Insufficiency of Science Laboratory

Equipment/Apparatus: The Struggles of Science Teachers

in the Implementation of Laboratory Works and Activities
Lady Jane H. Juanico1, a) *, Johnferl C. Doquilo2, b), Junaidah L. Acmad3, c), Katherine
P. Caga-anan4, d)
1,2,3,4
Department of Teacher Education, UM Tagum College, Mabini St., Tagum City, Davao del Norte,
Philippines 8100

a)
Corresponding author: [email protected]
b)
[email protected]
c)
[email protected]
d)
[email protected]

Abstract. This phenomenological study focuses on illuminating science teachers' experiences in implementing
laboratory works and activities with insufficient laboratory equipment/apparatus. Studies revealed that the
insufficiency of science laboratory materials brought adverse effects to science teachers. Hence, to gather more
experiences and insights about the phenomena, the researchers conducted a qualitative study using in-depth
interviews with the twelve (12) science teachers that were purposely selected. Thematic analysis was employed to
analyze and generate major themes from the transcript of the in-depth interview. On the experiences of the
participants, five essential themes were generated, to wit: enjoyable and challenging as teachers experienced
excitement and difficulties in teaching science; pressure because of students' expectations; guilt and disappointment
as activities were not realized due to scarcity of materials; insufficiency hampers the completion of the lesson; and
on the positive note, these difficulties unveil teacher's creativity. Nevertheless, the participants dealt with the
problem through the preparation of well-tailored lessons, improvisation of equipment/apparatus, utilization of
localized and indigenized materials, personal acquisition of materials, integration of technology, borrowing of
resources from other teachers, and giving group assignments. Thus, resourcefulness and creativity, consultation and
collaboration with colleagues, learning and exploring unceasingly, patience and dedication, and allocation of budget
for equipment are valuable insights from the science teachers.
Keywords: Insufficiency of Laboratory Equipment/Apparatus, Struggles of Science Teachers, Laboratory Works,
and Activities

INTRODUCTION

Practical work is an essential component in science education, specifically in acquiring scientific knowledge
and processes [1]. Science educators believed that the laboratory is an important medium and served as an
avenue for teaching practical science concepts and theories [2]. More importantly, the research found that
laboratory works and activities bolster students' scientific literacy and enhance their motivational skills [3].
However, various studies also revealed that the insufficiency of well-equipped science laboratories in schools
had brought difficulties in facilitating students' learning and implementing laboratory works and activities [4,5].

Moreover, the study conducted by Zengele & Alemayehu [6] reported that the scarcity of science laboratory
apparatus/equipment for both science teachers and students creates difficulty in teaching and learning. Besides,
the study of Kalinga [7] shows that many secondary schools in Tanzania lack science facilities, laboratories, and
equipment for science subjects such as Chemistry, Biology, and Physics. Thus, teachers encountered hardships
in facilitating inquiry that led to the failure to attain specific learning goals.

In the Philippines, science laboratory equipment/apparatus is inadequate for students' utilization for hands-on
activities [8]. Tupas and Matsuura [9] added that the science laboratory's scarcity of equipment/apparatus is a
challenge among science teachers in secondary public schools. In addition, the study of Orbe et al. [10] revealed
that towards implementing the K to 12 curriculum in the Philippines, the inadequacy of science laboratory
equipment/apparatus becomes a challenge that influences teacher success in teaching students. The students
cannot perform the hands-on experiments due to the lack of instruments in the laboratories. Instead, ICT
activities such as virtual labs were explored. However, some students felt they would have performed better if
exposed to practical lessons. This was supported by Raymundo [11] who stated that one of the issues of Biology
education in the Philippines is the shortage of available resources in our country's secondary schools. For
instance, a single light microscope will be manipulated by ten (10) to twenty (20) or even more students in a
classroom. Some educators just discuss what the students are supposed to see or do in the science laboratory
without doing laboratory activities. As a result, the student is not exposed to critical psychomotor skills such as
the proper use and operation of laboratory equipment/apparatus. Consequently, students become withdrawn and
less interactive in science classes.

