Lived Experiences of Science Major Students in the Absence of Laboratory Activities


  • Jolai Garcia Notre Dame of Midsayap College Poblacion 5, Midsayap, North Cotabato, 9410, Philippines
  • Angelica Yvonne Uluan Notre Dame of Midsayap College Poblacion 5, Midsayap, North Cotabato, 9410, Philippines
  • Ian Joy Barat Notre Dame of Midsayap College Poblacion 5, Midsayap, North Cotabato, 9410, Philippines
  • Jose Nino Lubay Notre Dame of Midsayap College Poblacion 5, Midsayap, North Cotabato, 9410, Philippines
  • Ivy Macagba Notre Dame of Midsayap College Poblacion 5, Midsayap, North Cotabato, 9410, Philippines
  • Honeylyn Mahinay Notre Dame of Midsayap College Poblacion 5, Midsayap, North Cotabato, 9410, Philippines



Learning Experiences, Absence of Laboratory Activities, Science Major Students


The importance of laboratory activities in science education cannot be overstated. Scientific laboratory activities and experiments have helped students absorb science lessons more easily in recent years. Science cannot be more valuable to students if they do not get laboratory experience in school. As a result, the goal of this research is to learn about science major students’ lived experiences in learning science with the lack of laboratory activities while also identifying the obstacles they face. In an in-depth semi-structured online interview, ten science major students were asked to describe their learning experiences in science with and without laboratory activities. The students’ shared experiences described learning situations that did not involve laboratory activities as “finding light in the dark”. To put it another way, the students find the learning materials difficult to understand because of the unfamiliar terms they have encountered. Moreover, the lack of learning resources and home-based experimentation equipment and materials to perform the required laboratory activities made it even more difficult for them to gain new knowledge and formulate specific scientific explanations.


Download data is not yet available.


AlZboon, S. O. (2013). Social Adaptation and Its Relationship to Achievement Motivation among High School Students in Jordan. International Education Studies, 6(10), 63-69.

American Chemical Society (2017). Developing Students’ Critical Thinking, Problem Solving, and Analysis Skills In An Inquiry-Based Synthetic Organic Laboratory Course. Journal Of Chemical Education, 93(5).

Basilaia, G., & Kvavadze, D. (2020). Transition to online education in schools during a SARS-CoV-2 coronavirus (COVID-19) pandemic in Georgia. Pedagogical Research, 5(4), 10.

Bernhard, J. (2018). What matters for students’ learning in the laboratory? Do not neglect the role of experimental equipment!. Instructional Science, 46(6), 819-846.

Bocconi, S., Kampylis, P., & Punie, Y. (2013). Framing ICT-enabled Innovation for Learning: the case of one-to-one learning initiatives in Europe. European Journal of Education, 48, 113–130.

Brinson, J. (2015). Learning outcome achievement in non-traditional (virtual and remote) versus traditional (hands-on) laboratories: A review of the empirical research. Computers & Education, 87, 218-237.

Cherry, K. (2020). 5 Components of emotional intelligence. Very Well Mind.

Chhetri, R. (2021). A literature review on impact of COVID-19 pandemic on teaching and learning. Higher Education for the Future, 8(1), 133-141.

Creswell, J.W. (2013). Qualitative Inquiry & Research Design: Choosing Among the Five Approaches.Thousand Oaks, CA: SAGE Publications, Inc., 77-83.

De Borja, J. M. A., Marasigan, A. C.(2020). International Journal of Research Publications, 46(1).

DeMonbrun, R. M., et al. (2017). Creating an instrument to measure student response to instructional practices.Journal of Engineering Education, 106(2), 273–298.

Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crises. Journal of Educational Technology, 49(1), 5- 22.

Doosti, F. (2015). Biology Teachers’ Perception of Laboratory Work in Afghanistan: A Survey Study of Secondary Schools in Kabul City.

Elliott, K., & Paige, K. (2010). Middle year students talk: Science sux or science rocks!. Teaching Science. Journal of the Australian Science Teachers Association, 56(1), 13-16.

