Teachers’ Pedagogical and Laboratory Practices in Biological Science: A Qualitative Study at Dinadiawan National High School

Abstract

This qualitative study examined teachers’ pedagogical and laboratory practices in the teaching of Biological Science at Dinadiawan National High School, focusing on how these practices influence the teaching–learning process. Anchored on the objectives of describing instructional strategies, examining laboratory integration, exploring learners’ experiences, and identifying implementation challenges, the study employed a qualitative descriptive research design. Data were gathered through semi-structured interviews with Biological Science teachers and focus group discussions with learners selected through purposive sampling. Verbatim transcripts were analyzed using thematic analysis. The findings revealed four major themes: learner-centered and inquiry-based pedagogical practices, laboratory-based instruction enhancing conceptual understanding, teacher facilitation and laboratory management supporting learning, and challenges in implementing effective pedagogical and laboratory practices. Teachers’ use of questioning, discussions, and guided inquiry promoted active learner engagement, while laboratory activities such as experiments and specimen observation strengthened conceptual understanding by linking theory to practice. Teacher facilitation, including guidance, feedback, and safety supervision, was essential in scaffolding learners’ cognitive and procedural skills. However, limited laboratory resources, time constraints, and large class sizes constrained the consistent implementation of hands-on laboratory activities. The study concludes that integrating learner-centered pedagogy with laboratory-based instruction enhances engagement and understanding in Biological Science. Sustained implementation requires institutional support to address contextual challenges in public secondary schools.