Comparison of Students’ Experiences in Chemistry Laboratory Works in Synchronous, Asynchronous, and Face-to-Face Learning Modalities

AUTHOR(S)

JANE D. DANILA MARICEL M. TABLIGAN HELEN GRACE V. ANGELES

ABSTRACT

— This study compares students’ experiences in chemistry laboratory work across three learning modalities: synchronous, asynchronous, and face-to-face. The COVID-19 pandemic necessitated diverse instructional approaches, prompting the need to understand their impact on students’ engagement, motivation, and satisfaction. Utilizing a mixed-methods comparative design, data were collected from 120 first-year engineering students enrolled in Chemistry for Engineers at President Ramon Magsaysay State University. Findings indicated no significant differences in physical and social experiences across modalities. However, emotional and cognitive experiences varied significantly based on socioeconomic factors such as income, internet connectivity, and device availability. These results highlight the importance of infrastructure support and tailored pedagogical strategies in enhancing students’ laboratory experiences. Future recommendations include broadening sample diversity, improving technology access, and integrating more interactive digital tools for remote modalities. Keywords — Chemistry laboratory, learning modalities, synchronous, asynchronous, face-to-face, student experience