مدى توفر مقومات البيئة الصفية العملية (معامل العلوم)‎ بالمدارس الثانوية للبنين بالمدينة المنورة و علاقتها بالتحصيل العلمي في مقررات العلوم

الملخص EN

The study aimed to reveal the availability of the elements of the practical classroom environment (science labs) in secondary schools for boys in Al-Madinah Al-Munawwarah and its relationship to academic achievement in science courses.

The study used the survey descriptive approach through the use of a questionnaire after its arbitration and calculation of its stability.

The questionnaire consisted of (64) terms that measure four dimensions: the physical constituents, the teaching constituents, the administrative constituents, and the social constituents.

Distributed to science teachers in secondary schools in Al-Madinah Al-Munawwarah, (133) teachers representing (21) schools responded.

To analyze the data, we used arithmetic averages, standard deviations, mono-variance analysis, post-chef test, and Pearson correlation coefficient.

The results of the study showed that the elements of the laboratory classroom environment are available at a moderate degree in secondary schools in Al-Madinah Al-Munawwarah.

In addition, the study found that there are statistically significant differences between the responses of the sample individuals about the availability of the elements of the teaching and administrative classroom environment in science labs due to the variable of the scientific qualification.

In addition, it was found that there are statistically significant differences between responses of the sample members about the availability of the elements of the physical, teaching, and social class environment due to the variable years of experience.

Furthermore, there were statistically significant differences between the responses of the sample members regarding determining the availability of the elements of the physical, teaching, administrative, and social classroom environment due to the variable number of times the laboratory is used.

The study also revealed that there is no correlation between the elements of the classroom environment and academic achievement in science courses.