metanoia

       The Camarines Norte State College – Abaño Laboratory School is a public educational institution under the Camarines Norte State College (CNSC) – College of Education, located along J. Lukban Extension, Daet, Camarines Norte. Established in 1953 as Abaño Pilot Elementary School, the institution occupies a 0.8684-hectare lot generously donated by philanthropist Dr. Jose P. Abaño, after whom it is named. In 1959, it was designated the pilot school of the Division of Camarines Norte and later recognized as a regional pilot school due to its exemplary performance in elementary education. The school now offers both elementary and junior high school education and houses the CNSC Training Center for pre-service teachers.

​​

          The school's vision is: “CNSC as a Premier Higher Education Institution in the Bicol Region”. Additionally, its mission states: “The Camarines Norte State College shall provide higher and advanced studies in the fields of education, arts and sciences, economics, health, engineering, management, finance, accounting, business and public administration, fisheries, agriculture, natural resources development and management and ladderized courses. It shall also respond to research, extension and production services adherent to progressive leadership towards sustainable development”. 

​

        The surrounding area is densely populated with residential homes and local businesses, particularly eateries, food stalls, and shops offering printing, photocopying, and other school-related services. This makes it highly convenient for students to find meals and access essential academic resources. Many students are familiar with the local business owners, especially those located directly across the campus. This close-knit community cultivates trust, as students can often request small favors—for instance, availing printing services even when they are short on coins, with the assurance that they can settle their payment later. However, the area also presents certain challenges. The street outside the campus is relatively narrow, often resulting in traffic congestion during rush hours.  Despite these issues, the campus exterior maintains a refreshing blend of greenery and concrete, with trees lining both sides of the road.

 

        Specifically, the Secondary Laboratory School building is a two-story structure painted in a combination of beige and pink, accented by dark brown railings. Over time, visible signs of aging—such as wall discoloration, patches of moss, and climbing vines—have emerged, subtly revealing the infrastructure's long history. Nevertheless, the space has been utilized efficiently, reflecting the institution’s resourcefulness in maximizing its facilities to sustain a functional learning environment. The surrounding green spaces help soften the building’s aged façade, creating a more pleasant and conducive atmosphere for learning.

​

        Finally, the laboratory school houses various facilities that support the students’ academic progress and holistic development. These include the dean’s office, library, counseling room, canteen/cafeteria, medical clinic, science laboratory, green spaces, Home Economics room, comfort rooms for both sexes, gymnasium, computer and speech laboratories, the basic education faculty office, and a covered court.

​

​

​

​

​​​​

        The CNSC – Abaño Laboratory School offers various educational programs and extracurricular activities for its learners. Such academic opportunities include quiz bees, campus journalism seminars and workshops, campus journalism contests, research and robotics competitions, and other off-campus activities. Through the learners’ active participation in these activities, usually supplemented by coaching and mentoring during the practice sessions, they function as a comprehensive academic support system that leads to knowledge and skill acquisition.

​

        Other elements of the school's academic support system include counseling services and resources provided by the library and laboratory facilities, such as the science, computer, and speech laboratories. The counseling room is housed in a two-story building, though only the first floor is currently utilized. Upon entry, the first things noticeable are the fire extinguisher and water pump near the side entrance. Inside, there is an L-shaped waiting sofa and a reception desk. Above the sofa, a bulletin board displays tips for maintaining one's mental well-being, along with a series of announcements. Opposite this area are the desks of Guidance Counselor Ma’am Frances Angela D. Cabanilla-Melgar and the student assistant, Mr. Alcamar Labanairi, with another sofa placed nearby.

​

        The room itself is spacious, creating an atmosphere conducive to introspection since one does not feel confined. It is properly lit and air-conditioned, providing a comfortable space for both students and faculty members. Some students also use the space to relax, socialize, and access the internet during their free time. This student-friendly facility indirectly contributes to students’ learning by easing worries, knowing there is a space where they can seek refuge, talk to someone, or receive emotional assistance to improve their academic productivity. This facility helps basic education students grow to be both academically capable and emotionally resilient.

​

        On the other hand, the library is located on the third floor of the main building and is shared by both basic education and tertiary students. At the entrance are two computer systems for logging in and out, accompanied by a sanitizing alcohol dispenser. Students use library cards with QR codes to record their entry and exit. The Library Assistant’s desk, managed by Mr. Alexander Dale Arsino, is situated near the door. Behind the desk, the wall displays an organizational chart, the institution’s mission and vision, quality policies, certificates, emergency hotlines, and cleanliness policies. At the center of the library is a smart TV used for announcements, with a metal podium and a built-in microphone in front of it, and survey forms placed below. Five computer units are available for student use, alongside a router providing Wi-Fi access and a smart board. Above the row of computers is a display listing both tangible and online learning resources accessible within the library. The facility also has two baggage counters where students can deposit their belongings. Beside these is the Gender and Development (GAD) corner, featuring “HERSTORY” infographics, an action and awareness table with brochures about RA 11313 (Safe Spaces Act or Bawal Bastos Law), and the official publication of the Gabriela Women’s Party. The study area includes four rectangular tables, each with five chairs, designated for basic education students, and seven tables for tertiary students. Four bookshelves—three vertical and one longitudinal—house the Basic Education Circulation section, which offers abundant science books (notably in astronomy, physics, and chemistry), storybooks, and other subject references, particularly for Araling Panlipunan and MSEP. Self-reading desks are arranged along the sides of the room. At the back of the tertiary section is the librarian’s office, managed by Ms. Irene M. Arevalo, along with a waiting area. The library is rich in resources, air-conditioned, well-lit, and carefully maintained. Restrooms for both sexes are located at either end of the floor.

