Abstract
The laboratory has been assigned a central and distinct position in science education, and science educators have indicated that conducting laboratory activities provides rich benefits in learning. Since the start of the school year 2020-2021, online learning has been one of the modes of learning delivery allowed by both the Department of Education (DepEd) and the Commission on Higher Education (CHED) (Tria, 2020). Due to this, STEM students face many issues in the fast-evolving world of virtual learning, particularly when it comes to material utilization in laboratory settings. The digital world has transformed education, allowing students to engage with knowledge and communicate remotely in unprecedented ways. However, the lack of physical laboratories has given rise to many new concerns that necessitate attention and creative solutions. Hence this study shed light on the challenges that STEM students confront in material utilization within the virtual domain, its impact to students performance in active learning, and coping mechanisms of the dilemma which gave ramifications in their educational journey.
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