Lived Experiences of STEM Graduates in College Biology Laboratory Courses: Challenges and Coping Strategies

Abstract

Laboratory learning plays a crucial role in science education by bridging theoretical knowledge and practical application. However, limited qualitative studies have explored the lived experiences of STEM graduates transitioning to college biology laboratories, particularly in the Philippine context. This study aimed to explore the lived experiences of STEM graduates in college biology laboratory courses, identify the challenges they encountered, examine their coping strategies, and develop a Science Laboratory Action Plan to improve laboratory learning. A qualitative phenomenological research design was employed involving fourteen (14) purposively selected nursing students who graduated from the STEM strand. Data were gathered through semi-structured interviews and analyzed using Braun and Clarke's thematic analysis with NVivo-assisted coding. The findings revealed that participants experienced a significant transition to a more advanced laboratory environment characterized by unfamiliar equipment, complex procedures, and higher academic expectations. Although their STEM background provided foundational knowledge, it was insufficient to fully prepare them for college laboratory demands. Participants commonly experienced difficulties in using laboratory equipment, following procedures, and adapting to limited hands-on experience. They coped through peer collaboration, instructor guidance, self-directed learning, and repeated practice, which strengthened their confidence and laboratory competence. The findings informed the proposed Project LAB (Learning Advancement in Biology) to enhance laboratory instruction, student preparedness, and overall laboratory learning experiences.