Laboratory Manual for Senior High School Physical Science Class

Laboratory Manual for Senior High School Physical Science Class

Siann Alma Fe P. Duque, Edna B. Nabua, Monera A. Salic-Hairulla, Maria Cecilia V. Almeda, Arlene R. Alcopra

School of Graduate Studies, College of Education, Mindanao State University – Iligan Institute of Technology, Philippines

DOI: https://dx.doi.org/10.47772/IJRISS.2025.90500083

Received: 22 April 2025; Accepted: 28 April 2025; Published: 30 May 2025

ABSTRACT

This study investigates the influence of laboratory manual that is virtual based as a supplementary tool or learning material in Physical Science class to improve Grade 11 learners’ conceptual understanding in Chemistry under MELCS. Utilizing a Quasi-experimental design with qualitative support research design, the study determines the effect of

 Laboratory Manual on learners’ conceptual understanding through quantitative assessment with qualitative supplemental data. The findings indicate a  significant improvement in learners’ achievement, with posttest scores reflecting augmented comprehension of Chemistry concepts in Physical Science. The study reveals that developed laboratory manual utilizing virtual laboratories are effective tools for improving science education in resource-limited settings.

Keywords: ADDIE model, Conceptual Understanding, Laboratory Manual, Virtual laboratory

INTRODUCTION

Recent studies (Acido et al., 2024) reveal no significant educational progress in the Philippines from 2018 to 2022 in PISA results, particularly in math, reading, and science. Similarly, post-K to 12 NAT results show low academic performance (Behigda, 2022). Consequently, misconceptions hinder science learning and highlight the need to improve teaching methods (Özmen, 2004; Üce & Ceyhan, 2019). Chemistry is a complex subject requiring more than basic instruction (Shehu, 2015). Kaptan et al. (2012) reported challenges in public school science education—lack of labs, materials, and teacher support. However, (VL) Virtual laboratory experiments are preferable when there is insufficient experimental equipment and tools or poor laboratory conditions. VL applications can be alternative or supportive to real labs in some cases at graduate or high school level, according to Ergül& Binici (2006). This initiative supports the United Nations Sustainable Development Goal 4 (SDG 4) by developing a virtual Chemistry lab manual for Senior High School to enhance learning quality. In response to this need, the study aimed to assess the conceptual understanding of Grade 11 Senior High School students in Chemistry based on the Most Essential Learning Competencies (MELCs). The data gathered will be used to design and develop a Laboratory Manual, as well as to identify the perceptions of both learners and teachers regarding its effectiveness. This initiative supports the United Nations Sustainable Development Goal 4 (SDG 4), aligning with the Department of Education’s efforts to promote sustainable practices and advance quality education for today’s learners.

METHODOLOGY

This study used a quasi-experimental design with qualitative support. It was guided by a needs assessment of students’ prior understanding in Chemistry topics in MELCs, which informed the development of a pretest-posttest and a Physical Science (Earth Science, Astronomy, Chemistry, and Physics) – Chemistry Virtual Laboratory manual. The study also explored student and teacher perceptions of the manual. A total of 75 Grade 11 students from a public school in Linamon, Lanao del Norte participated, selected through purposive sampling.

Research Instruments

The study primarily used a Laboratory Manual with Virtual Laboratories, developed through the ADDIE model, to focus on Chemistry concepts in Physical Science. A Needs Assessment, consisting of 50 multiple-choice items which undergone validation of experts and pilot testing, before it was  used to measure students’ understanding of Chemistry topics in MELCs. The result of the taken needs assessment, determine the topics in Chemistry under Physical Science that will be covered in the activities of the developed Laboratory Manual to improve the conceptual understanding of the students. During the lessons, Pretests were administered before the Laboratory Manual, and a posttest to assess changes in conceptual understanding. Additionally, a Student and Teacher Perception Assessment was conducted to gather qualitative data on learners’ experiences and teachers’ observations of the manual. All the instruments mentioned had undergone a validation process by experts in the field with a series of feedbacking and revision for improvements.

Data Gathering Procedure

The data gathering procedure of this study, the resource school SHS ICT room is equipped with 30 computers and 46 internet-connected laptops. With proper authorization, the researcher will conduct a needs assessment on students’ conceptual understanding in Chemistry topics in MELCs. If results show less than 75% proficiency (as per DepEd Order No. 55, s. 2016), a laboratory manual will be developed targeting the identified weak areas, validated by subject experts, and pilot-tested.

Following the ADDIE model (Analyze, Design, Develop, Implement, Evaluate), the process begins with reviewing MELCs and the curriculum guide. The manual will be designed to include appropriate virtual lab activities, objectives, and guide questions. During implementation of lessons, the manual will be used in class, ensuring smooth use of virtual labs. Continuous evaluation will be done to improve the manual throughout all phases.

Figure 1. Data Gathering Procedure of the Study

Data Analysis

This study used both descriptive and inferential statistics to assess the effectiveness of the developed virtual lab manual in enhancing students’ understanding of Chemistry. Descriptive statistics (mean, standard deviation) summarized pre- and post-test results, while a diagnostic needs assessment identified difficult topics based on correct response rates. Three experts evaluated the manual using a 5-point Likert scale across content, presentation, visuals, and layout. To measure the intervention’s impact, a paired sample t-test (α = 0.05) was conducted, comparing pre- and post-test scores to determine significant improvement in students’ conceptual understanding.

