowledge on Biosafety

Pratices among the Medical Technology students. The study also includes the significant

relationship between the demographic profile of the respondents and their level of

knowledge about Biosafety. 

This study was conducted in Cavite and was only limited to the Medical

Technology students from selected schools who are enrolled in the academic year 2021–

2022. The study was conducted in the months of June to September 2022. The study was

done through the utilization of an online survey questionnaire. With this strategy, the

researchers would know the level of knowledge of the students in Biosafety.

12
 This study was limited only to the selected schools in Cavite which offer Medical

Technology Program namely: (1) Cavite State University – Indang, (2) De La Salle

Medical and Health Sciences Institute, and (3) Lyceum of the Philippines University.  

Chapter II

REVIEW OF RELATED LITERATURE

 
This chapter is an overview of previous studies taken from books, e-journals, and

other related studies. This chapter shows the related studies about the Level of

Knowledge of Medical Technology students in Biosafety Practices.

Importance of Biosafety knowledge among the students

 
  As stated by Rajesh Ram (2015, July 25), given the vulnerability of New

Zealand's agriculture export-based economy to biosecurity threats, biosecurity is very

crucial. Bovine illnesses like foot and mouth could have a disastrous impact on the

economy since New Zealand's primary industries are what push the country's economy.

In order to maintain New Zealand's economy, human health, environment, and social and

cultural values, it is critical to make sure that the general public is aware of the

significance of maintaining biosecurity. The level of biosecurity awareness among

13
college students in New Zealand was assessed as they are the future workforce

responsible for preserving biosecurity in that country. The analysis showed that

unwelcome plants, animals, and microbes were not topics that New Zealand College

students had a strong understanding of. In New Zealand, these students primarily

perceived possums as undesired creatures and saw illegal drug plants as unwanted plants.

The majority of the undesirable bacteria they knew about in New Zealand were those that

caused human illness. These undergraduates' incomplete awareness of biosecurity was

thought to be mostly caused by their ignorance of biosecurity-related concerns in New

Zealand. Based on the results of the study, it can be concluded that knowledge of a

subject is essential for enabling people to comprehend biosecurity. The chance to learn

about biosecurity in New Zealand could be offered to senior high and college students

from New Zealand if biosecurity-related curriculum topics are explicitly taught.

According to Yu LI, Li-yuan SUN, and Ming-cheng LI (2016) Laboratory

personnel are exposed to clinical specimens, occupational hazards, new infectious agents,

and antimicrobial-resistant microorganisms. It is crucial to expand students' knowledge

and skills in the laboratory during their education. Biosafety and biosecurity ideas and

procedures are included in education. To investigate the teaching reform of laboratory

biosafety, biosecurity theory, and experimental courses, 642 medical students from

various medical professions were divided into two groups as research objectives and

groups. The teacher-designed program-based learning (PBL) included microbiological

laboratory biosafety occurrences, laboratory training, and the methodologies utilized in

14
clinical practice man-machine interactions. From a four-stage process, the students'

protective awareness of biosafety was strengthened as a result of the reform of laboratory

biosafety theory and experimental training. In clinical practice, students might also

conduct standardized, fast detection techniques and address laboratory biological

variables emerging from crises and accidents. These improved the competency and

proficiency of BSL laboratory users while also ensuring adherence to biosafety and

biosecurity requirements. The institution created a competent set of courses that

integrated theoretical and practical training to cover the information and abilities required

in biosafety and biosecurity to ensure safe laboratory operation. These improved BLS

laboratory users' skills and proficiency while also ensuring adherence to biosafety and

biosecurity requirements.

According to Mohammed et al., (2019), broad biosafety training sessions are

suggested for all laboratory workers in clinical educating facilities. Moreover, yearly

research facility investigations and correction of biosafety training prerequisites are

important to work on the biosafety level. 

Implementation of Biosafety Education

 
According to Minihata-Sture et al. (2013), there are techniques, tools, and

programs that could be used to introduce biosecurity to life scientists and engineers in

higher education. First, by providing an overview of the major conclusions from a variety

of international studies on biosecurity education that have been conducted in the

15
Americas, Europe, Israel, and the Asia-Pacific area. Secondly, outline the creation of

freely available educational resources, outlining their scope and content. Thirdly, by

supplying information on real-world applications of biosecurity education. These include

accomplishments made in biosecurity education implementation and lessons learned from

it at the National Defense Medical College in Japan. Following the discussion of these

experiences, the University of Bradford in the United Kingdom presents its expert-level

"Train-the-Trainer" programs.

