Multilevel Investigation of Students’ Self-regulation Processes in Learning Science: Classroom Learning Environment and Teacher Effectiveness

2018 ◽  
Vol 17 (1) ◽  
pp. 89-110 ◽  
Author(s):  
Sündüs Yerdelen ◽  
Semra Sungur
Keyword(s):  
Learning Environment ◽  
Teacher Effectiveness ◽  
Science Classroom ◽  
Self Regulation ◽  
Learning Science ◽  
Classroom Learning Environment ◽  
Classroom Learning

scholarly journals THE EFFECTS OF CLASSROOM LEARNING ENVIRONMENT AND LABORATORY LEARNING ENVIRONMENT ON THE ATTITUDE TOWARDS LEARNING SCIENCE IN THE 21ST-CENTURY SCIENCE LESSONS

2017 ◽  
Author(s):  
Mageswary Karpudewan ◽  
Chong Keat Meng
Keyword(s):  
Learning Environment ◽  
21St Century ◽  
Causal Effects ◽  
Learning Science ◽  
Classroom Learning Environment ◽  
Science Laboratory ◽  
Classroom Learning ◽  
School Students ◽  
Laboratory Learning ◽  
Science Methodology

Purpose – Many students associate science with negative feelings and attitudes which discourage them from continuing with science. This is supported by findings indicating a positive correlation between attitude and achievement. The learning environment is an important construct that influences students’ attitude. Following the claim that attitude is important and the learning environment is the determinant of learners’ attitude, in this study, an attempt is made to investigate the effects of classroom learning environment and laboratory learning environment on students’ attitude towards learning science.   Methodology – Survey research design was used to identify the students’ perception of learning environment and attitude. A total of three sets of questionnaires on science laboratory, classroom learning and attitude towards learning science were administered to 272 (109 males and 163 females) lower secondary school students. Purposive sampling approach was used to identify the samples. Multiple linear regression was used to answer the research questions. Findings – The results show that attitude towards learning science is positively correlated with both classroom learning environment (r =.515) and science laboratory learning environment (r =.526). Both classroom learning environment and science laboratory learning environment are significant predictors of attitude. Cooperation, Equity and Investigation from the WIHIC and Integration, Material Environment and Students Cohesiveness from the SLEI are identified as significant predictors of attitude.   Significance – The findings obtained from this quantitative survey suggest the presence of causal effects among the learning domains. This finding suggests that teachers should seriously consider the causal effects of the domains when designing their teaching strategies to enable the development of 21st-century skills.  

Science Classroom Learning Environments in Afghanistan: Assessment, Effects and Determinants

2019 ◽  
Vol 41 (2) ◽  
pp. 5-23
Author(s):  
Anwar Shah Wafiq Sayed ◽  
Barry J. Fraser
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Student Attitudes ◽  
Science Classroom ◽  
Self Regulation ◽  
Past Research ◽  
Subject Area ◽  
Validity And Reliability ◽  
Classroom Learning ◽  
Classroom Learning Environments

Although the field of classroom learning environments has undergone remarkable expansion and internationalisation, no study in Afghanistan in any subject area or at any educational level has ever adopted a learning environment framework or involved the assessment and investigation of classroom environments. Our study in Afghanistan included seven learning environment scales from the widely-used What Is Happening In this Class? (WIHIC) questionnaire, together with two scales assessing the student attitudes of Enjoyment and Self-regulation. After minor modifications to suit the Afghani context, scales were translated into Dari (one of the two dominant languages in Afghanistan) and then independently back-translated to check the accuracy of the original translation. Analyses of data from 1619 grade 10‐12 science students supported the validity and reliability of the Dari-language scales. Past research in other countries was replicated in Afghanistan in that positive and statistically-significant associations were found between the learning environment and student attitudes. Some consistent patterns of gender differences and school-location differences (urban/rural) were identified.

scholarly journals Investigating Relationships Between Learning Environment Perceptions, Motivation and Self-Regulation for Female Science Students in Abu Dhabi, United Arab Emirates

2021 ◽  
Author(s):  
Jill M Aldridge ◽  
Kate Rowntree
Keyword(s):  
Learning Environment ◽  
United Arab Emirates ◽  
Structural Equation ◽  
Science Classroom ◽  
Self Regulation ◽  
Female Students ◽  
Abu Dhabi ◽  
Government Schools ◽  
Psychosocial Learning Environment ◽  
And Gender

AbstractThe global lack of student motivation towards learning science and gender imbalance in STEM careers provided the impetus for this study, which had two key aims: (1) to examine the influence of female students’ perceptions of the psychosocial learning environment on their motivation towards and self-regulation in science learning,; and (2) to investigate the influence of their reported motivation on their self-regulation of effort. Data were collected from 338 female students in grades 6 to 9 science classes across 16 government schools in Abu Dhabi, in the United Arab Emirates. Structural equation modelling was used to explore the hypothesised relationships, which indicated that there were statistically significant relationships between learning environment perceptions, motivation and self-regulation. The results provide exigent information to both teachers, policy-makers and researchers with regard to the influences of the psychosocial learning environment on female students’ motivation towards science, as well as the influence of motivation towards science on their self-regulatory behaviour within science classroom settings.

scholarly journals EVALUATION OF STUDENTS’ PERCEPTION OF BIOLOGY CLASSROOM LEARNING ENVIRONMENT

2020 ◽  
Vol 5 (36) ◽  
pp. 94-113
Author(s):  
Loh Su Ling ◽  
Pang Vincent ◽  
Denis Lajium
Keyword(s):  
Learning Environment ◽  
Measurement Model ◽  
Female Students ◽  
Background Information ◽  
Classroom Learning Environment ◽  
Classroom Learning ◽  
Biology Teachers ◽  
Male And Female ◽  
Biology Learning ◽  
The Difference

Students’ feedback about their classroom learning environment can be used to provide information about the strengths and problems that need to be addressed. This study assessed the students’ perceptions of their biology learning environment. The difference between male and female students’ perceptions of their learning environment was also investigated. Learning environment instrument What is Happening in this Class (WIHIC) questionnaire was employed to evaluate the perception of 437 Form Four students who took Biology as one of their subjects in a local district. The data were analysed based on the Rasch (1961) measurement model using the Winsteps software. Overall, the students perceived quite favourably on their biology classroom learning environment. Apart from that, there is no difference between the boys and girls in their general perception of the biology classroom learning environment. Further analysis on each scale showed the scales of Students Cohesiveness and Cooperation were perceived positively in the Biology classroom. However, students find it difficult to agree on the scale of Investigation and Involvement. DIF analysis of the items revealed some differences in their perceptions in the scales as well as some of the items between male and female students. Several suggestions were given in the hope of improving and create an effective classroom learning environment. With such feedbacks, Biology teachers and the school administration can strive to improve and create an effective classroom learning environment, provide useful background information for further evaluation phases and inform on the best approach to carry out Biology lessons in the classroom.

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