Parent and student perceptions of classroom learning environment and its association with student outcomes

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.     

The nature of Chinese Language classroom learning environments in Singapore secondary schools

This article reports findings from a classroom environment study which was designed to investigate the nature of Chinese Language classroom environments in Singapore secondary schools. We used a perceptual instrument, the Chinese Language Classroom Environment Inventory, to investigate teachers’ and students’ perceptions towards their Chinese Language classroom learning environments using six dimensions, namely, Student Cohesiveness, Teacher Support, Involvement, Cooperation, Task Orientation and Equity. The investigation was carried out using a sample of 1,460 secondary three (Grade 9) students from 50 Chinese Language classes in 25 Singapore government secondary schools. The nature of the Chinese Language classroom learning environments was interpreted from analyses of the perception scores obtained, as well as from various comparisons of the perception scores between different groups. Although both the Chinese Language teachers and students perceived their present classroom learning environments positively, they would like improvements in all the six dimensions of the classroom learning environments under investigation. Also teachers perceived a more positive classroom learning environment than their students in the same class. In addition, female students perceived their actual and preferred classroom environments more positively than their male counterparts.     

Using a New Learning Environment Questionnaire for Reflection in Teacher Action Research

This article reports the development, validation and use of an instrument designed to provide teachers with feedback information, based on students’ perceptions, about their classroom environments. The instrument was developed to provide teachers with feedback that they could use to reflect on their teaching practices and, in turn, guide the implementation of strategies to improve their learning environments. To determine the validity and reliability of the new instrument, data from 2043 grade 11 and 12 students from 147 classes in 9 schools were analysed. The Rasch model was used to convert data collected using a frequency response scale into interval data that are suitable for parametric analyses. During an action research process, reflective journals, written feedback, discussions at a forum and interviews with eight teachers helped to illuminate the processes used by teachers during action research. This article reports the views of these teachers in general and examines more closely how one of the teachers used student responses to the learning environment questionnaire as a tool for reflection and as a guide in transforming her classroom environment. This case study helped us to gauge the extent to which action research based on students’ perceptions of the learning environment was useful in guiding teachers’ improvements of their classroom learning environments.     

Learning environment profiles of Turkish secondary biology classrooms

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.     

Investigating the Relationships Among Elementary School Students’ Epistemological Beliefs, Metacognition, and Constructivist Science Learning Environment

The research questions addressed in this study were: what types of epistemological beliefs do elementary students have; what types of metacognition do elementary students have; and what are the relationships among students’ perceived characteristics of constructivist learning environment, metacognition, and epistemological beliefs. A total of 626 students enrolled in sixth, seventh, and eight grades of nine elementary public schools located in Ankara, Turkey constituted the participants of this study. Constructivist learning environment survey (CLES), Junior metacognitive awareness inventory (Jr. MAI), and Schommer epistemological belief questionnaire (EB) were administered to students. Factor Analysis of Jr. MAI revealed both knowledge of cognition and regulation of cognition items were loaded into one factor. Confirmatory factor analysis of EB revealed a four factor structure namely innate ability, quick learning, omniscient authority, and certain knowledge. Regression analyses revealed that metacognition and omniscient authority were significant predictors of personal relevance dimension of CLES. Metacognition was found as the only predictor of the student negotiation. Innate ability and metacognition significantly contributed to uncertainty. This study revealed that the elementary students with different mastery levels hold different epistemological beliefs and multi-faceted nature of elementary school students’ metacognition was seemed to be supported with this study. It was found that metacognition contributed to model more than epistemological beliefs for all three dimensions of CLES.     

A Cross-National Study of Secondary Science Classroom Environments in Australia and Indonesia

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.     