In the selected secondary schools of the Division of Davao del Norte, science laboratory inventories have
shown an inadequate number of equipment/apparatus in some public secondary schools, which may lead to the
failure to implement laboratory works and activities. This posts concern because science involves experiments
primarily done in the laboratory. Thus, the science laboratory plays a vital role in developing students' scientific
literacy and skills. In addition, there were no known studies about science teachers' experiences in implementing
laboratory works and activities with insufficient laboratory equipment/apparatus among secondary schools of
the Division of Davao del Norte. Hence, this prompted the researchers to conduct phenomenological research to
describe science teachers' experiences, coping mechanisms, and insights. This study specifically sought to
answer the following questions, to wit: (1) What are the experiences of science teachers in the implementation
of laboratory works and activities using insufficient laboratory equipment/apparatus?; (2) How did the science
teachers cope with the challenges brought by the insufficient laboratory equipment/apparatus?; and (3) What are
the insights of science teachers as they face struggles of not having sufficient laboratory equipment/apparatus
while having laboratory works and activities?

METHODS

The researchers in this study utilized a phenomenological type of qualitative research. This study allows the
researchers to explore the participant's experiences in an in-depth manner as the participants of this study reflect
on the details of their experiences and how they create meaning out of them [12,13]. The participants of this
qualitative research were the twelve (12) secondary science teachers of the selected secondary schools of the
Division of Davao del Norte. The research participants were selected using a purposive sampling technique. It
is a method in which participants are intentionally chosen based on their ability to elucidate a specific theme,
concept, or phenomenon [14,15]. The procedures in this research were gleaned from Creswell [12] who
presented that the most common methods in qualitative research include conducting semi-structured or
unstructured interviews, personal observations, indepth interviews, and establishing protocols for recording
information. As the primary data gathering instrument, the researchers employed a validated researcher-made
interview protocol as a guide in conducting the in-depth interviews (IDI) to collect data from the science teacher
participants [16]. After the interview, the data was copied, saved, and secured in one of the researcher's personal
computers with a security password. The recorded interviews were then transcribed verbatim to ensure a greater
degree of accuracy during the data analysis. The transcribed data were then analyzed, explored, and treated
based on the problems of the study through thematic analysis [17]. In this approach, codes with similar reference
points, a high degree of transferability, and ideas united throughout the study were transformed into a theme by
the researchers [18,19].

RESULTS

On the experiences of teachers dealing with this problem, five essential themes emerged, to wit: enjoyable
and challenging; pressure, guilt, and disappointment; insufficiency hampers completion of the lesson and
unveils teacher's creativity. As to their coping strategies, seven themes were generated. These are preparation of
a well tailored lesson; improvisation of equipment/apparatus; utilization of localized and indigenized materials;
personal acquisition of materials; integration of technology; borrowing materials from other teachers; and group
assignment. Lastly, from the participants' insights, five major themes emerged: resourcefulness and
creativeness, consultation and collaboration with colleagues, learning and exploring unceasingly, patience and
dedication of teachers, and allocation of budget for equipment.

Experiences of Science Teachers

Enjoyable and Challenging

 Almost all the key informants revealed that they find science teaching as fun to learn and teach. According to
Iwuanyanwu [20], science is fun to teach since it stimulates and provides intellectual enjoyment and can offer a
wide range of experience in posing and solving real-world problems. However, it is also challenging for the
science teachers to deliver their lessons and make the students understand the concept with insufficient science
laboratory equipment/apparatus. Suleiman [21] supported the result when they revealed that teachers often have
a tough time answering students' inquiries, planning practical work, and finding students' misunderstandings
with insufficient resources in the science laboratory.

Being a science teacher is enjoyable, challenging, and at the same time, so hard to deal with students
who do not love science. Therefore, you need to exert extra effort because some students are tough to
deal with. (In-depth interview # 12)

For me, being a science teacher is challenging because you are imparting real-life scenarios and
scientific facts to the students. (In-depth interview # 04)

Pressure

The participants revealed during the in-depth interview that teachers felt pressured in the implementation of
science laboratory works and activities with insufficient equipment/apparatus. The study of Christophersen et al.
[22] revealed that the feeling of pressure experienced by teachers enables educators to rectify the teaching and
learning issues of the students despite the problems they faced.

