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1.
Jeffrey P. Dorman 《Educational studies》2008,34(4):299-308
Students’ perceptions of actual and preferred classroom environment were investigated using the What is happening in this class? questionnaire (WIHIC). The WIHIC assesses seven classroom environment dimensions: student cohesiveness, teacher support, involvement, task orientation, investigation, cooperation and equity. A sample of 978 secondary school students from 63 classes in Queensland responded to the WIHIC. For each item on the WIHIC, students recorded their perceptions of the actual (or real) and preferred (or ideal) classroom environment. Results revealed that statistically significant differences between actual and preferred environments, and that the gap between actual and preferred environment was smaller for more positive classroom environments. 相似文献
2.
Quek Choon Lang Angela F. L. Wong Barry J. Fraser 《Research in Science Education》2005,35(2-3):299-321
This study investigated the chemistry laboratory classroom environment, teacher–student interactions and student attitudes
towards chemistry among 497 gifted and non-gifted secondary-school students in Singapore. The data were collected using the
35-item Chemistry Laboratory Environment Inventory (CLEI), the 48-item Questionnaire on Teacher Interaction (QTI) and the
30-item Questionnaire on Chemistry-Related Attitudes (QOCRA). Results supported the validity and reliability of the CLEI and
QTI for this sample. Stream (gifted versus non-gifted) and gender differences were found in actual and preferred chemistry
laboratory classroom environments and teacher–student interactions. Some statistically significant associations of modest
magnitude were found between students' attitudes towards chemistry and both the laboratory classroom environment and the interpersonal
behaviour of chemistry teachers. Suggestions for improving chemistry laboratory classroom environments and the teacher–student
interactions for gifted students are provided. 相似文献
3.
Charles Opolot-Okurut 《Learning Environments Research》2010,13(3):267-277
This article reports a study of secondary students’ perceptions of mathematics classroom learning environment and their associations with their motivation towards mathematics. A sample of 81 students (19 male and 62 female) in two schools were used. Student perceptions of the classroom environment were assessed using a modified What Is Happening In this Class? (WIHIC) questionnaire. Associations between student perceptions of the learning environment and motivation towards mathematics were examined using simple correlation and multiple regression analyses. The results of the t tests for independent samples indicated a statistically significant difference in student perceptions between different school types. Student perceptions on some of the modified WIHIC scales were statistically significantly associated with student motivation. The results suggest that teachers wishing to improve student motivation towards mathematics, in general, should emphasise the learning environment dimensions that are assessed by the WIHIC. The findings have implications for teachers of mathematics and head teachers, particularly those in secondary schools. 相似文献
4.
We investigated students’ perceptions of their science classroom environments with the use of the What Is Happening In this Class? (WIHIC) questionnaire at the university level in Myanmar. The translated questionnaire was administered to 251 students in first-year science classes at a university. Both exploratory factor analysis and confirmatory factor analysis supported the reliability and factorial validity of the Myanmar version of the WIHIC. The constructs of the WIHIC were significantly correlated, but gender differences were not detected in correlations between WIHIC scales. Future research is needed to see if our Myanmar version of the WIHIC fits other samples in schools and universities in this context. It is also suggested that future studies include measures of student attitudes and academic achievement to permit investigation of associations between the learning environment and student outcomes in this country. 相似文献
5.
The purpose of this study was to survey a sample of high school students in Hawaii and Singapore about what they perceive to be helpful aspects of classroom environments in their learning of science and humanities subjects. The What Is Happening In this Class? (WIHIC) questionnaire was administered in the fall of 2003 to 73 high school students in Hawaii and 70 high school students in Singapore. These students were asked to respond to statements that focused on their actual and preferred environments in science and humanities classes for the three dimensions of learning environments of student cohesiveness, student involvement, and task orientation in the actual and preferred classroom. Principal component analyses were conducted separately for the data collected in the science and the humanities classes to make sure that the questions represented the anticipated factors in each of these two subject areas. A three-way multivariate analysis of variance was also conducted for all three dimensions of learning environments for differences in scores on items in the WIHIC questionnaire for the actual classroom subtracted from scores for the preferred learning environment. Results of this test revealed that the primary difference between students in high schools in Hawaii and Singapore was that students in the high schools in Hawaii wanted more student cohesiveness and involvement than the students in high schools in Singapore regardless of the subject. Another interesting finding was in the dimension of task orientation, for which the interaction between student nationality and subject was statistically significant. 相似文献
6.
