Laboratory Lapses: Investigating Common Issues and Violations in Chemistry Laboratory Courses among Future Science Educators

Abstract

Laboratory work is a cornerstone of science education and teacher preparation, yet localized studies on safety compliance among pre-service science teachers remain limited. This mixed-methods study addresses that gap by examining the frequency, nature, and contributing factors of safety issues in Chemistry laboratory courses taken by Bachelor of Secondary Education (BSEd) Science students at Marinduque State University – College of Education. Quantitatively, 54 students enrolled in Inorganic, Organic, and Analytical Chemistry courses responded to a structured survey covering five safety domains: personal protective equipment (PPE) use, emergency preparedness and supervision, chemical labeling, handling, and waste disposal, equipment usage and calibration, and laboratory etiquette. Composite means clustered narrowly within the “Rarely” range (2.00–2.09 on a 1–5 scale), and inferential tests (one-way ANOVA: F(2,12) = 0.86, p = 0.43; Spearman’s ρ = –0.05, p = 0.84) indicated no significant differences by course type. Thematic analysis of open-ended responses (n = 120) revealed five key drivers of safety lapses: insufficient training and orientation, carelessness or overconfidence, time pressure, resource deficiencies, and weak supervision and communication. Based on these insights, the study recommends scaffolded refresher drills, clear waste disposal signage, regular equipment audits, peer-appointed safety champions, and safety culture initiatives tailored to teacher-preparation contexts. By integrating both statistical patterns and lived experiences, this research addresses a critical gap in chemistry education scholarship and offers actionable strategies to improve laboratory safety compliance—from “Rarely” to “Never.”