<![CDATA[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.]]>
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