Ma'am Annie

1.Since Atong College lacks facilities, one of my strategies for science majors who need to be
exposed to laboratory skills is using DIY experiments with available resources and materials.
For example, in paper chromatography, we use DIY alternatives instead of standard apparatus.
When we lack specific equipment like beakers, we substitute with plastic cups and popsicle
sticks. By using these available resources, we can still achieve the laboratory or experimental
objectives. We primarily use simple, DIY experiments that align with the course requirements.

2. One of my alternatives in conducting laboratories is using virtual laboratories. I don't know if

you use virtual labs. Since we lack facilities, one of my strategies is to use virtual laboratories.
But the disadvantage is that it affects skills development, particularly hands-on experience.
Compared to physical labs, virtual labs only allow for simulated manipulation of laboratory
experiments, but the practical skills application is lacking. I mean, each student doesn't get to
practice the skills needed in an actual laboratory. However, there's no problem with teaching
concepts. The concepts can be applied in virtual labs, but the development of hands-on skills is
lacking.

3. Comparison Between Virtual Labs and Hands-on Learning

Virtual labs are easily accessible through computers and cell phones, making them convenient
to use. However, they lack the development of practical skills that students need to apply in real
laboratory settings. While virtual labs help with understanding concepts, they don't provide the
same level of skill development as hands-on experiences. Students tend to enjoy hands-on
activities more because they get to experience science in real life. They feel like scientists when
they wear lab coats and follow laboratory precautions. This real-world experience creates more
engagement and curiosity among students.
The key difference is in the manipulation of materials and problem-solving opportunities. In
virtual labs, troubleshooting is limited compared to hands-on laboratories where students can
directly address problems as they arise. Hands-on experiences provide better opportunities for
developing critical thinking and practical problem-solving skills that are essential in scientific
work.

4.In our Physics or Chemistry subject, we discuss chemical reactions and molecules. I mean,
it's easier to understand and observe these concepts through hands-on laboratory activities,
especially during face-to-face classes. But with the right facilities, virtual simulations can also be
very effective for students—particularly when it comes to manipulating elements in a virtual lab.
It’s easier to understand because you can see what’s happening. For example, we recently
discussed the behavior of molecules in solid, liquid, and gas states. In a virtual environment, we
were able to manipulate the temperature, and as we increased it, we observed more vibration in
the molecules. These things are visible virtually, unlike in traditional diagrams or
demonstrations, where not everyone might fully understand.
In a virtual lab, students can better visualize and manipulate things. For example, when we
studied Boyle’s Law, which involves pressure and volume (while keeping temperature constant),
we could simulate how increasing pressure reduces volume. Using a virtual syringe, we could
see this relationship in action.

5. Since we are in the modern era, even if we don’t have complete facilities, we can still make
use of innovations and technology. Virtual labs, for example, only require the internet to be
used. They are accessible, searchable, and can even be used for DIY experiments. These tools
help us apply what we learn in our lessons and allow students to better understand various
science concepts.

Objectives 2:

1. Due to the lack of personal resources—for example, our school has a laboratory, but in senior
high school, we rarely get to use it properly. We often run out of time because we have to do a
lot of preparations ourselves. We’re the ones who move the tables and iPads, and transferring
logistics takes time. Sometimes, just arranging the tables and equipment takes up hours,
leaving us with less than three hours to do the actual laboratory work. Afterward, we still have to
return everything, which also consumes time.
Because of this, we can't maximize our lab sessions properly. The limited time affects the
quality of our performance. How can we focus on doing the actual experiments when we’re
spending most of the time just setting up? Last time, we even had to continue working after
class just to finish.
Despite all this, we still see the purpose of the lab: to experience and enjoy learning through the
process. But it's clear that a lack of time and resources limits our full potential in performing lab
activities.

2. As a teacher, we need to adapt our teaching methods based on what is available. This is
especially true for me,since I’m a first-time science teacher. Ideally, I want to provide the best
support, but due to limited facilities, I have to adjust my methods to what is applicable.
There are times when it feels like trial and error. I try something today, and if it works, I’ll apply it
again next time. If it’s not effective, I look for other strategies to make my teaching more
engaging. It's really a process of trial and error when it comes to finding the right method at the
time.
But the main goal remains: to help students learn and enjoy science.

