Resource-Adaptive Physics Laboratories for STEM Learning
Development and Validation for Least-Mastered Competencies
DOI:
https://doi.org/10.33830/ijrse.v8i2.14326Keywords:
physics education, laboratory experiments, least mastered competencies, instructional materialsAbstract
This study developed and validated physics laboratory experiments designed to address least mastered competencies among senior high school students. The laboratory activities integrated locally available materials, standard laboratory equipment, and virtual simulations to improve accessibility and conceptual understanding. Expert validators assessed the experiments in terms of content validity, clarity of instructions, feasibility, and alignment with students’ learning abilities using a standardized evaluation tool. Revisions were made based on expert feedback prior to classroom implementation. The implementation of the validated experiments was examined using a one-group pre-test and post-test design involving Grade 12 STEM students from Antipolo City Senior High School. Results revealed high expert ratings across all validation criteria and a statistically significant improvement in students’ post-test scores compared to pre-test results. These findings indicate an improvement in students’ understanding of challenging physics concepts following the implementation of the validated laboratory experiments. The study highlights the value of combining low-cost materials, simulations, and conventional equipment to produce adaptable laboratory activities for secondary physics instruction. More broadly, this resource-adaptive approach offers a transferable model for strengthening equitable and inquiry-oriented STEM laboratory learning across diverse educational contexts, particularly where access to conventional laboratory resources is limited.
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