© IJARW | ISSN (O) - 2582-1008 December 2024 | Vol. 6 Issue. 6 www.ijarw.com IJARW2329 International Journal of All Research Writings 131 LABORATORY EXPOSURE AND LEARNERS’ CONCEPTUAL RETENTION IN GENERAL CHEMISTRY Bernadeth A. Valiente 1 , James L. Paglinawan 2 1 Central Mindanao University 2 Central Mindanao University, Faculty ABSTRACT This study examines the relationship between laboratory exposure and conceptual retention in general chemistry among Grade 11 STEM learners at Kalilangan National High School during the 2024-2025 academic year. In light of the significant deficiencies in science proficiency revealed by the 2023 PISA results, this research investigates the impact of laboratory experiences on students’ ability to understand, apply, and recall key chemistry concepts. Using a descriptive-correlational research design, the study involved 85 learners and employed two survey questionnaires: one measuring laboratory exposure (safety awareness, engagement, and skills development) and the other assessing conceptual retention (understanding, application, and recall). Data were analyzed using descriptive statistics and Pearson’s Product-Moment Correlation. The results revealed that laboratory exposure had a significant positive correlation with conceptual retention (r = 0.522, p = 0.000), suggesting that increased hands-on learning experiences improve retention of core chemistry concepts. Engagement in laboratory activities was identified as the most influential factor, followed by safety awareness and skills development. While learners demonstrated strong recall abilities, they showed moderate performance in applying knowledge and understanding foundational concepts. These findings highlight the importance of laboratory exposure and practical application in science education. The study recommends making functional laboratories, enhancing laboratory activities and integrating project-based learning strategies to further improve learners’ retention and mastery of general chemistry. Keyword: Correlational, Laboratory Exposure, Conceptual Retention, General Chemistry 1. INTRODUCTION The increasing demand for science proficiency emphasizes the need to enhance learners' conceptual retention in subjects like general chemistry. Retention plays a vital role in equipping learners with the knowledge and skills needed to navigate complex scientific concepts and real-world applications. Retention is especially significant in general chemistry, where understanding foundational principles is critical for success in advanced studies and careers in science, technology, engineering, and mathematics (STEM). In 2023, the Programme for International Student Assessment (PISA) revealed significant deficiencies in science performance among Filipino students, ranking the country 77 th among eighty-one participating nations. This alarming result underscores a gap in the delivery and effectiveness of science education in the country, particularly in fostering understanding and retention of key concepts. Laboratory exposure, encompassing safety awareness, engagement in activities, and skills development, is pivotal in science education. It bridges theoretical concepts with practical application, offering a dynamic environment for learners to engage in active learning and inquiry. Learners who actively engage in laboratory activities show better application and problem-solving skills, crucial for addressing complex scientific challenges (Shana & Abulibdeh, 2020). This study explores the relationship between laboratory exposure and conceptual retention in general chemistry, focusing on Grade 11 STEM learners at Kalilangan National High School. It seeks to determine learners' levels of laboratory exposure in safety awareness, engagement, and skills development, and how these factors correlate with their retention of core concepts, application, and recall. The findings aim to address the gap in the existing literature, providing evidence-based insights into the role of laboratory