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

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.