With the aid of these examples, readers, including students, will be better able to

comprehend how educators can deepen their understanding of biosecurity issues and how

they can subsequently spread their knowledge by creating their own individualized,

pertinently targeted, and stage-tailored education programs within their life science

communities. The study made the case by using these instances that educating

policymakers, stakeholders, and life scientists about social responsibility for dual-use

issues should not be difficult, costly, or time-consuming. Recurring classes or courses can

be held during educational programs at the proper times to meet students' growing

competence and developing learning stages.

Academics, clinical courses and one-year clinical internship training in tertiary

hospitals are part of the Medical Laboratory Science Education curriculum. The

effectiveness of the teaching strategies, procedures and methods using the existing tools

and equipment will determine if the student’s skills affect their internship performance.

According to the study of Mendoza & Parinas, (2021), shows that the more the students
16
engaged in laboratory performances the higher their knowledge about the laboratory

practices. 

A Biorisk assessment of natural science laboratories in Bicol University takes an

initial step toward improvement of laboratories and contributing to the culture of safety in

the university. A survey among laboratory workers and ocular inspection of natural

science laboratories was done and showed that the gaps exist in the safety knowledge and

practices of laboratory workers. Since there’s a gaps in safety knowledge and practices of

laboratory workers, they recommended that a policy on biological safety be formulated

and be integrated in the overall safety guidelines of the university, and existing guideline

be improved and that their implementation be monitored, to introduce a course for

undergraduates that will tackle the basics of safety and security in the laboratory, and that

the equipment and physical design be improved to reduce the risks to acceptable levels

(Guerrero & Serrano, 2017).

Raising Awareness about Biosafety

 
   Shamsul Arfin Qasmi et. a; (2019) stated that when comparing the post-

assessment findings to the pre-assessment results, a significant difference was shown.

The effectiveness of this training was demonstrated by the final examination, which

revealed a significant improvement in awareness of bio-risk management among graduate

students (83.3%) overall. The Pakistan Biological Safety Association (PBSA), a non-

governmental, professional, nonprofit organization founded in 2008, works to advance

17
and implement risk management in Pakistan. This biosafety training program was created

to help M.Phil. students strengthen their capacities. and Ph.D. graduates, who will use the

Basic Medical Sciences Institute's (BMSI), and Jinnah Postgraduate Medical Center's

laboratories in the future. Jinnah Postgraduate Medical Center is Karachi, Pakistan's

largest tertiary care hospital, and conducts research and development (R&D) in the

medical sciences.

Working with dangerous pathogens is done by facilities with trained laboratory

personnel. Those individuals should have training programs that are appropriate to

laboratory facilities. This study is conducted at the Research Institute for Tropical

Medicine (RITM) and a total of 118 RITM employees are part of the training. RITM

employees training in biosafety is made to develop and improve their knowledge about

biosafety, because of their exposure to infectious agents. Applied biosafety programs are

designed to in house laboratory personnel to conduct special laboratory procedures, such

as collection, handling, testing, storage and disposal of specimens, and isolations of it.

Advanced biosafety training, which focuses on outbreak responders, and regular meetings

are conducted to provide and to share their newly acquired skills, knowledge and

discussions of concerns. It would serve as a refresher course to maintain their knowledge

and skills from what they learned in the past but with updated concepts. (Medina et al.,

2017) 

Tolentino et al. (2021) conducted a study that focused on the knowledge, attitudes

and practices of Filipino Registered Medical Technologists with regards to biosafety.  An

18
online questionnaire was distributed among selected respondents with a total of 244

Filipino RMTs who work in public and private clinical laboratories. The results of their

study showed that the majority of the Filipino registered medical technologists working

in the research site demonstrated excellent biosafety expertise. 

This showed how professional groups can work together to raise awareness of

biosafety and biosecurity issues among the public and concerned individuals, which will

help to reduce the likelihood of mistakes and ensure the potential safety and security of

laboratory workers and others who may be exposed to pathogens and contaminants that

are classified as health hazards.

Most of the authors focus on how their research might help us comprehend what

this study has to offer. They all agreed that to fully understand the importance of

biosecurity, it must be learned at school to be able to prevent and avoid future disasters in

the workplace that can affect the community.

19
Conceptual Framework

The figure presents the conceptual framework through Input-Output to visualize

and analyze the process and relationship of ideas in the current research study. 

