The Development and Validation of a Classroom Environment Scale for Filipinos
Copyright © 2001
NISMED.
For comments/suggestions, email the webmaster.
Classroom Psychosocial Environment
|
Thelma
C. Rivera |
Mildred
F. Ganaden |
IntroductionLiterature
StudyResearch
DesignThe
Factor Analysis
Results
and DiscussionConclusions
and RecommendationsReferences
Abstract
This study was undertaken to determine what psychosocial variations in chemistry classroom environments exist in selected secondary schools, how different psychosocial learning environments in chemistry classes relate to students’ attitude toward and achievement in chemistry, and how attitude toward chemistry relates to achievement in this subject. Seven hundred twenty (720) high school chemistry students and 36 teachers from 72 classes in 12 big schools in Quezon City were involved in the study. Three researcher-made instruments were used. These were the Learning Environment Scale (LES) to assess the classroom environment, Attitude Toward Chemistry Scale (ATCS) to assess the students’ attitude toward chemistry, and the Chemistry Achievement Test (CAT), which aimed to assess the students’ achievement in chemistry. The factor analyses of the students’ responses to the 76 items of the Learning Environment Scale (LES) and responses to the 20 items of the Attitude Toward Chemistry Scale (ATCS) yielded 7 LES factors and 2 attitude factors, respectively. All the seven LES factors are directly related to the attitude factors. Five were found to be good predictors of chemistry achievement.
IntroductionLiterature
StudyResearch
DesignThe
Factor Analysis
Results
and DiscussionConclusions
and RecommendationsReferences