Abstract
Abstract This study investigates the effectiveness of laboratory-based instruction in conveying fundamental concepts related to the relative density and buoyancy of liquids within a secondary laboratory science program at a leading university in Mindanao. Despite the challenges posed by digital technology and remote learning, traditional laboratory experiments remain integral to science education, providing active, hands-on learning experiences. The primary focus is to assess the impact of laboratory instruction on student performance according to these principles. Our findings reveal a significant improvement in the performance of students in the experimental group. Notable enhancements were observed between pre-tests and post-tests, with statistical significance established at α = 0.05. This underscores the substantial role of laboratory-based instruction in augmenting student performance. Additionally, when comparing final grades as an independent variable, we find that the laboratory teaching method significantly contributes to overall effectiveness in student learning. Furthermore, students’ positive perceptions of the subject and their attitudes toward both the laboratory and the subject matter emerged as significant contributors to performance improvements. Consequently, this enhanced likelihood of achieving better grades in physics highlights the broader impact of laboratory-based instruction on student academic outcomes.
Published Version
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