Laboratory Resource Availability and Instructional Strategies in Relation to Students’ Academic Performance

Abstract

This study explored the availability of laboratory resources, the implementation of instructional strategies, and their relationship to learners’ academic performance in the Calamba District of Calamba, Misamis Occidental. A descriptive correlational research design was employed with 120 public elementary and secondary school teachers. Data were gathered using a structured research instrument, and descriptive statistics, including mean and standard deviation, assessed levels of resource availability and instructional strategy implementation. Pearson’s Product-Moment Correlation Coefficient (Pearson r) was used to examine relationships between the independent variables and learners’ academic performance. Findings revealed that teachers perceived laboratory resources as highly available and reported consistently high implementation of instructional strategies. Learners’ academic performance was generally above average. However, no significant relationships were found between laboratory resource availability or instructional strategy implementation and learners’ academic outcomes. The study concludes that while schools provide ample resources and effective teaching strategies, these factors alone do not directly determine academic performance, highlighting the need for complementary student engagement and support mechanisms. School administrators and teachers may collaboratively maintain laboratory resources, strengthen instructional practices, and support learners through targeted interventions, while future studies explore how effective resource use and teaching strategies impact academic performance.