INPUT OUTPUT

Demographic profile:
A significant relationship between
the demographic profile of
a. Year Level respondents and their level of
b. School knowledge on Biosafety Practices
in terms of:

Level of knowledge on Biosafety a. Proper use of Personal Protective

of the respondents in terms of: Equipment;

a. Proper use of Personal Protective b. Laboratory safety practices; and

Equipment;

c. Waste Management Protocol

b. Laboratory safety practices; and
20
 Figure 2.1 Conceptual Framework

Figure 2.1

(TITLE)

The conceptual framework of the study, as presented in Figure 1, illustrates the

process of determining the level of Knowledge of the respondents and how their

demographic profile affects it. The input is the demographic profile (Year Level and

Schools) of the respondents in the study. The input also includes the level of knowledge

on Biosafety of the respondents (Proper use of personal protective equipment, Laboratory

safety practices, and Waste management protocol awareness).

These inputs are the variables that are expected to have effects on the output. For

output, determine if the inputs have a significant relationship to the respondents' level of

knowledge about Biosafety Practices.

Definition of terms

Relative to the study, the following terms are used in the context and for the

purpose of this study and are defined accordingly to provide better understanding of the

study.

21
 Biosafety, a strategic and integrated approach to analyzing and managing relevant

risks to human, animal and plant life and health and associated risks for the environment.

Biomedical waste, are the wastes coming from different health care facilities. 

Chemical waste. This refers to wastes from dangerous chemicals that may have

potential risk on the health of an individual. 

Hazardous material. This refers to items or substances that constitute risks to

anyone who is exposed. These materials can affect a person’s health and safety.

Hazardous waste. These are wastes that are capable of harming an individual and

the environment surrounding the laboratory. 

Infectious waste. This refers to wastes that are contaminated with agents or fluids

that are capable of the spreading risk of infections to laboratory personnel.

Laboratory safety. This includes safety training and enforcement of laboratory

safety regulations, safety assessment of experimental designs, the use of personal

protection equipment, and the employment of the buddy system for particularly

dangerous tasks are all ways to prevent laboratory mishaps. 

Level of knowledge. This refers to the extent of knowledge as to which the

learners were able to attain.

Medical technology. It is a degree program which provides the students the

opportunity to acquire knowledge and skills in conducting laboratory tests that will aid in

the diagnosis of diseases.

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 Chapter III

RESEARCH METHODOLOGY

 
         The chapter presents the methods that are used in the study. This chapter includes

the research design, research locale, materials and equipment, data gathering procedure,

and statistical analysis.

Research Design

This study is a quantitative descriptive study. Quantitative research analyzes and

measures aspects of results of the following ideas gathered by the data collected.

Descriptive research is a collective knowledge of ideas exploring phenomena in real life

23
situations, a phenomenon that is incomplete and somehow has limited research

knowledge.  (Gray, J. R., Grove, S. K., Sutherland, S. 2017)

The designs are used in this study to determine the level of knowledge of medical

technology students from selected schools in Cavite offering medical technology

programs in terms of the proper use of personal protective equipment, laboratory safety

practices, and waste management protocol. Then, the data collected were analyzed to

identify the significant relationship between the students’ level of knowledge and their

demographic profile.

Participants of the Study 

The participants of the study are medical technology students from (1) Cavite

State University – Indang, (2) De La Salle Medical and Health Sciences Institute, and (3)

Lyceum of the Philippines University. It consists of students enrolled in Bachelor of

Science in Medical Technology from first year to fourth-year college.

Table 1. The population frame of the study

RESPONDENTS SAMPLE SIZE

 (School) (Medical technology students)

24
 Cavite State University – Indang 123

        De La Salle Medical and 178

Health Sciences Institute

    Lyceum of the Philippines 40

University

       TOTAL                       341

Table shows the population frame of the study on which it has a total of 341

respondents. The researchers used convenience sampling as a technique for the medical

technology students. Convenience sampling is a non-probability sampling on which the

researchers depend on their accessibility and availability of the respondents. The study

uses random sampling techniques.

Research Instrument

A self-made questionnaire was used in this study, where it can assess the

knowledge of the student about Biosafety that is validated by internal and external

validators.

