IJSTIP Published Article Details

Abstract This study examined the integration of physical and simulation-based laboratory activities as predictors of students’ gain scores in science among Grade 12 STEM students at St. Paul University Surigao during Academic Year 2025–2026. The study determined students’ conceptual understanding, science process skills, application of scientific knowledge, and the extent to which integrated laboratory activities were implemented in science instruction. A one-group pretest-posttest design with descriptive-correlational components was used. The participants were 184 Grade 12 STEM students selected through total enumeration. Data were collected using validated pretest and posttest assessments, laboratory worksheets, performance-based rubrics, survey questionnaires, and lesson plans. Mean, standard deviation, Wilcoxon signed-rank test, and Spearman’s rank correlation coefficient were used for analysis. Findings showed that students reached very high levels of conceptual understanding, science process skills, and application of scientific knowledge after the implementation of integrated laboratory activities. The extent of integration was also rated very satisfactory across instructional planning and implementation, learning engagement and participation, resource utilization and accessibility, and assessment and feedback mechanisms. A significant difference was found between pretest and posttest scores, indicating that the integrated laboratory approach improved students’ conceptual understanding. However, no significant relationships were found among conceptual understanding, science process skills, and application of scientific knowledge. The study concludes that integrating physical and simulation-based laboratory activities enhances science learning outcomes and provides meaningful laboratory experiences for learners.