Development and evaluation of science laboratory instructional model (AFGLIM) anchored on flipped classroom and guided inquiry approach for pre-service science teachers
Paper Details
Development and evaluation of science laboratory instructional model (AFGLIM) anchored on flipped classroom and guided inquiry approach for pre-service science teachers
Abstract
Laboratory instruction is central to science teacher preparation because it connects conceptual knowledge with scientific inquiry, practical competence, and the pedagogical skills required for future teaching. This study developed and evaluated the A Flipped-Guided Laboratory Instructional Model (AFGLIM) as a context-responsive framework for improving chemistry laboratory instruction among pre-service science teachers. A sequential exploratory mixed-method design was employed. Interviews, focus group discussions, and classroom observations involving laboratory teachers and pre-service science teachers informed the model’s development, while the quantitative phase involved 80 first-year BSEd Science students across three campuses using a single-group pretest–posttest design. Conceptual understanding, laboratory skills, and science motivation were assessed using the Chemistry Concept Inventory (CCI), Integrated Science Process Skills Scale (ISPSS), and Science Motivation Questionnaire II (SMQ-II), respectively. Findings revealed adaptive and inquiry-oriented teaching practices alongside persistent constraints involving resources, time, student preparedness, professional development, and institutional support. Following AFGLIM implementation, conceptual understanding improved significantly (t= 2.96, p = 0.004), as did laboratory skills (t= 17.063, p < 0.001); the proportion of students classified as Highly Motivated increased from 9.2% to 79.3%. Expert validation progressively refined AFGLIM into a cyclical framework integrating flipped pre-laboratory preparation, guided inquiry, post-laboratory reflection and assessment, iterative feedback, and professional growth. The findings support AFGLIM as a promising framework for integrating conceptual, practical, affective, and professional dimensions of laboratory learning, while further comparative research is needed to establish its broader effectiveness and transferability.
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Cinder Dianne L. Tabiolo*, 2026. Development and evaluation of science laboratory instructional model (AFGLIM) anchored on flipped classroom and guided inquiry approach for pre-service science teachers. Int. J. Biosci., 28(6), 342-366.
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