Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal Journal of Elementary and Secondary School (JESS)
Hamim N Matuan
Maria Asuncion Rodriguez Tiñga High School
Education Other

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
Navigating Science: Experiences and Coping Strategies of Grade 12 STEM Students in Laboratory Learning Gian Kyle S Serino; Jonainah C Jamil; Maria Zamantha F Ancheta; Nayumi Vienne Q La Madrid; Shaynah A Mohamad; Raneem A Ali; Hamim N Matuan; Prince Ariel F Maur; John Llyod E Gusi; Jomar G Mercado
Journal of Elementary and Secondary School Vol. 4 No. 2 (2026): Journal of Elementary and Secondary School
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jess.v4i2.4527

Abstract

Laboratory learning is a fundamental component of STEM education, promoting scientific inquiry, hands-on learning, and the application of theoretical knowledge. However, existing studies have primarily focused on laboratory resources, instructional practices, and academic outcomes, offering limited insight into students' lived laboratory experiences and coping mechanisms. Thus, this study explored the experiences, engagement, and coping mechanisms of Grade 12 STEM students at Maria Asuncion Rodriguez Tiñga High School during laboratory activities. Using a phenomenological design, nine STEM students were selected through purposive sampling. Data were gathered through in-depth interviews and analyzed using thematic analysis. Findings showed that laboratory activities promoted hands-on learning, collaboration, and skill development. Nevertheless, limited resources, equipment shortages, and time constraints influenced students' experiences. Despite these challenges, students demonstrated resilience through support-seeking, self-regulation, and sustained motivation. The study extends Kolb’s Experiential Learning Theory and Lazarus and Folkman’s Psychological Stress and Coping Theory, explaining how laboratory experiences and adaptive coping jointly shape student engagement. Findings also support improved laboratory instruction and student support. To improve laboratory learning, teachers should undergo training on time-efficient and inquiry-based activities, implement structured group roles, and use low-cost materials. Resilience-building strategies may also be integrated. Future research may explore teachers’ perspectives and compare schools with varying laboratory resources to further understand laboratory learning.
Co-Authors Gian Kyle S Serino John Llyod E Gusi Jomar G Mercado Jonainah C Jamil Maria Zamantha F Ancheta Nayumi Vienne Q La Madrid Prince Ariel F Maur Raneem A Ali Shaynah A Mohamad