Abstract
This exploratory study evaluated laboratory services in Science, TLE, and Computer laboratories at Saint Mary’s University Junior High School for the 2024-2025 school year. Employing quantitative (teacher observations and student surveys) and qualitative methods, the research compares perceptions and observations of laboratory environment and safety, equipment and resource management, and instruction and student engagement. The study, involving eight teachers and 261 students, utilized descriptive statistics, t-tests, and thematic analysis, guided by Activity Theory. Findings indicated generally positive student perceptions but significant teacher-student discrepancies, especially in the TLE laboratory regarding environment and equipment. Cleanliness and organization were concerned across all labs, along with outdated equipment and safety issues. The Computer Laboratory was evaluated most positively. These results indicate a potential disconnect between teacher and student experiences, particularly in the TLE laboratory, pointing towards key areas for focused intervention. Ultimately, this evaluation aims to provide evidence-based insights for enhancing laboratory services at Saint Mary’s University Junior High School, aligning with the institution's commitment to quality education and continuous improvement. In conclusion, the study revealed generally positive student perceptions alongside significant teacher-student discrepancies, particularly in the TLE laboratory, highlighting key areas for targeted improvement. Moving forward, it is recommended that the university prioritize enhancing cleanliness and organization, updating equipment, and improving communication regarding laboratory practices to optimize the learning environment.
