A Systematic Review of Laboratory Implementation in the Philippines
DOI:
https://doi.org/10.54536/ajmri.v5i2.6422Keywords:
Inquiry-Based Instruction, Resource Adequacy, Science Laboratory Implementation, SciKLab Program, Teacher CompetenceAbstract
This systematic review explored the implementation of science laboratories in Philippine basic education and its implications for the development of the localized SciKLab program in the Schools Division of Ilocos Norte. Following the PRISMA framework, forty-one studies published between 2015 and 2025 were analyzed to examine laboratory resources and adequacy, teaching practices, challenges, and innovative initiatives. Findings reveal that while most public schools face persistent inadequacies in equipment, consumables, and maintenance systems, teachers exhibit adaptability through improvisation, collaboration, and integration of technology. Effective laboratory instruction is anchored on well-trained teachers who employ inquiry-based and contextualized pedagogies supported by continuous professional development. Moreover, innovative models such as SciKLab demonstrate that localized, resource-sharing programs integrating equipment provision, mentoring, and demonstration teaching can bridge gaps between policy and practice. The study concludes that successful science laboratory implementation requires synergy among resource adequacy, teacher competence, and institutional support to promote equitable and inquiry-driven science learning in Philippine schools.
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