Science process skills examined in higher education setting: The influence of laboratory classroom environment and learning engagement among Criminology students in General Chemistry

Low proficiency of students’ science process skills is a global problem. This study determined the significance of laboratory classroom environment and learning engagement as predictors of science process skills of criminology students. Predictive-correlational design, total enumeration approach, convenience sampling technique, and multiple linear regression analysis were utilized in this study. There were 514 samples. It was found out that laboratory classroom environment and learning engagement significantly contributed to student science process skills. These results affirm the theory of Social Learning Theory. Future researchers may explore other variables not covered in this study to account the 40.5% variance in the criterion variable. Educational institutions may initiate programs to improve environmental literacy and increase student participation, thereby enhancing students’ science process skills– contributing to the realization of SDG 4.