Classroom Psychosocial Environment
Copyright © 2001
NISMED.
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The
Development and Validation of a Classroom Environment Scale for
Filipinos
|
Thelma
C. Rivera |
Mildred
F. Ganaden |
AbstractIntroductionDescription
of the LESConstruction
of the LES
Validation
of the LESField
Testing of the LESReliability
of the LES
The
Factor AnalysisReferencesAppendices
Summary
This article attempts to stimulate and facilitate future research and practical applications involving the psychosocial environment of science classrooms by describing the development of a new and the first instrument suited for Filipinos, the Learning Environment Scale (LES), which assesses 16 dimensions of actual chemistry classes at the high school level. Noteworthy features of the LES include its consistency with the literature, the specific relevance to chemistry classes, and its salience to chemistry teachers and students.
The LES was validated and field tested on a total random sample of 720
high school chemistry students in Quezon City. After factor analysis of
the students' responses to the 76 items of the LES using the Statistical
Analysis System (SAS) computer software, the instrument was found to be
highly reliable and the items have good comparable variances.
It is hoped that science education researchers and science teachers in the Philippines will make use of the LES in pursuing several research and practical applications analogous to those completed successfully in prior classroom environment research in nonlaboratory class settings (Fraser, 1986; Fraser & Walberg, 1991). It is important that Filipino researchers make use of the LES to monitor students' perceptions of their science classes, investigate the impact that different science environments have on student outcomes, and to provide a basis for guiding systematic attempts to improve these learning environments.
AbstractIntroductionDescription
of the LESConstruction
of the LES
Validation
of the LESField
Testing of the LESReliability
of the LES
The
Factor AnalysisReferencesAppendices