Laboratory activities have been regarded as an integral and
essential aspect of learning experience in school science teaching.
So to achieve the goals of the science curriculum, there was a need
to enhance the diagnostic study of the science laboratory
environment. Thus, the general purpose of this study was to
investigate the nature of the laboratory dynamics and determine the
dominant types of variables existing in a science laboratory. The
study also sought to investigate the relationships between variables
such as lesson structures, class setting, student interactions and
student behaviours in a science laboratory. Besides that, the
researcher attempted to examine the relationship between the
above variables and student acquisition of science process skills.
Hence, a conceptual framework based on an adapted causal model p roposed by Pizzini and Sherpardson (1992) was used In the study