I feel pressured because some of my students are very curious about the activity; that is why they keep on
asking me, "Sir, what is this? It is not available, Sir?" And I need to explain in a way that they will
understand the reason clearly. (In-depth interview # 07)

It makes me feel that I am limited to what I can do, especially if there is lacking equipment/apparatus.
For this reason, I feel pressured. It limits me to what I want to do, but at the same time, you need to
innovate. (In-depth interview # 11)
Guilt and Disappointment

Aside from the pressure that arises, they also experience guilt and disappointment in implementing their
laboratory works and activities with insufficient laboratory equipment/apparatus. As supported by Hargreaves
& Tucker [23], teachers' feelings of guilt and disappointment are common, and they can be profound and
deeply disturbing.

I feel guilty because, as I have said, there are times that students do not know how to manipulate the
particular equipment/apparatus or even measure chemicals. (In-depth interview # 07)

Guilty and disappointed. I feel that the way I teach is insufficient; I feel ineffective. (In-depth interview
# 04)
Insufficiency Hampers Completion of Lesson

The majority of the participants unveiled that the scarcity of laboratory equipment/apparatus hampers the
completion of their lessons. In a study conducted by El-Rabadi [24], the results revealed that although teachers
were aware of the value of laboratory equipment, it is insufficient and only used to a limited extent.

Students will have hardships learning science concepts, hinder learning from occurring, and fail the
teaching process. (In-depth interview # 04)

Yes, it eventually affects the implementation of my lessons. For instance, the lesson was usually delayed,
So, it took time and effort on my part and for the students. (In-depth interview # 10)
Unveil Teacher's Creativity

Despite having many painful experiences of the participants, they find ways and means to continue teaching
their lessons regardless of the insufficiency of science laboratory equipment/apparatus. Some of the participants
explained that their creativity as a teacher was unveiled because of the circumstances. The participants also
stress the importance of creativity in which creative activities, thinking, and practice will flourish [25].

If there were no materials/equipment in the laboratory, there are times that I need to think beyond the
box for the alternatives. I need to improvise to continue the topic. (In-depth interview # 07)

Your creativity will be revealed, especially when there are no available materials in the laboratory. You
need to devise ways, not just letting the students cannot explore. So, if you are a teacher, you are
creative. (In-depth interview # 03)

FIGURE 1. Essential themes and core ideas on the experiences of science teachers in the implementation of
laboratory works and activities using insufficient laboratory equipment/apparatus

Coping Mechanisms of Science Teachers

Preparation of well-tailored lesson

The consensus of the participants has asserted that teaching science requires the preparation of a well-
tailored lesson. That is, they always prepare lesson plans ahead of time and study the lesson well. Specifically,
they stated that when planning for laboratory works and activities, they always ensure that the needed materials
are already prepared two to three days before conducting the laboratory activity [26].

Before the conduct of my classes, I always study the lesson first. Although I am a science teacher, I find
parts of the lesson difficult to understand. After studying, I now make my lesson plan, create
instructional materials, and if those things are ready, I will now discuss the topic. (In-depth interview #
07) "During the normal face-to-face instruction, my daily routine includes preparation of instructional
materials ahead of time, preparation of daily log, checking of students' outputs, reading references and
researching additional inputs in line with the lesson." (In-depth interview # 08)

Improvisation of equipment/apparatus

The majority of the participants bluntly claimed that laboratory equipment/apparatus insufficiency does not
eliminate the possibility of a science teacher achieving the lesson objectives. Thus, to continue the lesson, they
improvise equipment/apparatus available in the environment or find some materials that may be utilized as an
alternative to such equipment [27].
 We need to improvise. We must find ways that our students will learn. It may not be as exact as the
accurate material; at least, they can learn. (In-depth interview # 06)
Yes, I improvise. As a teacher, you need to do something. Try to think of other ways so that the activity
will continue (In-depth interview # 10).

Utilization of Localize and Indigenize Materials

The improvisation of materials that science teachers have employed is derived from locally available
materials found in the surrounding. In the study of Ada (1985) as cited by Okori & Jerry [28], it was revealed
that science educators improvised laboratory apparatus out from local materials as a substitute and supplement
to the high cost, standard equipment. In this study, teachers unveiled that the usual materials they improvised for
laboratory activities are commonly found in the environment. Thus, the theme utilization of localized and
indigenized materials was generated.

