Students’ Perceptions of Science Education and Academic Engagement at Lourdes Empinado National High School: A Correlational Study

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{"abstract":"This study investigated the relationship between junior high school students' perceptions of science laboratory resources, their teachers' instructional strategies, and their academic engagement at Lourdes Empinado National High School. Utilizing a descriptive-correlational research design, data were gathered from a balanced sample of 80 students across Grades 7 to 10, predominantly female (70.0%) and aged 12 to 15. The findings revealed highly favorable student perceptions regarding the availability and utilization of laboratory resources (WM = 4.12) and exceptionally high satisfaction with teachers’ instructional strategies (WM = 4.28), particularly in the use of diverse multimedia. While students demonstrated strong overall academic engagement (WM = 4.13), they reported lower self-efficacy and confidence during actual physical experiments. Correlation analyses showed significant positive relationships between active instructional strategies—such as dedicated inquiry time ($r = 0.952$)—and student engagement. However, unstructured, independent handling of laboratory equipment yielded a statistically significant negative correlation with engagement and instructional outcomes, highlighting a critical need for guided scaffolding. In response to these findings, an Instructional Development Plan (IDP) was designed to transition the science department toward an inquiry-driven, student-centered model. The IDP introduces a structured \"License to Operate\" safety and tool-handling framework, dedicated hands-on laboratory sessions, dynamic five-minute lesson \"hooks,\" and gender-responsive strategies to actively bridge the gap between students' theoretical interest and practical self-efficacy.","abstract_source":"original","authors":["Benedict Fano","Janeth Lacostales"],"date":"2026-11-11","doi":"10.70838/PEMJ.650408","id":11235,"issue":4,"journal":{"issn":"2822-4353","name":"Psychology and Education: A Multidisciplinary Journal"},"pdf_sha256":"dd832d74e151e84d8b9591569a29c593c21f146f37a97ce15d17a654bfa3d819","schema":"scimatic-article/1","title":"Students’ Perceptions of Science Education and Academic Engagement at Lourdes Empinado National High School: A Correlational Study","volume":65}

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