This study developed and evaluated a Science Laboratory Instructional Model anchored on the flipped classroom and guided inquiry approaches to enhance the learning experiences of pre-service science teachers. Grounded in constructivist theory, pedagogical content knowledge, and inquiry-based science education, the research employed a sequential exploratory mixed-methods design encompassing five phases: needs analysis, model development, implementation, evaluation of learning outcomes, and integration of professional growth. Qualitative findings from focus group interviews, classroom observations, and document analyses revealed instructional gaps in student engagement, formative assessment, and the integration of inquiry tasks. These informed the creation of the Anchored Flipped and Guided Laboratory Instructional Model (AFGLIM), composed of five interconnected phases: contextualized pre-lab, in-lab activities, formative checkpoints, post-lab feedback, and professional growth integration. Quantitative results indicated very high levels of conceptual understanding (M = 4.33), laboratory skills (M = 4.45), science motivation (M = 4.41), and technology integration (M = 4.38), although digital access and internet connectivity emerged as significant barriers (M = 4.55 and M = 4.40, respectively). The model enhanced academic outcomes, instructional confidence, and reflective practice among participants. AFGLIM is concluded to be an effective and sustainable instructional framework aligned with Sustainable Development Goal 4 (Quality Education). Its integration into teacher education and professional development programs is highly recommended.

Authors:
Cinder Dianne Tabiolo, University of San Carlos, Philippines
Richard Jugar, University of San Carlos, Philippines

About the Presenter(s)
Dr. Cinder Dianne L. Tabiolo is a Professor II at Jose Rizal Memorial State University
(JRMSU), Dipolog City, Zamboanga del Norte.

See this presentation on the full schedule – Thursday Schedule

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