​

        The library directly contributes to students' learning because it provides the necessary resources. It remains up-to-date with students' evolving needs and offers a balance between tangible and online knowledge sources. In addition, Wi-Fi connectivity makes information easily accessible, while the GAD corner enriches learning by promoting social awareness, inclusivity, and gender sensitivity through advocacy materials.

​

        The science laboratory is the first room on the ground floor of the three-story main building. At the entrance is a bulletin board managed by the Great Educators and Noble Engineers of Sciences (GENES) organization, displaying their organizational chart and action plan. The laboratory also functions as a lecture room, with a whiteboard at the front, five writable tables, monoblock chairs, and additional plastic arm chairs. The whiteboard is mounted between two vertical storage compartments that contain cleaning materials and students’ laboratory kits—including lab gowns, gloves, safety goggles, hair nets, and other PPE—as well as laboratory essentials such as cotton, rubber, aluminum foil, and the like. On the left side of the room are enclosed frog skeletons and taxidermied animals prepared by previous students. On the right side are shelves holding heavy laboratory equipment such as triple beam balances, retort stands, hot plates, ring stands, and Bunsen burners. At the back right corner is an eye wash station. Next to it are two divider shelves, one tall and one medium-sized, which store fragile glassware such as beakers, Erlenmeyer and Florence flasks, graduated cylinders, funnels, test tubes, glass stirrers, watch glasses, petri dishes, pipettes, burettes, volumetric flasks, and thermometers. Other small tools and visual aids are also available, including mortars and pestles, tongs, forceps, crucibles with covers, test tube racks, droppers, dissecting kits, magnifying glasses, wire gauze, litmus papers, and models such as a 3D integumentary system and anatomical chart. An additional drawer contains general materials such as markers, scissors, tape, and cleaning supplies. A wooden drawer is designated for chemicals, storing common acids, bases, alcohols, and reagents such as agar powder, Benedict’s solution, iodine tincture, phenolphthalein indicator, and methylene blue. These chemical resources allow students to perform a wide range of biological, chemical, and analytical experiments. The laboratory is well-ventilated and brightly lit but somewhat cramped, and internet connectivity is slow. Despite these limitations, it is well-equipped with resources, infographics on proper equipment use, science facts, and safety protocols. A baggage counter with a logbook is also available near the exit for students’ belongings.

 

       The science laboratory directly facilitates students’ development by providing a space for experiential learning. According to Dale’s Cone of Learning, students retain 90% of what they actively do, making hands-on experimentation a powerful learning tool. The laboratory allows students to apply theoretical concepts in real-world contexts while developing critical skills such as observation, experimentation, and problem-solving. Despite minor limitations such as limited space and slow internet, it remains a key learning environment that complements classroom instruction.

​

        Aside from the science laboratory, both a computer laboratory and a speech laboratory are available. They are located next to each other on the second floor of the two-story building that also houses the cafeteria. Both rooms feature three tiered steps with clusters of computer sets. In the computer laboratory, computers are mostly arranged in groups of three, while in the speech laboratory they are clustered in pairs. Other differences include wood flooring, swivel chairs, and additional equipment such as audio headsets in the speech laboratory. Both rooms are well-ventilated, well-lit, and maintained in optimal condition.

​

         These facilities directly contribute to students’ learning by developing both hard skills (such as ICT proficiency) and soft skills (such as interpersonal and communication abilities). In today’s world, learners are digital natives, and they learn most effectively when exposed to the tools and environments they are familiar with. Access to these laboratories allows students to apply classroom concepts in practical, technology-driven contexts, preparing them for both academic success and future career demands.

​​

​

​

​

​​​

          In terms of the grading system in Junior High School Science, the institution strictly refers to DepEd Order No. 8, s. 2015 titled Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program, which implements a standard- and competency-based grading system. Students are assessed through the following components of summative assessment: Written Work (40%), Performance Tasks (40%), and Quarterly Assessment (20%). The weighted score for each component is added and then transmuted using the transmutation table to determine the students’ quarterly grade in Science. Accordingly, the summative assessments administered by the Science teacher included pen-and-paper tests, laboratory reports, worksheets, oral recitations, and practical experiments. I am also aware that students take a quarterly examination at the end of each quarter, although I did not personally observe it during my classroom visit.

​

​

​

​

​

​

             At CNSC – Abaño Laboratory High School, one of the most prominent school culture practices is Non-Academic Fridays. Every Friday, the learners are given a break from traditional classroom lessons to pursue their personal interests and hobbies, such as sports, arts, music, and other recreational activities. This practice reflects the school’s holistic approach to education, emphasizing not just academic growth but also emotional well-being, creativity, and physical health. It cultivates a culture of balance, allowing students to explore their passions, develop interpersonal skills, and build camaraderie with peers outside the classroom setting. By valuing leisure and personal development alongside academics, the school produces well-rounded learners who are excelling academically but emotionally resilient. 

​

​

​

​

​

​

​

​

​

​

​​​​​​​​​​​​​​​​​

​