3. For me, being fully engaged as a teacher is important, especially since we lack facilities.
There are some laboratory experiments we can't fully comply with because the available
resources are limited. Naturally, there are concepts that students tend to forget due to the lack
of engagement.
I’ve noticed that student engagement and interest often decline, especially during lab activities
when there aren’t enough materials or tools. As a teacher, I realize that I need to adjust and find
ways to implement effective teaching even with these limitations.
I’ve also observed that students tend to depend on what’s available, so we have to find ways to
keep them interested despite the lack of resources. This is why I try to use simple technology
and promote DIY or hands-on activities to ensure they still experience meaningful learning, even
in limited settings.

4. I understand that there are special science majors and some students are really interested in
laboratory and hands-on activities. I’ve seen that, although there’s interest, there are also
restrictions due to the lack of facilities and limited equipment. This affects not just one subject
but several, and because of this, students can’t fully maximize their potential or interest.
If the class is purely discussion and demonstration without any hands-on laboratory work,
student interest in the subject tends to decline. Their engagement decreases, which affects their
learning. As a result, learning becomes less meaningful, and students may not retain the
lessons well.
Motivating students is important, especially during lab activities, because that’s when they get
excited and truly enjoy the lesson. Of course, lectures are also necessary, but we need to find
ways to maintain student engagement during those discussions too. In my experience, students
learn more easily when they are doing hands-on experiments. They can see the actual results
and reactions whether it's in a chemical reaction or any other concept.
Most learners today are visual and need to see and experience the lesson to fully grasp it.
Learning becomes more meaningful when students are involved in real-life applications of the
concepts. They tend to understand better when they actually see and experience the lesson.

5. When it comes to activity-based learning, I see that it has a big impact especially on
developing the competencies or skills that some students currently lack. Hands-on laboratory
work helps train students in practical skills that can’t always be taught through virtual labs.
These hands-on skills are important because students won’t develop them without real-life
practice. That’s why it’s important to eventually invest in laboratory facilities. However, in the
meantime, we need to adapt to what’s available. We can turn to DIY methods or simple
alternatives to help students experience laboratory work, even if resources are limited.
The goal is to still provide meaningful learning despite the lack of complete materials.

Sir Pat

1. Okay, here are specific teaching strategies to effectively implement diverse science
instruction when faced with the absence of adequate laboratory facilities. One of the most
common strategies is the use of videos. For example, when conducting an experiment but there
are no available laboratory resources, what we can do is find videos related to the lesson. Then,
we present the video to the students so they can still gain knowledge and understanding of the
experiment even if they cannot perform it themselves.

2. Same with my answer on number one, I think video experiments can really help students.
Even though there’s no physical contact or hands-on experience, video presentations can still
assist students in understanding the actual scenario. Due to the lack of facilities, video
presentations are helpful in building their knowledge. For example, if we plan to conduct an
experiment like wine making but can’t proceed because of limited materials, we can still gain
knowledge by watching uploaded videos from content creators. These videos show the process
of conducting the experiment and can be used as an alternative learning resource.

3. Virtual laboratories and interactive simulations influence students' engagement and

understanding in science classes. When we say interactive simulations, these are digital
representations of certain experiments, often presented as videos or animations. Unlike
traditional experiments that require physical materials, virtual labs can be used when there is a
lack of facilities. While video presentations are more common, virtual laboratory activities
provide a more interactive and engaging alternative, allowing students to explore and
understand the experiment even without hands-on access.

4. During the pandemic, we mostly relied on videos. As I mentioned before, my students and I
encountered problems at school, so we turned to Google and YouTube for answers. There are
many content creators whose videos can really help students gain knowledge. This helps a lot,
especially for students who are learning remotely. For example, if a student sees a video
created by a content creator about wine making or lighting a bulb without electricity using
calamansi as an alternative the experiment shown in the video can really help students
understand the concept. As for me, when I was still teaching at a private school, I personally
provided the materials and conducted the experiments myself after doing some research and
gathering the necessary resources.

