Development of a Classroom Environment Scale in Hong Kong

John, Lee Chi-kin; Frances, Lee Lai-mui; Wong, Hin-Wah

doi:10.1076/edre.9.4.317.17813

Cited by 17 publications

(8 citation statements)

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“…Moreover, classroom environment perceptions were found to vary with certain variables such as gender, grade level, type of school, teacher qualification and class size (Kim, Fisher, & Fraser, 2000;LaRocque, 2008;Majeed, Fraser, & Aldridge, 2002). In the study conducted by Lee, Lee, and Wong (2003), primary school students tended to have significantly higher levels of collaboration, teacher support and involvement in the actual classroom environment than those of secondary schools in Hong Kong. On the other hand, in the western part of the United States of America, LaRocque (2008) found that students with lower grades perceived their classroom as more competitive and less cohesive than the students with higher grades, and as students' grade levels increased, they became less satisfied with their classroom environment.…”

Section: Introductionmentioning

confidence: 96%

Pre-service teachers’ achievement and perceptions of the classroom environment in flipped learning and traditional instruction classes

Özüdoğru

Aksu

2019

AJET

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The aim of this study was to investigate whether flipped learning affects pre-service teachers’ achievement and perceptions related to the classroom environment. This experimental study was conducted in the fall semester of 2017–2018 for 11 weeks at a state university in Turkey and included a total of 56 pre-service teachers. An achievement test and a scale were implemented to collect the data. The analyses through descriptive and inferential statistical analysis techniques showed that flipped learning group obtained significantly higher achievement test scores and final grades than the traditional instruction group. On the other hand, being in the flipped learning group or in the traditional group had no significant effect on the pre-service teachers’ perceptions of the classroom environment.

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Section: Introductionmentioning

confidence: 96%

Pre-service teachers’ achievement and perceptions of the classroom environment in flipped learning and traditional instruction classes

Özüdoğru

Aksu

2019

AJET

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“…The published literature on the classroom environment has explained the importance of interaction between teachers and learners and among peers. These studies have unpacked the factors that affect that affect students learning experiences within classroom sitting (John et al, 2003;Kvalsund, 2004;Rutz, 2012;Sortkaer & Reimer, 2018). In Hong Kong, students achieved learning goals that were linked and perceived with the classroom environment (John et al, 2003;Lam et al, 2010;Lau & Lee, 2008).…”

Section: Literature Reviewmentioning

confidence: 99%

“…These studies have unpacked the factors that affect that affect students learning experiences within classroom sitting (John et al, 2003;Kvalsund, 2004;Rutz, 2012;Sortkaer & Reimer, 2018). In Hong Kong, students achieved learning goals that were linked and perceived with the classroom environment (John et al, 2003;Lam et al, 2010;Lau & Lee, 2008). Similarly, in Korean context, teacher interpersonal behavior in classrooms was asserted to be important factors for students' learning (Kim et al, 1999(Kim et al, , 2000.…”

Section: Literature Reviewmentioning

confidence: 99%

Classroom Environment, Teacher, and Girl Students’ Learning Skills

Shoaib

Ullah

2021

Education and Urban Society

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The current research examined the effects of teachers and classrooms environment on girls’ learning skills in girls’ high schools. The main objective of the study was to analyze the classroom as a key academic and learning site in which the nature of interaction between teachers and students and among peers have a strong impact on students’ learning skills. The study covers 271 girl students from four high schools (two government and two private schools) from district Gujrat, Pakistan. A proportionate random sampling technique was employed to draw a sample from the population. A quantitative cross-sectional survey method was conducted. The measurement tool consisted of eight different measurements of teacher, classroom, and learning skills respectively. The study findings reveal that the classroom environment has been positively associated with the learning skills of the girl students. We experiment with different formulations of the dependent and independent variables, taking full advantage of our data and additional analyses using Structural Equation Modeling (SEM), allowed us to better ascertain and quantify the causal pathways in the relationship between classroom and girls’ learning skills in high schools.

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“…Researchers investigated the qualities of the classroom environment according to different grade levels (Lee, Lee & Wong, 2003), subjects (Afari et al, 2013;Chionh & Fraser, 2009;O'Reilly, 1975;Peters, 2013), classroom contexts, type of school (Kim, Fisher & Fraser, 1999;Goh & Fraser, 1995;Wahyudi & Treagust, 2004), teacher qualifications (Fraser, 1987;Nix, Fraser & Ledbetter, 2005) and class size (Baek & Choi, 2002;Fraser, 1980;Fraser & Fisher, 1983;Fraser, 1987;Goh & Fraser, 1995;Kim, Fisher, & Fraser, 2000;Reid & Radhakrishnan, 2003). Lee et al (2003) found that primary school students tended to have significantly higher levels of collaboration, teacher support, and involvement in the actual classroom environment than those of the secondary schools. The study conducted by Fresko, Carmeli and Ben-Chaim (1989) showed that students perceived the classes as more diverse when they were taught by teachers who had received pedagogical training compared to those who have not received any training.…”

Section: Introductionmentioning

confidence: 99%

Assessing the Psychosocial Classroom Environment of Teacher Training Classrooms

Özüdoğru

2020

Sakarya University Journal of Education

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This study aimed to investigate the classroom environment perceptions of pre-service teachers enrolled in different departments of a Faculty of Education and to investigate the relations among classroom environment perceptions of preservice teachers and their course achievement. It was conducted in an education course in the fall semester of the academic year 2017-2018 at a state university. The study was designed according to survey research design and 277 pre-service teachers were chosen according to the convenience sampling method. The data were collected through the "Classroom Environment Perceptions Scale of Pre-Service Teachers (CEPSPT)" analyzed by using descriptive and inferential analysis techniques. The results of the study showed that the departments of pre-service teachers had a significant effect on the perceptions of the classroom environment. Pre-service teachers who enrolled in Classroom Teaching Department perceived classroom environment favorable than those who enrolled in other departments. Moreover, pre-service teachers who enrolled in Elementary School Mathematics Teaching Department perceived the difficulty property of the classroom environment at highest. Finally, several correlations were obtained among the dimensions of the classroom environment and also between the achievement scores of pre-service teachers and their classroom environment perceptions. The findings were discussed in detail concerning classroom environment literature.

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Development of a Classroom Environment Scale in Hong Kong

Cited by 17 publications

References 0 publications

Pre-service teachers’ achievement and perceptions of the classroom environment in flipped learning and traditional instruction classes

Pre-service teachers’ achievement and perceptions of the classroom environment in flipped learning and traditional instruction classes

Classroom Environment, Teacher, and Girl Students’ Learning Skills

Assessing the Psychosocial Classroom Environment of Teacher Training Classrooms

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