LABORATORY-BASED SCIENCE INSTRUCTION IN PUBLIC SCHOOLS: INSIGHTS FROM TEACHERS' EXPERIENCES AND IMPLICATIONS FOR CONTEXTUALIZED INTERVENTIONS IN BATAAN, PHILIPPINES

This study examines the lived experiences of science teachers in public senior high schools in Bataan, Philippines, focusing on barriers to effective laboratory-based science instruction. Findings reveal seven interconnected themes: resource limitations, exposure to virtual laboratory tools, professional development and technical training needs, administrative support, teacher motivation, student engagement, and time constraints with workload issues. These challenges impede quality science instruction and reflect systemic educational planning deficiencies. The research recommends targeted interventions including increased funding allocation, comprehensive professional development programs, administrative empowerment strategies, and enhanced exposure to virtual laboratory platforms. The findings emphasize the critical need for supportive, adequately resourced environments that enable teachers to facilitate authentic scientific inquiry experiences for students. Keywords: Laboratory-Based Instruction, Science Education, Teacher Experiences, Public Senior High Schools, Philippine STEM Education