5. One suggestion would be to simply be resourceful with the available materials. For example,
if we want to conduct an activity and produce an output, but we have limited materials, we need
to find ways to be resourceful. Using alternatives can help solve the problem more effectively.

Objectives 2:

1. First and foremost, one of the limitations I personally encountered, especially during COVID
when there was no face-to-face contact, was the use of certain materials like chemicals. We
didn’t always know how dangerous or strong some of these chemicals were. While video
presentations can show actual scenarios, they also have their limitations. For example, if the
video is not in our language, it may not be fully understood. It may seem perfect, but in reality,
there’s trial and error involved. That can be challenging. Without hands-on experience, we may
struggle to successfully conduct an experiment. That’s the limitation it forces us to think outside
the box. Since we can’t do the actual experiment, we have to find creative ways to visualize or
understand it.

2. Actually, hands-on experiments greatly enrich the learning experience of students. The
moment they conduct the experiment themselves and actively participate in the activity, they
tend to learn more. This is what we call 'learning by doing.' Students understand better when
they perform the tasks themselves. Experience truly is the best teacher.

3. Just like what I mentioned earlier, the more students are able to explore an activity
themselves, the more they learn and understand it easily unlike with video presentations where
they only observe the process. In the long run, when they actually perform something like wine
making, they already know how to correct the process. That’s why hands-on experience is
better, even if resources are limited. While the process may be affected by the lack of materials,
the development of skills is still there. Hands-on experience builds confidence and provides a
sense of pride compared to just watching a video. There's truly something meaningful in
learning through direct experience.

4. Honestly, Science experiments and laboratory activities really catch students’ attention. Back
when I was teaching in a private school, we encouraged students to engage in these activities.
For example, some students only realized the value of the experiment once they actually did it.
At first, they may find it overwhelming or difficult, especially if it involves imagining complex
concepts like how a cotton ball reacts compared to a metal ball. But once they actually perform
the experiment, they become more encouraged and willing to participate. That’s the moment
when learning becomes fulfilling. It helps them truly understand the lesson. That’s how science
should be learning through practice, not just in theory. What we practice, we eventually learn to
apply.

5. Yes, That’s the reality. There are teachers who genuinely want to deliver the intended
learning objectives of their lessons, but the lack of facilities often becomes a limitation. For
example, in private schools, there are laboratories for Biology, Physics, and Chemistry. So,
we’re able to conduct experiments from time to time. But in many public schools, especially
those located in remote or mountainous areas, there is a serious lack of available materials and
apparatuses needed for experiments. In such cases, teachers often have to improvise using
limited resources. For example, if a panel is required, but it's not available, some might
substitute it with materials like banana stalks or other local items even though they don't fully
represent the actual apparatus.
The absence of laboratory facilities can lessen student engagement and focus. Students tend to
become more attentive and interested when they see and experience real-life applications. For
us, as students before, doing an experiment felt fulfilling. Without access to that kind of
experience, students might miss out on deeper understanding especially in complex subjects
like science.
However, hands-on experiences even simple ones can help spark interest. For example,
creating a volcano model and doing a small experiment on it can engage students effectively.
The process doesn’t have to be complicated. What matters is getting students involved,
motivated, and encouraged to learn through doing.

Sir Ivan

1. So when laboratory facilities are inadequate, I employ strategies such as using virtual labs
and simulations to provide interactive visual experiences that mimic the real experiments,
enhancing students' conceptual understanding. I also conduct teacher led demonstration with
simple, locally available materials to help students observe scientific process in auction.
Additionally, I incorporate inquiry based learning using everyday items, allowing students to
engage in hands on investigation and critical thinking. Physical models and analogies are used
to explain complex concepts in a relatable way, while group activities and role playing
encourage collaboration and deeper engagement with scientific methods. So these strategies
collectively support students in developing practical science skills and understanding despite
limited resources.