This article reports the development, translation, validation and application of a modified Arabic version of a modified form of the What Is Happening In this Class? (WIHIC) questionnaire. When parallel Arabic and English versions of this questionnaire were field tested with a sample of 763 college students in 82 classes, the WIHIC exhibited sound factorial validity and internal consistency reliability for both its actual and preferred forms, and the actual form differentiated between the perceptions of students in different classrooms. Comparison of students’ scores on actual and preferred forms of the questionnaires revealed that students preferred a more positive classroom environment on all scales. 相似文献
7.
Perry den Brok Sibel Telli Jale Cakiroglu Ruurd Taconis Ceren Tekkaya 《Learning Environments Research》2010,13(3):187-204
The purposes of this study were to examine how Turkish students perceived their biology classroom environment, how their perceptions
compared to those of students in other countries, and what classroom learning environment profiles could be discerned in Turkish
high school biology classrooms. Data were gathered from 1,474 high school students in four inner city schools, in Bursa, Turkey.
A total of 11 biology teachers participated in the study with 52 of their classes. Data on students’ perceptions of their
learning environment were collected with the What Is Happening In this Class? (WIHIC) questionnaire. Results indicated that
Turkish classrooms were perceived as being low in terms of Teacher Support and high in terms of Task Orientation. Six distinct
classroom learning environment profiles were found: the ‘self-directed learning classroom’, ‘task-oriented cooperative learning
classroom’, ‘mainstream classroom’, ‘task-oriented individualised classroom’, ‘low-effective learning classroom’ and ‘high-effective
learning classroom’. The most common profile was the ‘mainstream classroom’ for which all WIHIC scales had medium–high scores. 相似文献
8.
Angela Shaw 《Research in Science & Technological Education》2013,31(2):239-240
This paper describes an investigation in Korea of the extent to which a new general science curriculum, reflecting a constructivist view, has influenced the classroom learning environment in grade 10 science. The Constructivist Learning Environment Survey (CLES) was selected for the investigation and translated into Korean. Other objectives of this study were to determine whether the Korean version of the CLES is valid and reliable, differences between students’ perceptions of their actual and preferred learning environment and associations between students’ perceptions of the constructivist learning environment and their attitude to science. The Korean‐language version of the CLES was found to be valid and reliable and grade 10 students did perceive a more constructivist learning environment than grade 11 students who had not been exposed to the new curriculum. This suggested that efforts of curriculum reform had produced some positive effects. Students tended to prefer a more positive environment than what was perceived to be present and statistically significant relationships were found between classroom environment and student attitudes. These relationships suggest that favourable student attitudes could be promoted in classes where students perceive more personal relevance, share control with their teachers and negotiate their learning. 相似文献
9.
Parent and student perceptions of classroom learning environment and its association with student outcomes 总被引：2，自引：2，他引：2
This research is distinctive in that parents’ perceptions were utilised in conjunction with students’ perceptions in investigating
science classroom learning environments among Grade 4 and 5 students in South Florida. The What Is Happening In this Class?
(WIHIC) questionnaire was modified for young students and their parents and administered to 520 students and 120 parents.
Data analyses supported the WIHIC’s factorial validity, internal consistency reliability and ability to differentiate between
the perceptions of students in different classrooms. Both students and parents preferred a more positive classroom environment
than the one perceived to be actually present, but effect sizes for actual-preferred differences were larger for parents than
for students. Associations were found between some learning environment dimensions (especially task orientation) and student
outcomes (especially attitudes). Qualitative methods suggested that students and parents were generally satisfied with the
classroom environment, but that students would prefer more investigation while parents would prefer more teacher support.
The study provides a pioneering look at how parents and students perceive the science learning environment and opens the way
for further learning environment studies involving both parents and students. 相似文献
10.
Science laboratory learning has been lauded for decades for its role in fostering positive student attitudes about science and developing students’ interest in science and ability to use equipment. An expanding body of research has demonstrated the significant influence of laboratory environment on student learning. Further research has demonstrated differences in student perceptions based on giftedness. To explore the relationship between giftedness and students’ perceptions of their learning environment, we examined students’ perceptions of their laboratory learning environment in biology courses, including courses designated for high-achieving versus regular-achieving students. In addition, to explore the relationship between students’ perceptions and the extent of their experience with laboratory learning in a particular discipline, we examined students’ perceptions of their laboratory learning environment in first-year biology courses versus elective biology courses that require first-year biology as a prerequisite. We found that students in high-achieving courses had a more favourable perception of all aspects of their learning environment when compared with students in regular courses. In addition, student perceptions of their laboratory appeared to be influenced by the extent of their experience in learning science. Perceptions were consistent amongst regular- and high-achieving students regardless of grade level. In addition, perceptions of students in first year and beyond were consistent regardless of grade level. These findings have critical applications in curriculum development as well as in the classroom. Teachers can use student perceptions of their learning environment to emphasize critical pedagogical approaches and modify other areas that enable enhancement of the science laboratory learning environment. 相似文献
11.