Faulconer, E., & Gruss, A. (2018). A Review to Weigh the Pros and Cons of Online, Remote, and Distance Science Laboratory Experiences. International Review of Research in Open and Distributed Learning, 19(2).

Fernandez, C. (2014). Knowledge base for teaching and pedagogical content knowledge: Some useful models and implications for teachers’ training. Problems of education in the 21st century, 60, 79-100.

Franklin, A. (2018). Spacing Natures: Sustainable Place-making and Adaptation. In Handbook of Nature, edited by T. K. Marsden. London: Sage.

Gould, J. (2014). Online education: The rise of virtual labs. Retrieved from

Icekson, T., Kaplan, O., & Slobodin, O. (2020). Does optimism predict academic performance? Exploring the moderating roles of conscientiousness and gender. Studies in Higher Education, 45(3), 635-647.

Kamuti, J. M. (2015). Influence of Home Environment on Academic Performance of Students in Public Secondary Schools in Kitui West Sub Country, Kitui Country, Easten Kenya University.

Kapinga, O. S. (2014). The Impact of Parental Socioeconomic Status On Students’ Academic Achievement In Secondary Schools In Tanzania: Mkwawa University College Of Education, Iringa Tanzania.

Kolb, D. A., Rubin, I. M., & McIntyre, J. M. (1984). Organizational psychology: readings on human behavior in organizations. Englewood Cliffs, NJ: Prentice-Hall.

Kwok, P. W. (2015, June). Science laboratory learning environments in junior secondary schools. In Asia-Pacific Forum on Science Learning & Teaching, 16(1).

Late Nite Labs. (2014). Retrieved from

Latour, B. (2013). An Inquiry into Modes of Existence. Translated by Catherine Porter. Cambridge, MA: Harvard University Press.

McDermott, L.C. (2013). Improving the teaching of science through discipline-based education research: An example from physics. European Journal of Science and Mathematics Education, 1.

Mochvan S. (2018). What Makes a Good Learning Environment.

Nasrullah, S. and Khan, M. S. (2015). The impact of time management on students’ academic achievement. Journal of Literature, Languages and Linguistics, 2, 66-71.

NCERT. (2013). Pedagogy of science: Physical science, Textbook for B.Ed, New Delhi: Nation Council of Educational Research and Training. 279-283

Pokhrel, S., & Chhetri, R. (2021). A literature Review on Impact of COVID-19 Pandemic on Teaching and Learning. Higher Education for the Future, 8(1), 133-141.

Polit, D. F., Beck, C. T. (2006). Nursing research: Principles and methods. Philadelphia, PA: Lippincott Williams & Wilkins.

Schendel, R., & Tolmie, A. (2017). Beyond translation: adapting a performance-task-based assessment of critical thinking ability for use in Rwanda. Assessment & Evaluation In Higher Education

Sintema, E. J. (2020). Effect of COVID-19 on the performance of grade 12 students: Implications for STEM education. EURASIA Journal of Mathematics, Science and Technology Education, 16(7).

Turner, J., & Parisi, A. (2008). A take-home physics experiment kit for on-campus and off-campus students. Journal of Teaching Science, 54(2), 1-2. Retrieved from

Ünal C., & Özdemir, O.F. (2013). A physics laboratory course designed using problem-based learning for prospective physics teachers. European Journal of Science and Mathematics Education, 1(1), 29-33.

United Nations. (2020). Policy brief: Education during COVID-19 and beyond. United Nations.

Yüksel, P., (2015). Theoretical frameworks, methods, and procedures for conducting phenomenological studies in educational settings. Turkish online journal of qualitative inquiry, 6(1), 1-20.




How to Cite

Garcia, J., Uluan, A. Y., Barat, I. J., Lubay, J. N., Macagba, I. ., & Mahinay, H. (2022). Lived Experiences of Science Major Students in the Absence of Laboratory Activities . American Journal of Education and Technology, 1(2), 75–82.