Satisfaction of Science, Technology, Engineering and Mathematics Students with Laboratory Facilities and Integrated Science Process Skills

Abstract

This study aimed to determine the relationship between the level of satisfaction of Science, Technology, Engineering, and Mathematics (STEM) students with science laboratory facilities and their proficiency in Integrated Science Process Skills (ISPS) at Digos City National High School. While previous studies have examined the accessibility and utilization of laboratory facilities, there remains limited understanding of how students’ satisfaction directly influences their ISPS proficiency, particularly in the context of Davao del Sur. To address this gap, the present study employed a quantitative-correlational research design involving 108 Grade 12 STEM students. Data were collected through a modified survey questionnaire and a validated ISPS test. The study measured satisfaction in terms of tangibility, reliability, responsiveness, assurance, and empathy, while ISPS proficiency included controlling variables, defining operationally, experimenting, formulating hypotheses, and interpreting data. Findings revealed a high level of student satisfaction (M = 3.72), with empathy as the highest-rated dimension and responsiveness as the lowest. Students also demonstrated high proficiency in ISPS, showing strengths in controlling variables and interpreting data but weaknesses in experimentation. Statistical analysis using Pearson’s correlation coefficient indicated a significant positive relationship (r = 0.716, p = 0.035) between students’ satisfaction with laboratory facilities and their ISPS performance. These results suggest that well-equipped and responsive laboratory environments enhance students’ scientific skills and engagement. The study concludes that continuous improvement in laboratory responsiveness, facility maintenance, and hands-on learning opportunities is essential to further strengthen students’ science learning experiences and skills development.