Barry J. Fraser Jill M. Aldridge F. S. Gerard Adolphe 《Research in Science Education》2010,40(4):551-571
This article reports a cross-national study of classroom environments in Australia and Indonesia. A modified version of the
What Is Happening In this Class? (WIHIC) questionnaire was used simultaneously in these two countries to: 1) crossvalidate
the modified WIHIC; 2) investigate differences between countries and sexes in perceptions of classroom environment; and 3)
investigate associations between students’ attitudes to science and their perceptions of classroom environment. The sample
consisted of 1,161 students (594 students from 18 classes in Indonesia and 567 students from 18 classes in Australia). Principal
components factor analysis with varimax rotation supported the validity of a revised structure for the WIHIC. Two-way MANOVA
revealed some differences between countries and between sexes in students’ perceptions of their classroom environments. Simple
correlation and multiple regression analyses revealed generally positive associations between the classroom environment and
student attitudes to science in both countries. 相似文献
12.
The purpose of this study was to investigate associations between students' perceptions of their biology teachers' interpersonal behavior and their laboratory learning environments and their attitudinal, achievement, and performance outcomes. A sample of 489 students from 28 senior biology classes in eight schools in Tasmania, Australia completed the Questionnaire on Teacher Interaction (QTI) and the Science Laboratory Environment Inventory (SLEI). Responses to two attitude questionnaires, achievement on an external written examination, and performance in laboratory practical tests were used as student outcome measures. Statistical analyses supported the reliability and validity of the QTI and the SLEI when used with senior secondary biology students. We investigated associations between students' perceptions of teacher behavior and their laboratory learning environment with student outcomes, including the unique and common contributions of the QTI and SLEI to variance in student outcomes. Associations with students' perceptions of the learning environment were stronger for the attitudinal outcomes than for the cognitive or practical skills outcomes. Some commonality between the QTI and SLEI scales was found in their contributions to the variance in attitudinal outcomes, but not in their contributions to variance in cognitive and practical skill outcomes. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 37: 26–43, 2000 相似文献
13.
We investigated relationships between students’ perceptions of parental involvement in schooling, their Spanish classroom environment and student outcomes (attitudes and achievement). Modified Spanish versions of the What Is Happening In this Class?, Test of Spanish-Related Attitudes-L1, a parental involvement questionnaire and a Spanish achievement test were administered to 223 Hispanic Grade 4–6 students in South Florida. The factor structure and internal consistency reliability of the questionnaires was supported. Strong associations were found for parental involvement with students’ learning environment perceptions and student outcomes, and for Spanish classroom environment with student outcomes. When the unique and common variances in student outcomes explained by the classroom environment and the home environment were examined, the home environment was more influential than the classroom environment in terms of students’ attitudes, but the classroom environment was more influential than the home environment in terms of achievement. 相似文献
14.
This study of perceptions of classroom environment is distinctive in that, first, it made use of two instruments (the Individualized Classroom Environment Questionnaire and Classroom Environment Scale) which have had very little use in prior science education research and, second, it involved assessment not only of student perceptions of actual environment, but also of student perceptions of preferred environments and teacher perceptions of actual environment. Administration of these instruments to a sample of 2175 junior high school students in 116 classes revealed that the environment scales exhibited satisfactory internal consistency reliability and discriminant validity in each of the three forms (student actual, student preferred, and teacher actual), and that there were some fascinating systematic differences between the profiles of environment scale scores obtained for the different forms. In particular, it was generally found that students preferred a more favorable classroom environment then was perceived as being actually present and that teachers perceived the environment of their classes more favorably than did students in the same classrooms. 相似文献
15.
We investigated relationships between the learning environment and students’ mathematics anxiety, as well as differences between the sexes in perceptions of learning environment and anxiety. A sample of 745 high-school students in 34 different mathematics classrooms in four high schools in Southern California was used to cross-validate the What Is Happening In this Class? (WIHIC) learning environment instrument, together with an updated Revised Mathematics Anxiety Rating scale. Mathematics anxiety was found to have two factorially-distinct dimensions (namely, learning mathematics anxiety and mathematics evaluation anxiety) which yielded different patterns of results for sex differences and anxiety–environment associations. Relative to males, females perceived a more positive classroom environment and more anxiety about mathematics evaluation, but less anxiety about mathematics learning. Some statistically significant associations were found between anxiety and learning environment scales for learning mathematics anxiety but not for mathematics evaluation anxiety. 相似文献
16.
