This study determined which domain of science laboratory environment best influenced the attitude towards chemistry lessons on senior high school Science, Technology, Engineering and Mathematics (STEM) students. The research design used in this study are non-experimental quantitative and descriptive-correlational technique, utilizing universal sampling procedure. The total respondents were 144 Grade 12 STEM students enrolled in a sectarian school of Davao City. Survey questionnaires on science laboratory environment and attitude towards chemistry lessons were used as the research instrument in data gathering. Utilizing the mean scores; science laboratory environment and attitude towards chemistry lessons among the respondents were both assessed at a high level. Moreover, obtained data revealed that there is a significant relationship between science laboratory environment and attitude towards chemistry lessons among senior high school STEM students. Furthermore, open-endedness and future intention to study science significantly influenced students’ attitude towards chemistry lessons, but its open-endedness best influenced among all the domains of science laboratory environment.

This research endeavor is conducted to determine the significant influence of self- regulated learning strategies towards academic performance of college students. This study utilized non-experimental quantitative research design employing descriptive correlational technique to find out the significant relationship of the variables. The data were analyzed coming from 290 participating first year students enrolled in a sectarian school in Davao City. Mean, pearson r and linear regression analysis were used to treat the gathered data. The findings of this study led to the following conclusions: The level of self-regulated learning strategies and academic performance were both assessed high. This means that the two variables were oftentimes observed by the college students. Moreover, there is a significant relationship between self regulated learning strategies and academic performance of college student. Further, self-regulated learning strategies significant influence the academic performance of college students.