Development and validation of short forms of some instruments measuring student perceptions of actual and preferred classroom learning environment

Fraser, Barry J.; Fisher, Darrell

doi:10.1002/sce.3730670114

Cited by 54 publications

(45 citation statements)

References 40 publications

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“…ICEQ was selected from several other similar instruments because of its simplicity and parsimony. These scales have reliability coefficients of 0.78, 0.67, 0.83, 0.75 and 0.78 respectively (Fraser & Fisher, 1983). A cross-validation of ICEQ using a Nigerian sample produced test-retest reliability coefficient of 0.71 for personalization, 0.69 for participation, 0.76 for independence, 0.778 for investigation and 0.67 for differentiation, and a composite reliability coefficient of 0.73.…”

Section: Instrumentationmentioning

confidence: 98%

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Nature of classroom environment and achievement in integrated science: A test of efficacy of a constructivist instructional strategy

Igwebuike¹,

Oriaifo

2012

IJRSET

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Results of several studies on the relationship between science students' perceptions of their classroom environments and their cognitive and affective achievements indicate strong association between the perceptions and the achievements. While this underscores the need for more effective relations in the classrooms, the issue of the effectiveness of some contemporary instructional strategies for teaching science in different classroom environments has not been addressed. This study, therefore, sought to find out if the constructivist instructional strategy can enhance cognitive and affective achievements of students in non-conducive environments. A total of 100 (57 boys, 43 girls) junior secondary two (grade 8) students participated in this experiment. Two instruments-the Cognitive Achievement Test and the Affective Achievement Test-were used in pre and post-test administration to measure the treatment effect on cognitive and affective achievements, respectively. Findings do not support the stand that the constructivist instructional strategy is more effective than the traditional (expository) teaching strategy for improving cognitive achievement. But with respect to affective achievement, the evidence supports the use of the constructivist strategy for instruction in non-conducive classroom environment. Implications of the study are discussed and recommendations given.

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Section: Instrumentationmentioning

confidence: 98%

“…The short from of the questionnaire was designed and developed by Fraser & Fisher (1983). It has the following scales: Personalization, Participation, Independence, Investigation and Differentiation.…”

Section: Instrumentationmentioning

confidence: 99%

Nature of classroom environment and achievement in integrated science: A test of efficacy of a constructivist instructional strategy

Igwebuike¹,

Oriaifo

2012

IJRSET

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“…The dimensions of the ICEQ help to distinguish an individualized classroom from a classroom that is typically taught using whole-group methods. The short 25-item form was administered to the two samples for easy scoring (Fraser, 1982(Fraser, , 1990Fraser & Fisher, 1983).…”

Section: Instrumentsmentioning

confidence: 99%

Evaluation of an Innovative Mathematics Program in Terms of Classroom Environment, Student Attitudes, and Conceptual Development

Spinner

Fraser

2005

Int J Sci Math Educ

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Dull classroom environments, poor students' attitudes and inhibited conceptual development led to the creation of an innovative mathematics program, the Class Banking System (CBS), which enables teachers to use constructivist ideas and approaches. To assess the effectiveness of the CBS, the Individualised Classroom Environment Questionnaire (ICEQ), Constructivist Learning Environment Survey (CLES), Test of MathematicsRelated Attitudes (TOMRA), and concept map tests were administered to two groups of fifth-grade students as pretests and posttests over an academic year. To enrich the data collected from those questionnaires, three case studies (one for the experimental group and two for the control group) were undertaken based on observations and interviews of selected students. Relative to non-CBS students, CBS students experienced more favorable changes in terms of mathematics concept development, attitudes to mathematics, and perceived classroom environments on several dimensions of the CLES (e.g., Personal Relevance, Shared Control) and the ICEQ (e.g., Participation and Differentiation). Qualitative information based on classroom observations and student interviews reinforced and enriched the patterns of results obtained from the concept test and questionnaires. Marshall (1990) and Hand (1996) recommend that teachers should move away from being authority figures who have status and power to become more like facilitators. Business leaders have called for graduates who can work as team members to solve problems, and therefore for a curriculum that provides students with opportunities to collaborate, solve problems, and construct understandings. The Class Banking System (CBS) is an interactive elementary mathematics program that uses constructivist approaches. The experiences that students encounter through this 10-month program have been designed to enhance the teaching/learning environment and their attitudes and conceptual development. The CBS emphasizes learning with understanding, rather than the coverage of content, rote learning and obtaining correct answers, and it requires students to collaborate with other classmates. The purpose of our research was to investigate whether using the innovative CBS mathematics program provides students with an improved classroom environment, attitudes, and concep-

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“…Research suggests that making the environment more congruent with pupil needs, is another way of improving learning outcomes. Fraser and Fraser (1983). Teachers can make changes over time and use the inventories to evaluate changes in the extent to which there is a discrepancy between how pupils would like their classroom environment to be, and how they perceive it actually is.…”

Section: F the Matthew Effect In Readingmentioning

confidence: 99%

Psychological Assessment: A change of emphasis

Frederickson

Webster²,

Wright³

1991

Educational Psychology in Practice

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Development and validation of short forms of some instruments measuring student perceptions of actual and preferred classroom learning environment

Cited by 54 publications

References 40 publications

Nature of classroom environment and achievement in integrated science: A test of efficacy of a constructivist instructional strategy

Nature of classroom environment and achievement in integrated science: A test of efficacy of a constructivist instructional strategy

Evaluation of an Innovative Mathematics Program in Terms of Classroom Environment, Student Attitudes, and Conceptual Development

Psychological Assessment: A change of emphasis

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