Learning environment, attitudes and conceptual development associated with innovative strategies in middle-school mathematics

This study of middle-school students in California focused on the effectiveness of using innovative teaching strategies for enhancing the classroom environment, students’ attitudes and conceptual development. A sample of 661 students from 22 classrooms in four inner city schools completed modified forms of the Constructivist Learning Environment Survey (CLES), What Is Happening In this Class? (WIHIC) questionnaire and Test of Mathematics Related Attitudes (TOMRA). Data analyses supported the factor structure, internal consistency reliability, discriminant validity and the ability to distinguish between different classes for these questionnaires when used with middle-school mathematics students in California. The effectiveness of the innovative instructional strategy was evaluated in terms of classroom environment and attitudes to mathematics for the whole sample, as well as for mathematics achievement for a subgroup of 101 students. A comparison of an experimental group which experienced the innovative strategy with a control group supported the efficacy of the innovative teaching methods in terms of learning environment, attitudes and mathematics concept development. Also associations were found between perceptions of classroom learning environment and students’ attitudes to mathematics and conceptual development.     

The Application of Student Portfolios in Primary-Intermediate and Self- Contained-Multiage Team Classroom Environments: Implications for Instruction,Learning, and Assessment

Portfolios have gained wide acceptance as a learning and assessment tool. Yet, little research has been reported on the practices of teachers who are actually using portfolios within their classrooms and how those practices are moderated by contextual variables. This research examined the instructional, learning, and assessment roles of student portfolios and explored, from the perspective of the classroom teacher, variations in portfolio applications associated with teaching level (primary vs. intermediate) and classroom environment (self-contained vs. multiage-teaming).

Kindergarten through Grade 5 teachers in 13 elementary schools completed a survey questionnaire regarding the instructional and assessment uses to which portfolios are put within their classrooms. To further examine for patterns of portfolio use, a subset of teachers was interviewed to explore the perceptions that teachers hold about the impact of student portfolios on themselves and on their students. The results suggest that Kindergarten through Grade 5 teachers make deliberate decisions regarding uses of their students' portfolios, decisions that appear heavily impacted by the maturity or skill level of the child, the purposes of the application, and the classroom environment within which the application occurs. They also depend on whether the portfolio product is in a formative state (working portfolio) or final state (performance portfolio).     

Changing Primary Students’ Perceptions of Teacher Interpersonal Behaviours in Science

The paper reports on part of a large-scale study aimed at examining students’ perceptions of teacher–student interactions. This paper will report on a study utilising mixed methodology in 12 Queensland primary classrooms. After the students’ perceptions were established, the teachers, through a consultative process, developed strategies to change the students’ perceptions of their classroom over a 3 month period. The paper reports on what strategies these teachers utilised and what changes in students’ perceptions resulted. The classroom teachers were interviewed about the change in students’ perceptions, what changes they had sought to promote in their classrooms, and what they felt had been achieved in their classrooms. The study found that students were able to articulate what changes the teacher had implemented, what their reaction was to these changes and their perception of the classroom environment as a result of these implemented strategies.     

Student gender, school size and changing perceptions of science learning environments during the transition from primary to secondary school

This study investigated students’ perceptions of the generalist learning environment of the primary school compared to their perceptions of the specialist science learning environment of secondary school. The role of student gender and change in school size as influencing factors on changes in students’ perceptions across primary to secondary transition were especially considered. The same students’ perceptions of the learning environment were collected in the final stages of primary school and again after their initial term in secondary school. Insights were gained into how students’ perceptions of learning environment changed during their first exposure to specialised science learning environments and teachers, and how these changes in perceptions during transition depended upon school size and student gender. Both school size and student gender were found to be influencing factors for changes in some learning environment dimension perceptions.     

Secondary school students’ perceptions of teacher–student interaction and students’ attitudes towards project work

Project work (PW) provides one of the pathways for students’ self-inquiry learning and collaboration in Singapore schools. In this context, PW teachers function as facilitators. This study investigated quantitatively how a group of 270 secondary-school students (aged 14 years) perceived their seven PW teacher-facilitators’ face-to-face interactions with students based on the Questionnaire on Teacher Interaction (QTI), and whether their perceptions of teacher–student interaction during PW classrooms were related with their attitudes towards PW learning as a whole. Seven out of eight QTI scales were associated with Enjoyment of Project Work Lessons and two QTI scales were associated with Attitude to Inquiry in Project Work. The findings are discussed in terms of how teachers who function as facilitators can translate their interpersonal behaviours into effective teaching strategies for communicating with students and facilitating students’ learning in PW classrooms.     