If it is not available, you can use localized materials to attain your learning objectives in that particular
time frame. (In-depth interview # 12).

Yes, I improvised. For example, the litmus paper used as an indicator for the pH level of a
substance is just limited in our school. So, I devised using the common and natural litmus such as
Mayana and the likes to continue the topic on pH level. (In-depth interview # 10).

Personal Acquisition of Materials

While improvisation of laboratory equipment is evident to science teachers, some declarations revealed that
personal acquisition of materials using a personal budget is also practiced. In an article released by Cayton &
Jones [29], it was reported that a large percentage of science teachers had spent money out of their own pockets
to purchase instructional materials for the laboratory activity. This scenario is manifested by science teachers in
this study who claimed that personal purchase of materials is one of the many strategies employed to provide the
inadequacy of laboratory equipment and perform the activity.

Last time, our school had only one microscope, but its usage is prohibited because the students
might damage it. So, I purchased one electronic microscope using my budget. (In-depth interview # 12).

No, because I used to purchase these common items not found in the laboratory personally. I used
to keep or store them for future use. (In-depth interview # 08).

Integration of Technology

When coping with the insufficient laboratory equipment/apparatus, science teachers used technology
integration as one of their tactics. They acknowledged that there are times that a particular laboratory
experiment failed due to the scarcity of a suitable replacement or alternative to the needed laboratory
equipment/apparatus. To supplement this, they use video clips to help students visualize the laboratory
experiment [30].

I have no choice but to download video clips. And it is more attractive to the students because they can
see it visually, unlike they are performing; it is riskier because it involves electricity (In-depth interview
# 04).

I integrate video clips because they can see, for example, the journey of the sperm. The video clearly
shows its journey, so I prefer to use it for them to observe. (In-depth interview # 05).
Borrowing of Materials

For the science teachers to deliver the lesson to the students and attain the laboratory activity they planned,
some have used their connections, such as their colleagues and friends from other schools, to borrow some of
the equipment or apparatus needed for a laboratory activity. Borrowing materials was one of the coping
mechanisms that science teachers have employed, especially in dealing with laboratory equipment/apparatus
insufficiency [31].

Our school cannot purchase a balance beam, so we usually borrow from our central school
because they have much equipment. (In-depth interview # 04).

Some science teachers are already retired, and they have the materials. Though I am so ashamed, I did
all my best to borrow. (In-depth interview # 11)

Group Assignment

Group assignment was one of the coping mechanisms employed by the participants to deal with problems
brought by the insufficient laboratory equipment/apparatus. In this strategy, science teachers admitted that they
cannot always provide the materials for the activity. Thus, they usually group the students and instruct them to
bring an alternative found at their homes [32].

I will assign the students in groups or pairs or maybe in threes. I believe that in teaching science, you
will be the one to adjust, and grouping the students according to the materials is one of my ways. (In-
depth interview # 07).

Sometimes, if we have an inadequate number of beakers, I let my students bring empty jars or other than
that. Another one, if we do not have denatured alcohol, the students will get it by group or any light
chemicals. (In-depth interview # 06).

FIGURE 2. Essential themes and core ideas on how did the science teachers cope with the challenges brought
by the insufficient laboratory equipment/apparatus
Insights of Science Teachers

Resourcefulness and Creativeness

The most successful teachers will teach their students in a resourceful and creative manner because these
characters shape students' learning, engagement, commitment, resources, and innovation [33]. The teacher is the
most critical component of any educational system's development. From this vantage point, the participants of
this study revealed that their ability to be creative, dynamic, resourceful, optimistic, forward thinker and their
ability to adapt to changes had been unveiled.

Insufficient laboratory apparatus/equipment is not a hindrance in teaching. Science teachers must be

creative, resourceful, and innovative. (In-depth interview # 08).

For me, science teachers must be resourceful, creative, and open-minded to understand the lesson
better. Always be motivated to be more effective teachers. (In-depth interview # 09).

Consultation & Collaboration with Colleagues

Regardless of the challenges and difficulties faced by the teachers, by consultation and collaboration from
colleagues, they will be supported and provided with solutions for dealing with the situation by their co-teachers
in successfully implementing their lessons and activities to their students. As Nemser [34] cited, coteaching is a
method of teaching that involves pairing teachers in a classroom to share the tasks of preparing, instructing, and
evaluating students. Besides, they can meet particular students' needs and gain knowledge from colleagues with
subject-matter expertise.

