Environment‐‐Attitude Associations in the Chemistry Laboratory Classroom

Wong, Angela F. L.; Fraser, Barry J.

doi:10.1080/0263514960140107

Cited by 88 publications

(58 citation statements)

References 28 publications

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“…These results replicate the findings of previous studies using the SLEI (Giddings & Fraser, 1990) and a modified form of the SLEI, the Chemistry Laboratory Environment Inventory (CLEI) (Wong & Fraser, 1996), which showed that students prefer a more positive learning environment with regard to all five scales of the SLEI.…”

Section: The Laboratory Learning Environmentsupporting

confidence: 92%

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Interpersonal Behavior, Laboratory Learning Environments, and Student Outcomes in Senior Biology Classes

Henderson

Fisher

Fraser

2000

J. Res. Sci. Teach.

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The purpose of this study was to investigate associations between students' perceptions of their biology teachers' interpersonal behavior and their laboratory learning environments and their attitudinal, achievement, and performance outcomes. A sample of 489 students from 28 senior biology classes in eight schools in Tasmania, Australia completed the Questionnaire on Teacher Interaction (QTI) and the Science Laboratory Environment Inventory (SLEI). Responses to two attitude questionnaires, achievement on an external written examination, and performance in laboratory practical tests were used as student outcome measures. Statistical analyses supported the reliability and validity of the QTI and the SLEI when used with senior secondary biology students. We investigated associations between students' perceptions of teacher behavior and their laboratory learning environment with student outcomes, including the unique and common contributions of the QTI and SLEI to variance in student outcomes. Associations with students' perceptions of the learning environment were stronger for the attitudinal outcomes than for the cognitive or practical skills outcomes. Some commonality between the QTI and SLEI scales was found in their contributions to the variance in attitudinal outcomes, but not in their contributions to variance in cognitive and practical skill outcomes.

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Section: The Laboratory Learning Environmentsupporting

confidence: 92%

“…Previous research has indicated differences between students' perceptions of their actual environment and their ideal or preferred environment (e.g., Fraser, 1991;Wong & Fraser, 1996). Therefore, in keeping with this line of research, differences between biology students' actual and preferred learning environments were explored in this study.…”

mentioning

confidence: 95%

Interpersonal Behavior, Laboratory Learning Environments, and Student Outcomes in Senior Biology Classes

Henderson

Fisher

Fraser

2000

J. Res. Sci. Teach.

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“…With the exception of these two scales, it would appear that male and female students prefer similar e-learning environments. Overall, the results suggest that girls perceive a more positive classroom environment than boys, thus replicating earlier studies (Fisher, Henderson, & Fraser, 1997;Henderson, Fisher, & Fraser, 2000;Wong & Fraser, 1996). …”

Section: Differences In Gender Perceptions Of E-learning Environmentssupporting

confidence: 78%

Development, validation and use of the Online Learning Environment Survey

Trinidad

Aldridge

Fraser

2005

AJET

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This article reports the development, validation and use of a survey for assessing students' perceptions of their e-learning environments. The Online Learning Environment Survey (OLES) was administered to 325 students, 131 in Australia and 194 in Hong Kong. The data were analysed to examine 1) the reliability and validity of the survey, 2) differences between the perceptions of a) students' actual and preferred environment, b) students and their teacher and c) male and female students and 3) whether associations exist between students' perceptions of their e-learning environment and their enjoyment of e-learning. In addition to quantitative data, unstructured interviews were used to provide a more in depth understanding of the e-learning environments created. These data provide valuable feedback to educators working in e-learning environments to help teachers to evaluate the effectiveness of the environment and to make adjustments and improvements as required. ObjectivesCreating, maintaining and working in e-learning environments is challenging and, to date, there has been little evaluation of the quality of such learning environments. This study aimed to provide educators with a tool that could be used to obtain feedback on students' perceptions of their e-learning environments.The objectives of the study were:1. To validate the Online Learning Environment Survey (OLES) as a tool to provide educators with information about students' perceptions of e-learning environments.2. To use the new questionnaire in investigating differences between the perceptions of: a. students' actual and preferred e-learning environment; b. male and female students; and c. teachers and students.

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“…Studies conducted in Indonesia by Margianti, Fraser, and Aldridge (2001), Singapore (Fraser & Chionh, 2000;Goh & Fraser, 1998) and Brunei (Riah & Fraser, 1998) confirmed this general view. Research by Wong and Fraser (1996) in Singapore and Henderson focussed specifically on the relationshi~ between science classroom environments and attitudinal outcomes.…”

Section: Classroom Environmentmentioning

confidence: 99%

Classroom Environment, Students' Perceptions of Assessment, Academic Efficacy and Attitude to Science: A Lisrel Analysis

Dorman

Fisher

Waldrip

2006

Contemporary Approaches to Research on Learning Environments

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This chapter reports a study linking students' perceptions of learning environments and assessment with academic efficacy and attitude to science in Australian secondary schools. Five scales of the What Is Happening In this Class questionnaire were used to assess the learning environment. A specially validated instrument, the Students' Perceptions of Assessment Questionnaire assessed five assessment characteristics: Congruence with Planned Learning, Authenticity, Student Consultation, Transparency and Diversity. Scales to assess attitude to science and one academic efficacy scale were employed as outcome measures. MUltiple regression and structural equation modelling with LISREL 8.3 were used to study relationships among these variables and the extent to which a postulated model fitted the data. Results showed that classroom environment and student perceptions of assessment were significant positive predictors of academic efficacy and attitude to science.

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Environment‐‐Attitude Associations in the Chemistry Laboratory Classroom

Cited by 88 publications

References 28 publications

Interpersonal Behavior, Laboratory Learning Environments, and Student Outcomes in Senior Biology Classes

Interpersonal Behavior, Laboratory Learning Environments, and Student Outcomes in Senior Biology Classes

Development, validation and use of the Online Learning Environment Survey

Classroom Environment, Students' Perceptions of Assessment, Academic Efficacy and Attitude to Science: A Lisrel Analysis

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