ABSTRACT
This study aimed to identify the least mastered competencies in Biology 1 and develop a teacher-initiated laboratory manual as a learning supplement. The study utilized a developmental research design focusing on the systematic identification of competency gaps and the development of an instructional material. Item analysis was conducted on the First and Second Quarter Biology 1 examinations administered to two hundred sixty-eight 268 Grade 11 students at Iloilo National High School. Competencies with mastery levels below the 75 percent benchmark were classified as least mastered. Findings revealed fourteen competencies with low mastery levels. These results suggest that students encounter challenges in higher-order scientific reasoning. Based on these findings, a teacher-initiated laboratory manual consisting of fourteen inquiry-based laboratory activities was developed to address the identified competencies. The manual aims to enhance conceptual understanding and strengthen students’ mastery of Biology 1 through structured laboratory experiences.
Keywords: Biology 1, least mastered competencies, teacher-initiated laboratory manual
INTRODUCTION
Science education in the Philippines continues to face systemic problems despite reforms under the K–12 program. Filipino students persistently underperformed on international assessments such as PISA and TIMSS (De La Cruz, 2022; Sison, 2022). The Department of Education (DepEd) has acknowledged shortcomings, particularly in laboratory-based instruction, which remains underdeveloped because of inadequate resources, insufficient teacher training, and a curriculum misaligned with students’ needs.
In the 2018 PISA, the Philippines ranked among the lowest, with students scoring below average in science, mathematics, and reading (OECD, 2019). This outcome highlights entrenched issues in curriculum rollout, instructional design, and resource distribution. Many public schools lack basic laboratory equipment, making experiential science learning difficult; DepEd reported that only 40% of secondary schools have functional science laboratories (DepEd, 2020). A notable share of science teachers are assigned subjects outside their specialization, and the Philippine Institute for Development Studies found that just 60% of science teachers had formal training in their assigned subjects (PIDS, 2021). Although the K–12 curriculum introduced in 2012 sought to strengthen science education, implementation has been inconsistent—teachers struggle to cover competencies, particularly laboratory-based ones, due to time constraints and a shortage of contextually relevant materials (SEI-DOST, 2020).
In Western Visayas, STEM-track students reported limited laboratory exposure. A UP Visayas regional study found that 70% of students relied mainly on theoretical instruction because of material shortages (UPV Research Office, 2022). Master teachers and education specialists in the region had limited access to updated instructional design frameworks, constraining their capacity to mentor junior teachers and to innovate classroom practices (CHED Region VI, 2021). Teachers also found it difficult to contextualize science topics to local realities—for example, environmental science lessons often failed to reference regional ecosystems, reducing relevance and student engagement (DepEd Region VI, 2020). Internal assessments at Iloilo National High School showed ongoing gaps in students’ mastery of laboratory competencies.
During the pandemic, the school depended heavily on printed modules that lacked laboratory integration, resulting in conceptual gaps and lowered engagement (School Report, 2021). Teachers at INHS voiced the need for structured, teacher-created manuals to bridge theory and practice and stressed the importance of pre-implementation design to ensure alignment with curriculum standards and student needs. While several studies addressed instructional material development, few focused specifically on teacher-initiated laboratory manuals targeting least-mastered competencies; most existing manuals were generic, lacked contextual relevance, and were not validated by master teachers.
Based on these premises, the researcher conducted the study to empower teachers, address persistent science competency gaps, and produce a validated, contextualized manual to improve laboratory instruction and support quality education at Iloilo National High School.
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