Science Teacher Learning of MBL-Supported Student-Centered Science Education in the Context of Secondary Education in Tanzania

Science teachers from secondary schools in Tanzania were offered an in-service arrangement to prepare them for the integration of technology in a student-centered approach to science teaching. The in-service arrangement consisted of workshops in which educative curriculum materials were used to prepare teachers for student-centered education and for the use and application of Microcomputer Based Laboratories (MBL)—a specific technology application for facilitating experiments in science education. Quantitative and qualitative data were collected to study whether the in-service arrangement impacted teacher learning. Teacher learning was determined by three indicators: (1) the ability to conduct MBL-supported student centered science lessons, (2) teachers’ reflection on those lessons and (3) students’ perceptions of the classroom environment. The results of the research indicate that the teachers’ were able to integrate MBL in their science lessons at an acceptable level and that they were able to create a classroom environment which was appreciated by their students as more investigative and open-ended.     

Changes in Learning Environment during the Transition from Primary to Secondary School

The study used learning environment variables in investigating changes occurring as students transfer from primary to secondary school, including the role of student sex and school size pathway as influencing factors in changes in learning environment perceptions. The My Class Inventory (MCI) and Questionnaire on Teacher Interaction (QTI) were used in two data-gathering stages, one in the penultimate month of primary schooling and the other in the fourth month of secondary schooling. The sample comprised 1500 students from 47 feeder primary schools and 16 linked secondary schools. The primary schools ranged from very small isolated country schools to larger city schools with hundreds of students. Five different school size transition pathways were defined for analysis: small-to-medium, medium-to-medium, small-to-large, medium-to-large and ‘within-school’ (involving schools with a K-10 structure, but with separate primary and secondary school sites within the same campus). Although the classroom climate in secondary schools was perceived more favourably than in primary schools (especially in terms of less friction and competitiveness), the quality of teacher-student interaction was perceived to deteriorate on most dimensions assessed by the QTI (e.g. a reduction in teachers' leadership, helping/friendly, understanding and student responsibility/freedom behaviours). But changes in environment perceptions across transition varied with student sex and school size pathway. For example, perceptions of class satisfaction across transition deteriorated for girls, but improved for the boys. The findings have implications for administrators and teachers, particularly those with a role within the ‘middle school’ years. This revised version was published online in July 2006 with corrections to the Cover Date.     

Learning Environment and Attitudes Associated with an Innovative Science Course Designed for Prospective Elementary Teachers

This study assessed the effectiveness of an innovative science course for improving prospective elementary teachers’ perceptions of laboratory learning environments and attitudes towards science. The sample consisted of 27 classes with 525 female students in a large urban university. Changing students’ ideas about science laboratory teaching and learning and creating more positive attitudes towards science were accomplished by using a guided open-ended approach to investigations, together with instructors who used cooperative learning groups to create a supportive environment. Ideas and attitudes prior to the course were assessed using a questionnaire focusing on the students’ previous science laboratory courses, and these were compared to data collected at the end of the course. Students reported large and statistically significant improvements on all seven scales assessing the laboratory learning environment and attitudes towards science. The largest gains were observed for Open-Endedness and Material Environment (with effect sizes of 6.74 and 3.82 standard deviations, respectively). An investigation of attitude-environment associations revealed numerous positive and statistically significant associations in both univariate and multivariate analyses. In particular, the level of Instructor Support was the strongest independent predictor of student attitudes at two levels of analysis.     

Comparison of students’ perceptions of their teaching–learning environments in three professional academic disciplines: A valuable tool for quality enhancement

The present study explored differences in students’ perceptions of their teaching–learning environments in three professional academic disciplines at the University of Helsinki, using a modified version of the Experiences of Teaching & Learning Questionnaire. A total of 426 first-year students from the Faculties of Law, Pharmacy and Veterinary Medicine participated in the study. When six scales measuring students’ perceptions of their teaching–learning environments were devised, veterinary and pharmacy students experienced their teaching–learning environment more positively than law students. Significant differences in students’ perceptions were found between disciplines on the four scales of Alignment, Staff Enthusiasm and Support, Constructive Feedback and Support from Other Students. Comparisons between the disciplines helped in recognising special features of each discipline from novice students’ points of view. The questionnaire was found to provide valuable information about the quality of teaching and learning.     

