The issues identified in this study could be potentially applicable to the Philippines. Laboratory-based education is emphasized in the Philippine education system, and preservice teachers are expected to develop competencies in using laboratory equipment and materials effectively.

The challenges mentioned in this study such as incomplete or inaccurate knowledge of lab equipment, inadequate training in laboratory use during preservice education, and a lack of opportunities for implementation, could resonate with the situation in the Philippines. It is not uncommon for preservice teachers in various contexts to encounter similar difficulties when it comes to effectively using laboratory equipment and materials.

The differences in scores based on grade level could also be relevant in the Philippine context. Higher-grade students typically have more exposure to laboratory courses and, therefore, more opportunities to develop familiarity with lab equipment and materials. This difference in exposure could contribute to variations in scores between different grade levels.

The positive relationships found between recognizing lab equipment, identifying their functions, and implementing them align with the idea that knowledge of equipment and materials is interconnected and essential for safe and effective experimentation. This understanding applies not only during in-person laboratory courses but also during remote learning situations, such as those experienced during the COVID-19 pandemic.

The recommendations provided by the researchers in this study, such as increasing opportunities for preservice teachers to learn about lab equipment, utilizing effective teaching methods, and conducting longitudinal studies, are relevant for enhancing the preservice teachers' competencies in the Philippines. These recommendations align with the goal of improving science education and ensuring that preservice teachers are well-prepared to deliver effective laboratory experiences to their future students.

One key finding of the study is that while preservice biology teachers generally have a good understanding of the basic concepts of laboratory equipment, they may lack the practical experience and knowledge necessary to use the equipment effectively in the classroom. This highlights the importance of hands-on training and practical experience in the education of preservice biology teachers, which can help them gain the skills and confidence needed to conduct experiments and teach students in the laboratory. Another importance of practical laboratory experience in the education of preservice biology teachers. The use of laboratory equipment and hands-on experimentation can greatly enhance students' understanding of biological concepts and their ability to teach these concepts to others. Additionally, it is crucial for preservice teachers to be knowledgeable about laboratory equipment and its proper usage to ensure safety and accuracy in experiments.

Another important finding of the study is the potential challenges faced by preservice biology teachers in the Philippines in terms of access to laboratory equipment and resources. The study notes that many educational institutions in the Philippines may not have the resources to provide high-quality laboratory equipment and materials, which can limit the effectiveness of preservice teacher training programs. This highlights the need for greater investment in science education and laboratory facilities in the Philippines, to ensure that preservice teachers have access to the tools and resources they need to succeed.

The potential challenges faced by preservice biology teachers in the Philippines setting in terms of access to laboratory equipment and resources. The availability and quality of laboratory equipment and materials can vary greatly depending on the educational institution and geographic location. It is important for education policymakers to consider strategies to address these challenges, such as providing training and resources for preservice teachers and investing in laboratory equipment and facilities.

Overall, the study on Preservice Biology Teachers' knowledge and Usage of Lab Equipment and Its applicability to the Philippines Setting underscores the importance of practical training and access to resources in the education of preservice biology teachers. It provides valuable insights into the challenges faced by preservice teachers in the Philippines, and highlights the need for greater investment in science education and laboratory facilities in order to ensure that preservice biology teachers are equipped with the skills and knowledge they need to succeed in the classroom. The research on preservice biology teachers' knowledge and usage of lab equipment highlights the importance of practical experience and access to resources in teacher education, as well as the potential challenges faced by preservice teachers in certain settings. These insights can inform efforts to improve the quality of science education and teacher training in the Philippines and other countries.

It is evident that most Filipino students lack functional knowledge and skills related to laboratory equipment and materials. This finding is consistent with the research presented in the rationale, which shows that students in other countries also face similar challenges even when laboratory resources are available. However, in most Philippine schools, inadequate laboratory materials and equipment are the primary reasons why learners do not have enough exposure to scientific experiments. This can be addressed if the concerned authorities in the education department can devise possible solutions and policies, such as investing more laboratory resources in every school and establishing partnerships with the private sector to lend their facilities, equipment, and expertise to train pre-service teachers. In return, a competitive workforce can be developed and produced. 

The study's objectives are particularly relevant in the Philippine setting since the learners' theoretical and functional knowledge can be associated with gender, grade level, and the interrelatedness of recognition, identifying functions, and implementation of laboratory equipment and materials. The Philippine science curriculum has included more laboratory activities at higher levels, especially in Senior High School. Hence, it is crucial for teachers to be well-equipped to facilitate laboratory activities to enhance students' research skills for their future academic engagements.

The methodology employed in the study is valuable not only for biology teachers but for all science educators, as it can uncover the actual knowledge and implementation skills of learners regarding laboratory materials and equipment at present. The study's findings, conclusions, and recommendations call for urgent action from all educational institutions to provide comprehensive training inside the laboratory. Science learners can only achieve retention and learning if they have enough opportunities to learn every aspect of laboratory work.

The nation's future is at stake if future professionals, such as science pre-service teachers, do not receive quality training during their undergraduate and basic education years. The next generation will suffer the consequences if their teachers lack laboratory expertise to provide a quality and meaningful learning experience in science courses. Thus, this study's insights are highly relevant to the Philippines' science education system. Educational institutions must act accordingly to provide adequate resources, training, and support for science learners and educators alike.

Generally, the study emphasizes the need for comprehensive training inside the laboratory and adequate resources to provide a quality and meaningful learning experience. It also highlights the role of educators in facilitating laboratory activities to enhance students' research skills for their future academic engagements.

Every school has laboratories where students can perform researches, experiments or even learn new things with the help of internet facility.

This helps students to remember the studies in a better way by conducting their own experiments. It gives students first-hand experience and offers better opportunities for learning. A laboratory is not a contest whose object is to get the “right answer”, but the purpose is to learn how to gain knowledge, how to observe and to learn the meaning of what happens. Even though it provides us a great experience is developing necessary skills for study and research. It also helps in developing interactions between teacher-student and peer-to-peer, which helps them in experimentation, research, and exploration. School laboratories are a great place for students which help them enhance their learning by understanding the theoretical concepts of science which are taught in classrooms.

Well-designed laboratories not only make science experiments fun but also help students in achieving good academic results. So, all the private schools including the publoc schools must have spacious and proper laboratories to provide better learning opportunities for students. 
The Philippine K to 12 science curriculum is a learner-centered and inquiry-based discipline that requires learners to utilize learning materials and learning spaces needed for a meaningful understanding of the scientific concepts and for developing their scientific literacy. This is anchored to the constructivism theory that supports 'learning by doing.' A laboratory is an essential place for active learning and science teaching that would provide students with opportunities to think creatively and critically to solve real-world problems. 
The lack of a laboratory room, the inadequacy of laboratory facilities and science equipment, defective laboratory equipment, the inadequacy of learning materials, lack of water supply, lack of electricity are common issues in both schools. Teacher-respondents of this study have difficulty in teaching some science concepts and are not fully equipped on how to use some science equipment.