The research instruments were divided into two parts, the first part shows the

demographic profile of the participants such as year level, and school. The second part

focused on determining the level of knowledge about Biosafety of a Medical Technology

student (see Appendix E). To determine the level of knowledge of the respondents, the

25
researchers utilized a 5-point Likert scale in the survey questionnaire. The 5-point scale is

the most widely used (universal) data collection tool. (Vagias, Wade M., 2006) The

format is compatible with a broad library of scientifically validated questions and

comparison of external benchmark data. For data gathering, the Likert Scale to be used

consists of the following measures:

Extremely Knowledgeable              –      5

                        Moderately Knowledgeable            –      4

Somewhat Knowledgeable              –      3

Slightly Knowledgeable                  –      2

Not Knowledgeable at all               –      1

        

For data analysis, the table below was used to interpret the equivalent remarks

based on computed mean score: 

Mean Score Interpretation

4.20 - 5.00 Extremely Knowledgeable

3.40 - 4.19 Moderately Knowledgeable

2.60 - 3.39 Somewhat Knowledgeable

1.80 - 2.59 Slightly Knowledgeable

1.00 - 1.79 Not Knowledgeable at all

26
           

The questionnaire was validated by the two (2) external validators and one (1)

internal validator. The contents, clarity, and layout of the questionnaire were evaluated

and checked thoroughly by the validators (see appendix B). Pilot testing and reliability

testing were also conducted to a small group of students to ensure the clarity of questions,

but the results were not included in the final analysis conducted (see appendix D). 

Data Gathering

         The researchers used a self-made questionnaire to collect the needed information

in the study. After the approval of the validators, they started to encode the questions to

Microsoft forms to distribute the survey to the students. Afterwards, the link to the survey

form, together with a consent form, was sent to the class representatives in each selected

school. The class representatives then distributed the links to the other participants. The

participants of the study were given the right to participate or not in the study. The results

were recorded and generated using Microsoft Excel to easily process the data for

statistical analysis. The data gathering was conducted from June to July 2022.  

Statistical Analysis of Data

The researchers used appropriate statistical analysis to draw out the needed

statistical information in the study. Frequency distribution and percentage, weighted

27
mean, chi-square and Spearman’s Rho were utilized to interpret the calculated values in

the data of the research. 

For the statistical analysis of the data for Research Question number 1:

Frequency distribution and percentage were utilized to identify the respondents’

profile in terms of demographic characteristic. The data measured identifies the most and

least frequency among the categories set in the variable and all identified demographic

profiles were in the form of data which is the Year Level and School. 

For the statistical analysis of the data for Research Questions number 2: 

In determining the respondents' responses on the level of knowledge in Biosafety

Practices, the Weighted Mean is used. The mean is the most common measure of the

average of data which describes the variables in the form of ratio or interval. The

Standard deviation supports the mean value that is used to determine the ratings of the

respondents' level of knowledge about Biosafety Practices, and it is used to rank the

highest and lowest in the data. 

The responses of the respondents were interpreted using the following scale and

range and their interpretation as follows: 

28
Table 2. Interpretation for the Level of Knowledge of the Medical Technology students

about Biosafety Practices

Rating Scale Mean Scoring Interpretation

(Likert) (Range) (Level of Knowledge)

5 4.20 – 5.00 Extremely Knowledgeable

4 3.40 – 4.19 Moderately Knowledgeable

3 2.60 - 3.39 Somewhat Knowledgeable

2 1.80 - 2.59 Slightly Knowledgeable

1 1.00- 1.79 Not Knowledgeable at all

         For the values of mean, Table 2 shows the range of scoring with corresponding

interpretation that applied to the average response of the respondents on the level of

knowledge about Biosafety Practices.

For the statistical analysis of the data for Research Question number 3:

         To determine the significant relationship between the demographic profile and the

level of knowledge of the respondents about Biosafety Practices the inferential statistics

tool used is the Chi-square test and Spearman's Rho. 

29
 The Spearman's Rho is a type of rank correlation statistics that measures the

degree of similarity between two or more rankings and can be used to assess the

significance of the relation between them. While Chi - Square test of independence is

used to determine if there is a significant relationship between two nominal (categorical)

variables. Since the year levels of the respondents are ordinal associations, the

Spearman’s Rho shall be used in identifying their significant relationship to the level of

knowledge of the respondents on Biosafety. On the other hand, the schools are not

ordinal variables; it is classified as a categorical data thus, the Chi - Square test shall be

used for categorical data to determine the same population of variables in the study.

Chapter IV

RESULTS AND DISCUSSION

This chapter presents the results, interpretation, and analysis of the gathered data

from the provided questionnaires and methods used in the study. This chapter includes

the data gathering procedure conducted in months. Thus, the result of the study is

discussed as follows:

Demographic profile of the respondents

Table 3.
30
Demographic profile of the respondents
Table 3. Demographic profile of the respondent.
Demographic Profile Category Frequency Percent

Year Level First year college 84 24.60

Second year college 83     24.30
Third year college 87 25.50
Fourth year college 87 25.50
TOTAL 341 100

School Cavite State University - Indang 123 36.10

De La Salle Medical and Health Sciences Institute 178 52.20
Lyceum of the Philippines University 40 11.70
TOTAL 341 100
Note: * - Percent is based on the total sample size of 341.