2. so I have used a variety of alternative tools and online resources to promote experiential
learning without physical laboratories, including the virtual lab simulations and other interactive
platforms for engagement, like, for example, the Google workspace for group work and
experimentation. So these resources have been effective in creating immersive, enhanced and
learning experiences, allowing students to visualize concepts, test hypothesis and apply
theoretical knowledge in simulated environments. So my experience with these tools has been
positive as not, they are not only bridge the gap left by the absence of physical love, but also
encourage action, participation and critical thinking in a flexible, accessible manner.

3.Okay, so virtual laboratories and interactive simulations have significantly enhanced student
engagement and understanding in my science classes by offering visually rich interactive
experiences that allow students to experiment and observeoutcomes in real time without the
constraints of physical resources compared to traditional hands on activities,these digital tools
provide a safe, repeatable and often more accessible way to explore complex scientific
concepts, especially for students who may struggle with abstract ideas. So while they don't
completely replace the tactile learning or physical labs simulations of often lead to deeper
conceptual understanding and increased motivation. Students can learn at their own phase and
release an experiment as needed to reinforce their learning.

4.So, I use virtual labs, interactive simulations at home. Experiment kits, project based activities
using everyday materials to ensure students still gain hands and Experience when physical
experiments are impossible. So for example, chemistry, great example is a lesson and mixtures
and solutions, where students made their own homemade perfumeusing simple ingredients like
essential oils, alcohol and water. So I guided them through the process, virtually explaining
concepts such as solubility, evaporation and concentration. So they documented each
step,measured ingredients, observed changes over time, and reflected on how different ratios
affected the final sense. This hunts on activity at home, not only taught practice practical skills
like measuring and mixing, also reinforced scientific concepts in a fun and creative way.

5. Experience when physical experiments are impossible. So for example, chemistry, great
example is a lesson and mixtures and solutions, where students made their own homemade
perfumeusing simple ingredients like essential oils, alcohol and water. So I guided them through
the process, virtually explaining concepts such as solubility, evaporation and concentration. So
they documented each step,measured ingredients, observed changes over time, and reflected
on how different ratios affected the final sense. This hunts on activity at home, not only taught
practice practical skills like measuring and mixing, also reinforced scientific concepts in a fun
and creative way.

Objectives 2:
1. I suggest is integrating more virtual lab platforms,incorporating project based learning using
everyday materials, enhancing collaboration with other institutions for shared resources and
offering training for faculty on created low cost experiment alternatives to strengthen Science
Education despite limited love facilities question one objective person, what limitations have you
personally created in science and without adequate laboratory facilities and how to disability.
Okay? So I faced a lot of challenges, especially in limitations like the inability to conduct real
time experiments, limited access to proper tools, no classroom and reduce opportunities for
hands on learning. So these challenges can affect lesson quality by making it harder to
demonstrate complex conceptsand engage students fully in practical applications.

2. So the absence of adequate love facilities has made me rely more on virtual simulations at
home experiments and also in visual aids. It's also encouraged me to focus on creativity
problem solving and deeper discussions that ensure students still grasp scientific concepts and
develop critical thinking skills.

3. So a lot of laboratories facilities can name its students ability to fully understand and engage
in scientific concepts, because they miss out on hands on experiences that reinforce theoretical
knowledge, it can reduce opportunities for inquiry based learning, experimentation and skill
development, making it harder for students to visualize processes, retain information and build
confidence in applying what they've learned.

4. So based on the observations, the lack of adequate laboratory facilities had led to a feasible
decline in student engagement in science subjects without hands on experiments, students
often feel disconnected from the material, which can result in reduced interest and participation.
So while virtual simulations help, they don't fully replace the excitement and interactive nature of
physical experiments, and some students struggle to maintain or remain motivated without a top
deal real world experiences and spark curiosity and deeper understanding.

5. So the absence of laboratory facilities canhinder the attainment of daily learning

competenciesby limiting students ability to practice critical scientific skills such as data collection
analysis and hands on experimentation. So without engaging in laboratory based activities,
students may struggle to grasp key concepts and require practical applications, reducing their
ability to develop problem solving skills make observations and conduct experiments. So this
can slow their progress in mastering essential competencies as theoretical knowledge. alone
may not be sufficient for a scope for a comprehensive understanding of scientific principles.