Assessing Science Laboratory Conditions and Utilization in Public Science High Schools in the Division of Olongapo City Towards the Development of Laboratory Intervention Program (Slip)

Abstract

This study evaluates the condition and utilization of science laboratories in public secondary schools implementing the Special Science Curriculum Program (SSCP) in a Region III division, using a convergent mixed-methods approach involving 255 students, 14 teachers, and key informants. Findings indicate that laboratories are generally adequate for basic instruction but face limitations in advanced equipment, ventilation, access, and maintenance, with disparities linked to school infrastructure. While teachers and students share similar perceptions of laboratory conditions and use, qualitative insights reveal system-wide challenges in safety, accessibility, and resource quality, alongside a strong recognition of laboratories’ educational value. The study concludes that although laboratories moderately support SSCP goals, significant gaps remain, prompting the development of a revised, data-driven Science Laboratory Intervention Plan (SLIP) focused on safety, resource enhancement, improved access, capacity building, and sustainable monitoring for scalable application in similar school contexts.