Researchers have reported persuasive evidence that students?? perceptions of their classroom learning environment account for significant variance in cognitive and affective outcomes (e.g. intrinsic motivation, self-concept, liking for particular subjects and students?? intention to drop out). The study reported in this paper investigated the relationship between students?? perceptions of classroom learning environment and motivational achievement goal orientations towards biology and physics, as well as the influence of gender. Participants (N?=?1538) were high school science students from the north-eastern region of Thailand. Our results suggest that motivational goals are linked to differences in students?? perceptions of learning environment and levels of biology and physics classroom anxiety. We found that females adopted significantly higher levels of mastery and performance approach goals towards biology, while males adopted significantly higher levels of mastery and performance approach goals towards physics. Males adopted significantly higher levels of performance avoidance goals towards both biology and physics. Positive associations emerged between gender and the adoption of specific performance goals, perceived degree of competition in biology and physics classrooms, and levels of biology and physics classroom anxiety. These results suggest that motivational goal orientations and perceptions of learning environment are gender-dependent and domain-specific for the two science content areas. 相似文献
17.
Zuhal Okan 《Learning Environments Research》2008,11(1):31-48
Whereas most research on computer-assisted language learning (CALL) tends to rely heavily on the assessment of academic achievement and language learning outcomes, this study involved an evaluation of the psychosocial learning environment in computing laboratories. The What Is Happening In this Class? (WIHIC) and Attitude to Computers and Computing Courses (ACCC) questionnaires were administered to 152 university students undertaking 1-year compulsory education courses in English at the Centre for Foreign Languages (YADIM) at Çukurova University in Turkey. Analysis of data illuminated students’ perceptions of the computer laboratory class as a language learning environment and paved the way for further learning environment studies involving both students and teachers. 相似文献
18.
Tock Keng Lim 《教育心理学》1995,15(2):161-169
Assessment of students’ perceptions of classroom environment and their learning styles provided a framework within which to study factors related to perceptions of students in learning. Two instruments, the Individualized Classroom Environment Questionnaire (ICEQ) and the Learning Style Inventory 1985 (LSI), were administered in Singapore to a stratified random sample of 1733 Secondary 4 students (equivalent to Grade 10) from nine secondary schools (good, average and below average schools). The study showed that school type (the category of schools that the students come from), had the most influence on the students’ perceptions of both actual and preferred classroom environment. Gender had an influence too, but mainly on perceptions of actual classroom environment. Learning styles of students had the least influence. 相似文献
19.
Identifying exemplary science teachers through students’ perceptions of their learning environment 总被引：1，自引：0，他引：1
The purpose of this study was to examine students’ psychosocial perceptions of their science classroom learning environment in order to identify exemplary teachers. This mixed-method study used the valid and reliable What Is Happening In this Class? (WIHIC) questionnaire with over 3,000 middle school students in 150 classrooms in Australia. Exemplary teachers were defined as those whose students’ perceptions were more than one standard deviation above the mean for three of the five scales of Student Cohesiveness, Teacher Support, Involvement, Task Orientation and Equity. The reliability of the WIHIC scales ranged from 0.75 to 0.87. Eta2 showed that the WIHIC was able to distinguish between the perceptions of the students in the classroom. The construct validity of the WIHIC for identifying these exemplary teachers was confirmed through interviews with students and these views are reported in the article. 相似文献
20.
Girls’ attitudes towards mathematics can impact their achievement and career choices in STEM fields. Can the introduction of inquiry-based learning (IBL) in mathematics classes generate positive associations between girls’ perceptions of the learning environment and their attitudes towards mathematics? Based in the United Arab Emirates, this study provided important information about the relationships between learning environment factors central to an inquiry method and student engagement. Data collection involved administering two surveys to female mathematics students (N?=?291) in four schools: one to assess students’ perceptions of the learning environment and another to assess students’ attitudes towards mathematics. Positive and statistically-significant (p?<?.01) associations emerged between learning environment factors important to an inquiry approach and students’ attitudes. These findings provide important information about how IBL might improve girls’ attitudes towards mathematics classes and whether IBL environments are related to their attitudes.
相似文献