Laboratory Resource Availability and Students’ Engagement in Science

This study investigates the relationship between the availability of laboratory resources and student engagement levels among Grade 12 STEM students at Dologon National High School. A quantitative approach was employed, utilizing a structured survey administered to 66 students to assess their access to laboratory resources, frequency of participation in laboratory activities, and levels of engagement. The results indicated that students perceived adequate access to laboratory resources, with an overall mean score of 3.88 categorized as “agree.†Additionally, student engagement was evaluated through behavioral (mean = 4.35), emotional (mean = 3.79), and cognitive engagement (mean = 4.07), yielding an overall engagement mean of 4.07, also classified as “agree.†A moderately strong correlation (r = 0.49) was found between the availability of laboratory resources and student engagement, suggesting that increased access to resources positively influences student involvement in science activities. These findings align with existing literature emphasizing the importance of well-equipped laboratories in fostering student participation and interest in STEM education. The study highlights that while students demonstrate strong behavioral engagement, there is potential for improvement in emotional engagement to enhance overall learning experiences. Ultimately, the research advocates for educational institutions to prioritize equitable access to laboratory resources and implement strategies that foster an engaging learning environment, thereby preparing students for future challenges in the scientific field.