Physical and psychosocial aspects of the learning environment in the science laboratory and their relationship to teacher satisfaction

Che Nidzam Che Ahmad, Kamisah Osman, Lilia Halim

Research output: Contribution to journalArticle

6 Citations (Scopus)

Abstract

This paper is a report of a survey conducted to determine teachers' perception of the science laboratory learning environment and the relationship between different aspects of this environment and satisfaction from teaching and learning. Teachers' perceptions of psychosocial aspects were measured by use of the Science Laboratory Environment Inventory (SLEI), whereas perceptions of physical aspects were measured by use of the Physical Science Laboratory Environment Inventory. The level of satisfaction was measured by use of a satisfaction scale (SC). Data were collected from 800 science teachers in secondary schools in Malaysia. Analysis of findings revealed that teachers have positive attitudes on all SLEI scales, with the exception of the open-ended scale. In terms of physical aspects, teachers regard lighting and technology as highly important but furniture and equipment, space, air quality and safety as of moderate importance only. Results also showed that teachers' satisfaction from teaching in the laboratory was positive. Subsequent analysis revealed a significant predictive relationship between teachers' perception of science laboratory learning environments and their teaching and learning satisfaction.

Original languageEnglish
Pages (from-to)367-385
Number of pages19
JournalLearning Environments Research
Volume16
Issue number3
DOIs
Publication statusPublished - Oct 2013

Fingerprint

learning environment
Learning
teacher
science
Equipment and Supplies
Teaching
Interior Design and Furnishings
Natural Science Disciplines
Malaysia
Lighting
Air quality
work environment
learning
Air
secondary school
Technology
Safety
air

Keywords

  • Learning environment
  • Science laboratory
  • Secondary school
  • Teacher satisfaction

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Education
  • Communication

Cite this

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