Effects of Accesibility to Science Laboratories on the Academic Performance of Grade Five Pupils in Public Elementary Schools

Abstract

This study examined the effects of accessibility to science laboratories on the academic performance of Grade Five pupils in selected public elementary schools in the Division of Pasig City during the School Year 2024–2025. Specifically, it sought to determine how access to science laboratories influences pupils’ scientific and critical thinking, problem-solving skills, and engagement in inquiry-based learning, as well as to examine whether selected demographic variables affect these perceptions. The respondents of the study were 284 Grade Five pupils from Maybunga Elementary School, Rosario Elementary School, and San Miguel Elementary School, selected through simple random sampling using Slovin’s formula. A descriptive survey research design complemented by documentary analysis was utilized. Data were gathered using a researcher-made questionnaire-checklist, while pupils’ academic performance in Science was obtained through their average grades. The findings revealed that the respondents were predominantly female, mostly third-born children, and came from low-income families, with parents who were mostly college graduates and employed. The results further showed that accessibility to science laboratories had a very high extent of effect on pupils’ development of problem-solving skills, scientific and critical thinking, and inquiry-based learning. However, demographic variables such as sex, sibling position, family size, monthly income, and parents’ educational attainment and occupation did not significantly influence pupils’ perceptions. The study also found that the pupils’ academic performance in Science was satisfactory and that there was a significant correlation between laboratory accessibility and academic performance. The study concludes that access to science laboratories plays a vital role in enhancing pupils’ academic outcomes regardless of their demographic background. It recommends that school administrators prioritize the establishment and improvement of accessible, well-equipped science laboratories, while teachers should integrate laboratory-based and inquiry-driven activities in their instruction. Further research on related variables is also encouraged.