Beyond the Lab Bench: A Narrative Inquiry into Gen Z Students' Disengagement in Science Experiment Activities in High School Classrooms (VOLUME 2, ISSUE 16)

Abstract

In an era where scientific innovation drives societal progress, understanding student engagement in science education has become critical. This study employed a qualitative narrative inquiry to explore the underlying narratives of Gen Z students’ disengagement in science experiment activities in high school classrooms in Sto Niño, South Cotabato division, during the school year 2025–2026. Data revealed that disengagement stemmed from multiple intertwined factors, including distractions from smartphones and peers, shyness, low focus, compliance-driven participation, insufficient or outdated laboratory resources, communication and collaboration challenges, and time constraints that limited reflection and deeper engagement. These factors collectively hindered active participation, motivation, and meaningful learning during laboratory activities. The study further revealed that students’ laboratory experiences were shaped by a dynamic interplay of emotions, cognitive strategies, and motivational drivers. Curiosity and anticipatory excitement prior to experiments enhanced engagement and attentiveness, while cognitive preparation, including understanding procedures and recognizing group roles, supported effective task performance. Motivation driven by curiosity, interest in learning, and successful task completion fostered persistence, confidence, and deeper exploration. Conversely, stress, anxiety, fear of mistakes, and confusion acted as emotional barriers, reducing focus and engagement. Moreover, students’ engagement was influenced by both internal and external factors. Internally, interest, curiosity, preparedness, and confidence supported meaningful participation. Externally, teacher guidance, clear instructions, peer support, and well-equipped laboratory environments amplified motivation and learning outcomes. The study also highlighted the broader value of laboratory activities in developing safety awareness, practical skills, career readiness, and intrinsic motivation for discovery, emphasizing experiential learning as a bridge between theory and real-world application. These findings underscore the need for holistic, curiosity-driven, and well-supported laboratory practices that foster both cognitive and motivational growth, preparing students for future academic and professional pursuits. Keywords: Experiential learning, Laboratory pedagogy, Student motivation, Cognitive engagement