Students’ Perception of Traditional and Online Laboratories toward Academic Achievement in Biology

The study examined how third-year Biology students at Don Carlos Polytechnic College perceive traditional and online laboratories, and whether these perceptions are related to their academic achievement. Sixty students participated, and researchers employed statistical methods, including mean analysis and correlation coefficients, to gather insights. The findings revealed that students strongly preferred traditional laboratories, rating them highly for their positive impact on learning, engagement, and satisfaction. Students felt that these labs not only enhanced their performance and critical thinking but also provided interactive and enjoyable experiences that boosted their confidence. While online laboratories were also viewed positively—particularly for encouraging independent learning and offering flexibility—students expressed a stronger emotional connection to traditional lab environments. Academically, most students performed well, with the majority receiving grades in the “Very Good” range, and a few achieving “Excellent” or “Good.” Overall, the class demonstrated strong academic performance with room for improvement. Finally, correlation analysis revealed no statistically significant relationship between students’ perceptions of either traditional or online laboratories and their academic achievement. The correlation coefficients and p-values for online (r=−0.126, p=0.334) and traditional labs (r=0.004, p=0.974) indicated weak and insignificant relationships. Based on the results, the study showed no significant relationship and failed to accept the alternative hypothesis.