There are times I ask for their opinion and ask for their advice on how to deal with such topics since
they have experience in terms of years in teaching. My co-science teacher also has an idea about the
innovation and alternatives in dealing with insufficient materials. (In-depth interview # 07).

There must be effective collaboration since we have one laboratory; through sharing experiences, the
other teacher also can gain insights on how to handle laboratory works and activities with a lack of
equipment/apparatus. (In-depth interview # 05).

Learning & Exploring Unceasingly

Significantly, Sequiera [35] claimed that teachers are not only creative, resourceful, and knowledgeable, but
they are also keen to learn and try new things. That is, learning is about transformation: the transformation that
occurs as a result of acquiring a unique ability, comprehending a scientific law, or altering one's attitude. As
revealed in this study, science teachers cultivate their knowledge and skill by exerting consistent and deliberate
effort to learn new things to better the teaching and learning process.

Yes. Must be creative, resourceful, and innovative. Never ceases to learn new things. Read and explore.
(In-depth interview # 08).

I also need to learn what is new because there are changes, especially the trend and learning styles of a
child. Continue to enhance yourself for you to give what you have. (In-depth interview # 04).

Patience & Dedication of Teachers

Despite the insufficient laboratory equipment/apparatus, the participants overcome those hardships in
implementing their lessons because they are patient and dedicated to finding other ways. Moreover, there are a
few qualities that all great teachers possess. Patience, empathy for pupils, adaptability, and awareness of the
subject being taught are among them. A teacher cannot be a successful instructor if these qualities are missed.
Patience can be the most critical of all grades. It is vital for science and mathematics teachers [36].

Always bear in mind that as a teacher, sometimes, you feel lazy and tired, and it is natural, but at the end
of the day, it is your conscience who will question what teacher you are. You have to perform your task
and be dedicated. (In-depth interview # 01).

My advice is to be more patient because there would be many difficulties executing the lesson due to a
lack of materials. (In-depth interview # 03).

Allocation of Budget for Equipment

 Some participants emphasized that there should be an allocation of budget for the laboratory
equipment/apparatus in school. In this way, teachers and students can implement their laboratory works and
activities with minimal difficulties. Additionally, it was confirmed that there is a relationship between resource
allocation and student performance [37]

The institution should allocate a budget in the Annual Procurement of laboratory supplies as part of the
school's Annual Implementation Plan. (In-depth interview # 08).

You have to focus on the materials needed to allocate the budget that really helps the students' learning,
not on physical aspects. If materials, facilities, or equipment are necessary, allocate fun and buy it.
(Indepth interview # 04).

FIGURE 3. Essential themes and core ideas on the insights of science teachers as they face struggles of
not having sufficient laboratory equipment/apparatus while having laboratory works and activities

CONCLUSION
Providing a well-equipped science laboratory with sufficient equipment/apparatus in secondary schools,
especially in public schools, is essential in implementing laboratory work/activities of the teachers and students.
From the findings of the study , science teachers faced difficulties in implementing science laboratory works and
activities due to scarcity of laboratory equipment/apparatus. The challenges, pressure, guilt, and disappointment
that the teachers experienced in implementing laboratory works and activities with insufficient
equipment/apparatus are not simple. However, the improvisation and creativity of the teachers in pooling
teaching strategies together are the coping mechanisms to have effective and efficient teaching and learning
processes to teach the science concepts despite the scarcity of equipment/apparatus. From this, science teachers
believed that resourcefulness and creativeness, consultation and collaboration with colleagues, patience, and
dedication, and learning and exploring unceasingly are valuable attributes that teachers should possess to
eliminate or, if not, lessen the struggles in implementing laboratory works and activities with insufficient
science laboratory equipment or apparatus. Hence, it could be further inferred that allocation of budget for
equipment is necessary to address the problem effectively.

ACKNOWLEDGEMENTS
 We are grateful to the Department of Teacher Education and the Research and Publication Center of UM
Tagum College for their support in the conduct of this study. To the participants and to all who helped us realize
this study, thank you very much.

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