The nature of Chinese Language classroom learning environments in Singapore secondary schools |
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Authors: | Siew Lian Chua Angela F L Wong and Der-Thanq V Chen |
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Institution: | (1) Computer Science Department, St. Andrew’s Junior College, No. 55 Potong Pasir Avenue 1, Singapore, 358389, Singapore;(2) Learning Sciences and Technologies Academic Group, National Institute of Education, Nanyang Technological University, No. 1 Nanyang Walk, Singapore, 637616, Singapore;(3) Curriculum, Teaching and Learning Academic Group, National Institute of Education, Nanyang Technological University, No. 1 Nanyang Walk, Singapore, 637616, Singapore |
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Abstract: | 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. |
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