This research evaluates the knowledge, attitudes, and laboratory practices of science education students to serve as a basis for the development of innovative instructional materials. Specifically, it seeks to determine if demographic profiles significantly impact these areas and whether students’ knowledge and attitudes correlate with safety compliance and technical proficiency. This study employed a descriptive-correlational research design involving science education students from the College of Teacher Education at a state university in Zambales, Philippines. Data were gathered through validated attitude surveys and skill-assessment checklists, and subsequently analyzed using mean scores, ANOVA to evaluate differences across demographic profiles, and Pearson r to conduct correlational analysis.

The study concludes that while interest and safety compliance are uniform across demographics, a significant gender-based disparity in confidence exists, indicating that self-efficacy is heavily influenced by socialization. Moreover, a strong positive correlation proves that a positive psychological orientation is the primary driver of technical manipulation and safety adherence, regardless of academic seniority. The college could implement inclusive peer-mentoring or seminar-workshop to equalize student confidence. These student-centered strategies are essential to bridge the “knowledge-practice gap,” ensuring theoretical mastery translates into proficient laboratory execution. Moreover, developmental intervention materials are crucial to bridge gap with theoretical knowledge to practical mastery.

Keywords: Science Education, Laboratory Management; Self-efficacy.