              As shown in Table 3,(As shown in Table 3) most of the respondents are students

from the Third- and Fourth-Year College (25.50%) which has tallied a single response,

followed by the First Year College (24.60%) and lastly the Second Year College

(24.30%). Most of the students came from De La Salle Medical and Health Sciences

Institute (52.20%), followed by Cavite State University - Indang (36.10%) and Lyceum

of the Philippines University (11.70%).(What data suggect? And why?)

Proper use of Personal Protective Equipment

 Table 4.1. Descriptive statistics output on the level of knowledge of the respondents
about biosafety practices in terms of proper use of personal protective equipment

Constructed Statement Mean Interpretation

1. I know that I should use safety glasses or goggles to reduce the risk of the eye 4.48 EK
being exposed to the chemicals.

2. I know that when doffing the first to remove is the gloves. 4.28 EK

31
3. I know that I should wear rubber gloves when working with heat and electricity. 3.99 MK

4. I know that lab coats should be only worn inside the laboratory. 4.48 EK

5. I am aware that I should not take outside personal protective equipment that is 4.52 EK
used in the laboratory, which can carry incidental contamination that can put a
potential risk in the health of an individual

6. I know that I should wear head protection like a bouffant cap when working with 4.05 MK
biohazards.

7. When the noise inside the laboratory is greater than 85 decibels, I know that I 3.51 MK
should wear hearing protection.

8. I always perform hand washing before putting on the surgical gloves and after 4.43 EK
removing surgical gloves to avoid transmission-based pathogens.

9. To avoid splashing, spraying, or splattering harmful infectious materials to my 4.38 EK

face, I should wear face shields inside the laboratory.

10. I am aware that a respirator worn in BSL-3 is used to cover the entire head to 4.19 MK
filter out infectious agents and toxins particles that might enter our body through the
nose and mouth.

Grand Mean 4.23 EK

Note: For interpretation, the following remarks apply to mean interval: 5.00 – 4.20 for Extremely
Knowledgeable (EK), 4.19 – 3.40 for Moderately Knowledgeable (MK), 3.39 – 2.60 for Somewhat
Knowledgeable (SWK), 2.59 – 1.80 for Slightly Knowledgeable (SK), and 1.79 – 1.00 for Not
Knowledgeable at all (NK) 

As portrayed by the table above, the respondents of the study are identified as

Extremely Knowledgeable with a grand mean of 4.23. The respondents show highest

knowledge in statement number 5 “I am aware that I should not take outside personal

protective equipment that is used in the laboratory, which can carry incidental

contamination that can put a potential risk in the health of an individual”. The result

suggests that the respondents are Extremely aware that personal protective equipment can

pose different risks when brought outside of the laboratory premises. Meanwhile,

respondents show lowest knowledge on statement number 7 “When the noise inside the
32
 laboratory is greater than 85 decibels, I know that I should wear hearing protection”. One

possible reason that the respondents are least knowledgeable about this statement is that

because noise is not being emphasized as a serious health hazard to the public. According

to Fink (2016), even though noise has already been considered as a health hazard, it is

only treated as an environmental pollutant. He also added that The Noise Control Act

established in 1972 that promotes all Americans free from noise that jeopardized their

health and welfare was never adequately funded or supported thus, knowledge of the

public about the safe level of sound is not high.

Laboratory safety practices

Table 4.2. Descriptive statistics output on the level of knowledge of the respondents about
biosafety practices in terms of laboratory safety practices

Constructed Statement Mean Interpretation

1. I am aware that when working in a laboratory, I should not be alone. 4.32 EK

2. I always observe proper disinfection when cleaning up spills on every 4.38 EK

surface area inside the laboratory.

3. When inside the laboratory I go out when I’m consuming food and 4.46 EK
beverages.

4. I always wear a face mask when going inside the laboratory to avoid 4.43 EK
inhaling all chemical materials and microorganisms which are treated as
potential pathogens.

33
5. I always handle microbes and anything that can cause aerosol 4.21 EK
infections inside the biosafety cabinet.

6. I always put labels on the supplies and equipment stored inside the 4.33 EK
laboratory to prevent contamination and mishandling.

7. I always check the expiration of the reagent before using it to prevent 4.29 EK
wrong results of the test.

8. I always check for defects of all equipment inside the laboratory to 4.25 EK
avoid inadequate results of machines that are being used every day. (e.g.,
centrifuge and spectrophotometer)

9.  I know that emergency showers, and eyewash stations are used inside 4.44 EK
the laboratory when an individual is accidentally spilled with hazardous
chemicals.

