Abstract
Laboratory instruction is crucial for promoting experiential learning, analytical reasoning, and scientific investigation, which are fundamental for academic achievement in fields such as General Chemistry. Anchored on SDG 5 (Quality Education) and SDG 9 (Industry, Innovation, and Infrastructure), this study sought to determine the principal determinants affecting laboratory instruction in one of the private higher education institutions in Misamis Occidental, specifically investigating the correlation among institutional, educator, and student-related variables and the academic achievement of first-year Criminology students. The study utilized a descriptive-correlational research approach, including researcher-developed questionnaires and regression analysis for data collection and analysis. The results indicated that school-related factors, including laboratory facilities, material availability, and technician support, as well as teacher-related factors such as content understanding and pedagogical competency, did not substantially correlate with students' academic achievement. In contrast, among the elements related to students, motivation had a weak yet substantial positive correlation with academic performance. Although there are no significant predictors for the quality of laboratory instruction, the study emphasizes the necessity for ongoing enhancement of laboratory supplies, teacher professional development, and techniques to engage students. Academic institutions are advised to invest in programs that foster student enthusiasm and curiosity, thus advancing the overarching objectives of equitable, quality, and creative education.
