Relationship Between Physical and Psychosocial Aspects in Science Laboratory Learning Environment

Abstract

The learning environment needs to be adjusted in line with the learning outcomes and teaching strategies, while at the same time, fulfills the teachers' and students' needs. Thus, it is argued that evaluation of learning environment is important because by doing so, it provides not only information for measuring the learners' performance, but also information on teachers' competency in planning positive learning outcomes. This paper reports a survey which was conducted to determine teachers' perception of and the relationship between physical and psychosocial aspects of science laboratory learning environment in schools in the state of Selangor. Teachers' perception of psychosocial science laboratory learning environment was measured using Science Laboratory Environment Inventory (SLEI), while the physical environment was measured using Physical Science Laboratory Environment Inventory (PSLEI). Analysis of findings revealed that overall, teachers demonstrated positive attitudes towards the psychosocial environment and moderate level of suitability towards the physical environment. Subsequent analysis also revealed that there existed significant contributions of physical aspects on psychosocial aspects of the science laboratory learning environment.