10. I always do handwashing after handling any hazardous materials, 4.39 EK

before and after leaving the laboratory.

Grand Mean 4.34 EK

Note: For interpretation, the following remarks apply to mean interval: 5.00 – 4.20 for Extremely
Knowledgeable (EK), 4.19 – 3.40 for Moderately Knowledgeable (MK), 3.39 – 2.60 for Somewhat
Knowledgeable (SWK), 2.59 – 1.80 for Slightly Knowledgeable (SK), and 1.79 – 1.00 for Not
Knowledgeable at all (NK) 

               As portrayed by table 4.2, the statement number 9 “I know emergency showers,

and eyewash stations are used inside the laboratory when an individual is accidentally

spilled with hazardous chemicals” has the highest equivalent mean which is 4.44.

According to the National Institute for Occupational Safety and Health, when there are

chemical burns in the eye, immediately flush the eye with water for at least 15 minutes.

The statement number 6 “I always handle microbes and anything that can cause aerosol

infection inside the biosafety cabinet” has the lowest mean equivalent to 4.21 which

suggests that the respondents are least knowledgeable in the use of biosafety cabinets.

This contradicts the similar study conducted by Miring’u et.al (2017) about the basic

34
knowledge of medical practitioners about handling biosafety cabinets. In the study by

Miring’u et. al, most of the participants (92%) has adequate knowledge in handling

biosafety cabinets.

Waste Management Protocol

Table 4.3. Descriptive statistics output on the level of knowledge of the respondents
about biosafety practices in terms of waste management protocol
Constructed Statement Mean Interpretation

1. I make sure to always observe proper segregation of waste materials 4.58 EK

inside the laboratory in order to minimize the risks posed by mixing
incompatible wastes.

2. I know that prior to the disposal of the cultivated organism, all the 4.20 EK
laboratory equipment used must first be autoclaved.

3. I know that the temperature requirement for autoclaving of waste 4.00 MK

materials is to maintain 120 degrees Celsius that should last for 10-15
35
minutes.

4. I know the importance of decontamination of the following materials 4.24 EK

inside the laboratory that aren’t used.

5. I know that if it’s toxic, flammable, corrosive and water reactive I should 4.24 EK
consider it as a chemical hazardous waste.

6. I always separate the aqueous wastes from the wastes from organic 4.18 MK
solvent. Failure to put them in containers might result in corrosion.

7. I know that syringes are discarded to a specific container inside the 4.44 EK
laboratory, and it is labeled in sharps.

8. I always check the label of waste containers to avoid occurrences of 4.44 EK

serious adverse effects, due to incompatibility of waste contents.

9. I know that hazardous chemicals must never be poured down the drain as 4.35 EK
a method of disposal.

10. I am aware that urine, feces and vomits that are administered with 4.26 EK
cytotoxic drugs are considered as genotoxic wastes which are highly
hazardous.

Grand Mean 4.29 EK

Note: For interpretation, the following remarks apply to mean interval: 5.00 – 4.20 for Extremely
Knowledgeable (EK), 4.19 – 3.40 for Moderately Knowledgeable (MK), 3.39 – 2.60 for Somewhat
Knowledgeable (SWK), 2.59 – 1.80 for Slightly Knowledgeable (SK), and 1.79 – 1.00 for Not
Knowledgeable at all (NK) 
 
 

As portrayed by table 4.3, The statement 1‘I make sure to always observe proper

segregation of waste materials inside the laboratory to minimize the risks posed by

mixing incompatible waste” as the highest mean which is 4.58. According to the study of

Hegde V., Kulkarni R. D., Ajantha G. (2007) The spread of infection is reduced due to

proper segregation of wastes and also placing different wastes to labeled containers and

color-coded waste bags because the careless disposal of wastes is a high risk to any waste

handlers. The lack of knowledge about proper waste segregation can lead to occupational
36
and waste problems. (Patwary et al., 2011). According to Kumar, Madhu. (2017) The

Knowledge of Medical Students is good regarding health care hazardous, waste handling

and waste management plans. Medical students have the knowledge about proper

segregation and color coding of waste bags. The lowest means is 4.00 stating the

statement 3 I know that the temperature requirement for autoclaving of waste materials is

to maintain 120-degree Celsius that should last for 10-15 hours”. The lowest result is

contrary to the study of Akshat S., et al., (2019) where the undergraduate dental students

and interns are aware of the uses of autoclave. Effective methods of autoclaving and

following protocols can successfully be done by the students.  