RESULTS AND DISCUSSION

Administering of Needs Assessment

In table 1 below, is the needs assessment revealed that while students showed satisfactory understanding of basic Chemistry topics, their performance significantly declined in more complex areas, starting with Chemical Bonding (25.45%) and continuing through topics like Solutions, Atomic Structure, Acids and Bases, and Biomolecules, with the lowest score in Substances and Mixtures (12.27%). These results highlight a gap in conceptual understanding, likely due to limited hands-on experience and difficulty visualizing abstract concepts. To address this, the virtual laboratory manual was designed to focus on these challenging topics, using interactive simulations to enhance engagement and learning in lieu of traditional lab access.

Table 1. Needs Assessment Analysis

Design and Development of Laboratory Manual

Table 2 shows that the laboratory manual received excellent ratings (mean score of 5.00) from experts in content, organization, language, and design, indicating high quality and educational soundness. Illustrations scored slightly lower (4.33 – Very Acceptable), suggesting minor improvements could enhance visual clarity and engagement. Overall, the expert evaluation confirms the manual’s effectiveness and readiness for use as a supplementary tool in Chemistry education.

Table 2. Validation Result of the Laboratory Manual

Conceptual Understanding of Learners in Chemistry

Table 3 highlights the improvement in students’ conceptual understanding before and after using the virtual laboratory manual. In the pretest, 91% of students scored in the “Very Low” category, with only one student reaching an “Average” level and none scoring “High” or “Very High.” After implementing the manual, only 16% remained in the “Very Low” group, while more students moved into “Low,” “Average,” “High,” and even “Very High” categories. These results indicate the manual’s effectiveness in improving understanding through interactive and engaging virtual lab experiences.

Table 3. Pretest and Posttest Conceptual Understanding Scores of Learners in Chemistry

Further, Table 4 below compares students’ conceptual understanding before and after using the virtual laboratory manual. The pretest mean score was 16.82, indicating very low understanding, while the post-test mean increased to 27.13, showing an average level. The decrease in standard deviation suggests more consistent performance. These results confirm the manual’s effectiveness in improving students’ Chemistry understanding through interactive and visual learning.

Table 4. Comparison of Conceptual Understanding Level during Pretest and Post test

Lastly, Table 5 below shows the paired sample t-test results comparing pretest and posttest scores. A t-value of 35.99 and p-value < 0.001 indicate a statistically significant improvement in students’ understanding after using the virtual lab manual. This is in line with the study of Njokwu (2010) and Obinna (2012), which concluded that using instructional materials and practical manuals improves science students’ academic performance by making lessons more realistic and easier to understand.

Table 5. The t-test Value of Pretest and Posttest Scores

Perception of Students and Teachers’ Perceptions on the Laboratory Manual

Table 6 shows both students’ and teachers’ perceptions of the virtual laboratory manual. Students gave mean scores ranging from 2.02 to 4.12, with most between 3.92 and 4.12 (“Agree”), indicating positive views on usability, clarity, and lesson integration. The overall mean was 3.94 with consistent responses. Teachers gave adjusted mean scores from 3.50 to 4.70 (“Agree” to “Strongly Agree”), reflecting strong approval of its instructional value and ease of use. The overall adjusted mean was 4.17. Both groups found the manual effective, accessible, and supportive of Chemistry learning.

Table 6. Mean Scores, Standard Deviations, and Interpretations of Students and Teachers’ Perceptions on the Laboratory Manual

CONCLUSIONS

The study concluded that the use of a virtual laboratory manual significantly enhances the conceptual understanding of Grade 11 students in Chemistry under the Physical Science subject. Initially, the diagnostic assessment revealed that students performed well in basic Chemistry concepts but struggled significantly with abstract and complex topics such as carbon and organic compounds, chemical reactions and catalyst, atoms and molecules, and biomolecules. The implementation of the virtual laboratory manual, developed through the ADDIE model and validated by experts, effectively addressed these conceptual gaps.

Posttest results showed a substantial improvement in students’ performance, with the average score increasing from 16.82 (Very Low) to 27.13 (Average). The paired t-test further confirmed the statistical significance of this improvement (p < 0.001). Both students and teachers reported positive perceptions of the manual, noting its ease of use, clarity, and instructional value. These findings affirm the effectiveness of integrating virtual laboratory experiences into the science curriculum, especially in schools with limited physical laboratory resources.

RECOMMENDATION

In light of the findings, it is recommended that virtual laboratory manuals be adopted more broadly in the senior high school curriculum to enhance students’ conceptual understanding in Chemistry, Physics, and Biology. Education stakeholders, including the Department of Education, may consider integrating virtual labs as official supplementary learning tools, particularly in resource-constrained environments.

Further, schools may provide training programs for science teachers to maximize the potential of virtual simulations and to encourage the use of technology-integrated instruction. Although the manual received high validation scores, improvements in the visual design and illustrations are encouraged to further enrich the learning experience.

Additional studies are also suggested to explore the long-term impact of virtual laboratories on learning retention and to evaluate their effectiveness across diverse student populations and scientific disciplines.

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