Status of Science Teaching Laboratories of State Universities and Colleges in One Region of the Philippines: Basis for Plan of Action

The laboratory has been given a prominent place in science instruction. A five-year laboratory development plan was created using the descriptive-assessment research approach to determine the current state of science teaching laboratories in Region VIII's public higher education establishments. The facilities, equipment and supplies, and upkeep of science teaching laboratories in state universities and colleges were deemed of the highest quality. However, attitudes about the state of science teaching laboratories varied widely across the three groups of respondents. Using Scheffe's test, the data was submitted for numerous comparisons, revealing significant discrepancies between participants' perceptions of the situation. According to the Study, students and science instructors had very different views on the adequacy and sufficiency of present facilities, equipment, and supplies and the preservation of SUC scientific teaching laboratories. The laboratory procedures in charge were established regarding purchasing laboratory facilities and equipment, laboratory organization, utilization, and control. The laboratory director was only "often" involved in such activities, according to the findings. The null hypothesis is rejected due to considerable disparities in perceptions among the three groups of respondents. Students' and scientific professors' opinions differed significantly when data were subjected to multiple comparisons using Scheffe's test. So, according to these data, students who were charged with failing to carry out their responsibilities and obligations in scientific labs had a substantial impact. Sticking to the lab's current development strategy could be a reasonable alternative.