Significant relationship Between the Level Knowledge of the Respondents on

Biosafety Practices

Table 5 Statistical Correlation between the level of knowledge of the respondents on

biosafety practices

Aspect of Biosafety Practices Correlation Sig. (2 N

Coefficient tailed)

Proper use of personal protective 0.528** 0.000 341

37
 equipment

Laboratory safety practices 0.482** 0.000 341

Waste management protocol 0.521** 0.000 341

Note: ** - Correlation is significant at the 0.01 level (2-tailed).

Table 5 demonstrates the relationship between the respondents’ knowledge of

Biosafety Practices when they are grouped according to their year level. The three aspects

of Biosafety Practices include the use of personal protective equipment, laboratory safety

procedures, and waste management protocols that are associated with the respondents'

year level.  

 In this table all the (3) aspects of biosafety practices are statistically significant to

the year level of the respondent, but the proper use of personal protective equipment

shows the highest rating relationship (0.528) among the aspects of biosafety practices.

This will prove that the knowledge of the student in terms of this aspect is much higher

compared to other aspects. According to Lai, P. K. (2021, September 2), this study

showed that there is better awareness and practice when emphasis is made on PPE use in

medical school. The result of this study proves that the practices and awareness of the

student in terms of personal use or protective equipment are higher than the other (2)

aspects of biosafety practices.

38
 Hence, the year level where the respondents are connected is related to their

laboratory safety practices. The level of knowledge was significantly correlated with year

at college; this can be explained by the fact that those at advanced years are more

exposed to clinical practices with substantial exposures to patients, clinical practices and

senior clinical staff in hospital wards compared to 4th and 5th year (Amin et al., 2013).

The correlation coefficient of the Laboratory Safety Practices is 0.426 which means that

when there is an increase in the first variable which is the year level it can increase the

second variable. Thus, this signifies the fact that the level of knowledge of the student

can be affected by their year level. 

In the waste management protocol aspect of Biosafety Practices, it shows that the

year level shows a great impact for the students when learning about this aspect of

Biosafety the waste management protocol, in table , it shows that it has 0.521 correlation

coefficient which means that there is a significant relationship between the Waste

Management Protocol and the level of knowledge of the student which contradict to the

study of  Dolipas et al. (2020) which states that the knowledge of the student about waste

management is not a factor of year level however, when talking about biodegradable type

of wastes, compared to other year levels,  third year students have  low awareness about

biodegradable wastes.

Relationship Between the Level Knowledge of the Respondents on Biosafety

Practices when Grouped According to their School using Chi-Square Test

39
Table 6. Relationship between the level knowledge of the respondents on biosafety
practices when grouped according to their school

Aspect of Biosafety Practices Chi-Square Value df p-Value

(χ ) 2

Proper use of personal protective 18.245* 6 0.006

equipment

Laboratory safety practices 27.307* 6 0.000

Waste management protocol 19.292* 6 0.004

Note: * - The test value (Chi-Square Value, χ ) is significant at 0.05 level. Hence, with significant
2

relationships.

Table 6 demonstrates the relationship between the respondents’ knowledge of

Biosafety Practices and when they are grouped according to their year level. The three

aspects of Biosafety Practices include the use of personal protective equipment,

laboratory safety procedures, and waste management protocols that are associated with

the respondents' school.  

It revealed that the schools where the respondents are connected is related to the

proper use of personal protective equipment, the table shows a significant relationship

between the school and the level of knowledge of the students about the proper use of

personal protective equipment. It is evident in the p-value 0.002 generated from the test

value (chi-square test) of 18.245 with degrees of freedom of 6. Since p-value is less than

0.05 level of confidence, it signifies that the school has something to do with the

knowledge of the students in terms of the proper use of personal protective equipment. 

40
According to Villamagna and Bonura (2020) The early career engagement and ideas of

students about the proper use of personal protective equipment happened in schools. It is

the place where the students are engaged about the importance of creating a safe work

environment, especially students who are in medical schools, that will handle dangerous

pathogens. Studying is important for the proper use of personal protective equipment to

improve. (Liow et al., 2022) 

Likewise, the school where the respondents are connected is related to their

laboratory safety practices. It is evident in the p-value 0.000 generated from the test value

(chi-square test) of 27.307 with degrees of freedom of 6. Since p-value is less than 0.05

level of confidence, it signifies that the school has something to do with the knowledge of

the students in terms of laboratory safety practices. Safety culture of students would

increase if they knew the importance of risk management inside the laboratories of their

schools, they would carry it up until they work as healthcare personnel. (Nasrallah et al.,

2022)  

In the waste management protocol aspect of Biosafety Practices, it shows that the

school shows a great impact for the students when learning about this aspect of Biosafety

the waste management protocol, because in the table, it shows that the result of the p-

value 0.006 is lower than the 0.05 level of confidence and also the test value (chi-square

test) of 19.292 with degrees of freedom of 6. The study of Rada et al., (2016) states that

the proper waste program should be included for educational curriculum. Without the

41
proper education, knowledge, awareness and cooperation, waste management would not

be successful. 