New dimensions in the classroom climate

The focus of this study was the classroom climate for Grades 4, 5 and 6 students during mathematics classes in elementary schools in the Arab sector in Israel. The study included 3,786 Arab students. The use of a questionnaire indicated that five major factors related to classroom climate were Satisfaction and Enjoyment, Teacher–Student Relationships, Gender Inequality and Tension, Student–Student Relationships, and Competitiveness. Students were found to be happy, satisfied and to have a sense of unity. Discipline was a ‘sacred’ value that could not be disregarded. Rules and regulations, obedience and respect were integral components of satisfaction and enjoyment. The teacher–student relationship was positive, warm and supportive. The student–student relationship was fairly satisfactory. A feeling of social cohesion and belonging, mutual help and consideration pervaded the classroom. Students were polite to each other and disputes were rare. Low levels were perceived for Competitiveness and the desire for students to be first, achieve high marks and compete for teacher attention.     

New Learning Environments and Constructivism: The Students’ Perspective

Research into students’ perceptions of their learning environments reveals the impact of these perceptions on the way students cope with these learning environments. Consequently, students’ perceptions affect the results of their learning. This study aims to investigate whether students in a new learning environment (NLE) perceive it to be more constructivist when compared with the perceptions students have of a conventional lecture-based environment. Using a questionnaire consisting of seven key factors of constructivist learning environments, the results show that students in the NLE perceive it to be more constructivist when compared to the perceptions of students in a conventional lecture-based environment. The difference was statistically significant for four of the seven factors. According to the effect size, as measured by the d-index, the difference in perception between the two groups was greatest for the factor ‘conceptual conflicts and dilemmas’. in final form: 31 May 2005     

Interpersonal teacher behaviour in primary school classrooms: A cross-cultural validation of a Greek translation of the Questionnaire on Teacher Interaction

The present study investigated the psychometric properties of a Greek translation of the Questionnaire on Teacher Interaction Primary (G-QTIP). A sample of 273 primary school students from 17 Grade 5 and 6 classes in Cyprus public schools, as well as their teachers, participated in the study. Students completed a self-report questionnaire consisting of demographic questions and the G-QTIP. Teachers also rated students’ academic achievement in language and mathematics. The study also investigated the effects of students’ demographics and academic achievement on their perceptions. Confirmatory factor analysis supported the a priori structure of the instrument, but with a reduced number of items and with the removal of the Uncertain scale. In general, the G-QTIP is valid and reliable for use in Greek-speaking contexts.     

Perceptual Influence of Ugandan Biology Students’ Understanding of HIV/AIDS

In Uganda, curbing the spread of HIV/AIDS has largely depended on public and private media messages about the disease. Media campaigns based on Uganda’s cultural norms of communication are metaphorical, analogical and simile-like. The topic of HIV/AIDS has been introduced into the Senior Three (Grade 11) biology curriculum in Uganda. To what extent do students’ pre-conceptions of the disease, based on these media messages influence students’ development of conceptual understanding of the disease, its transmission and prevention? Of significant importance is the impact the conceptions students have developed from the indirect media messages on classroom instruction on HIV/AIDS. The study is based in a theoretical framework of conceptual change in science learning. An interpretive case study to determine the impact of Ugandan students’ conceptions or perceptions on classroom instruction about HIV/AIDS, involving 160 students aged 15–17, was conducted in four different Ugandan high schools: girls boarding, boys boarding, mixed boarding, and mixed day. Using questionnaires, focus group discussions, recorded biology lessons and informal interviews, students’ preconceptions of HIV/AIDS and how these impact lessons on HIV/AIDS were discerned. These preconceptions fall into four main categories: religious, political, conspiracy and traditional African worldviews. Results of data analysis suggest that students’ prior knowledge is persistent even after biology instructions. This has implications for current teaching approaches, which are mostly teacher-centred in Ugandan schools. A rethinking of the curriculum with the intent of offering science education programs that promote understanding of the science of HIV/AIDS as opposed to what is happening now—insensitivity to misconceptions about the disease—is needed.