Chapter V

42
 SUMMARY, CONCLUSION AND RECOMMENDATION

         This chapter presents the summary of the research study, the conclusions drawn

from the findings in the study, and the researchers’ recommendations.

Summary 

         The safety of the medical practitioners is one of the most important to be

considered when working in a laboratory setting. The proper handling of specimens and

proper hazards should be known by a medical practitioner to avoid any accidents that

may occur. The study determined the level of knowledge of the Medical Technology

students about the following: proper use of personal protective equipment, laboratory

safety practices, and waste management protocol inside the laboratory facilities. The

demographic profile of the respondents is one of the parts of the study; it includes the

age, year level and school. Based on the results, the demographic profile of the

respondents shows a significant relationship on their level of knowledge about Biosafety

Practices. 

The research instrument used in the study is a survey questionnaire, and it is a

quantitative descriptive study. A self-made questionnaire has been given to the three

hundred forty one (341) Medical Technology students who participated in the study to

gather necessary data from them. It has two parts; the first part shows the demographic

profile of the respondents such as age, year level, and school. The second part will focus

43
on determining the level of knowledge about Biosafety Practices of a Medical

Technology student with a Likert scale - 5 for Extremely Knowledgeable, 4 for

Moderately Knowledgeable, 3 for Somewhat Knowledgeable, 2 for Slightly

Knowledgeable, and 1 for Not Knowledgeable at all. The self-made questionnaire is

constructed in Microsoft forms, it is the data gathering tool used to create the survey

forms and to share it to the respondents of the study. The results of the survey form were

downloaded in a spreadsheet and the data are used for the analysis of statistical data. The

statistical analysis uses frequency distribution and percentage, standard deviation, chi-

square test and spearman’s rho. The equivalent interpretation of the mean scores were

4.21 - 5.00 for extremely knowledgeable, 3.41 - 4.20 for moderately knowledgeable, 2.61

- 3.40 for somewhat knowledgeable, 1.81 - 2.60 for slightly knowledgeable, and 1.00 -

1.80 for not knowledgeable at all. 

Based on the results, the descriptive statistics revealed that the respondents were

extremely knowledgeable on the three aspects of Biosafety Practices namely proper use

of personal protective equipment, laboratory safety practices, and waste management

control. The correlations of the relationship of each of the three aspects were interpreted

using a spearman rho and chi-square test output; the results show a significant

interpretation on the relationships between each aspect of Biosafety Practices. 

44
Conclusion

Based on the findings of the study, the following conclusion were drawn: 

1. In the demographic profile of the respondents, the results show that most of the

respondents' ages were from eighteen (18) to twenty-four (24) years of age. Early

adulthood or students from their twenties up to mid- twenties are still studying to

achieve their higher educational attainment.

2. The results show that the students are extremely knowledgeable in all three

aspects of Biosafety Practices included in the study—proper use of personal

protective equipment, laboratory safety practices, and waste management

protocol. 

3. The relationship of respondents' level of knowledge and in age are significant to

each other. In respondents' level of knowledge and their year level, it was

revealed that their year level is associated with their knowledge in the different

aspects of Biosafety Practices as the activity levels of the students are being

upgraded from the time they started as a first year students up until they become

fourth year students. It was also shown that the school greatly affects the students'

knowledge in the different aspects of Biosafety Practices as all higher educational

institutions have different ways of curriculum implementation. 

45
Recommendations

Based on the conclusions and from the interpreted data results, the following

recommendations are suggested: 

1. The schools should maintain or even improve the learning methods they apply to

their students and consistently establish and maintain the thorough planning of the

curriculum to continuously improve the students' knowledge. (in terms of)

2. Future researchers should consider more choices of universities or higher

educational institutions and to increase the number of the respondents who will

participate in the survey. This will improve the data results.

3. Future researchers may propose possible solutions to further improve the

students’ level of knowledge and application of Biosafety Practices.

4. For future researchers, to consider other aspects aside from the level of

knowledge for more comprehensive results. 

5. Future researchers may determine the level of knowledge of the students in other

aspects of Biosafety Practices.

46
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