Qualitative and Quantitative Landscapes of Classroom Learning Environments

Tobin, Kenneth; Fraser, Barry J.

doi:10.1007/978-94-011-4940-2_36

Cited by 104 publications

(59 citation statements)

References 14 publications

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“…Also our research into learning environments is consistent with a long-standing tradition in this field of obtaining quantitative information through the administration of established questionnaires which assess students' perceptions of their classroom learning environment (Fraser, 1998b). Following recommendations made by Tobin and Fraser (1998), we also collected qualitative information based on observations and interviews and the interpretive techniques suggested by Erickson (1998).…”

Section: Field Of Classroom Environmentmentioning

confidence: 99%

Evaluation of a K–5 Mathematics Program Which Integrates Children’s Literature: Classroom Environment and Attitudes

Mink

Fraser

2005

Int J Sci Math Educ

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ABSTRACT. This article describes a one-year study of 120 fifth grade students whose teachers participated in a program entitled Project SMILE (Science and Mathematics Integrated with Literary Experiences). The purpose of the study was to determine the extent to which the classroom implementation of Project SMILE positively influenced the classroom environment and student attitudes toward reading, writing and mathematics. This was accomplished by, first, facilitating a series of professional development workshops with the teachers and, subsequently, asking these teachers to use the strategies with their students in their elementary school classrooms. The research represents one of the relatively few studies that have employed learning environment dimensions as criteria of effectiveness in the evaluation of educational innovations. Methodologically, our study supported previous research that successfully combined qualitative and quantitative methods of data collection. The learning environment and attitude scales exhibited satisfactory internal consistency reliability and discriminant validity and, additionally, the actual form of most learning environment scales was capable of differentiating between the perceptions of students in different classrooms. The implementation of SMILE was found to have a positive impact on the students of the teachers who participated in the inservice program in that students' attitudes to mathematics and reading improved and there was congruence between students' actual and preferred classroom environment on the scales of satisfaction and difficulty. As well, prior research was replicated in that students' satisfaction was greater in classrooms with a more positive learning environment, especially in terms of student cohesiveness. Finally, qualitative data-gathering methods were used to construct a case study of the mathematics classes of a teacher who attended the SMILE professional development. This case study supported and illuminated the results from the questionnaire survey concerning the effectiveness of Project SMILE in terms of student attitudes and classroom environment.

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Section: Field Of Classroom Environmentmentioning

confidence: 99%

Evaluation of a K–5 Mathematics Program Which Integrates Children’s Literature: Classroom Environment and Attitudes

Mink

Fraser

2005

Int J Sci Math Educ

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“…The present study involved quantitative and qualitative research methods in the collection of data as recommended by Tobin and Fraser (1998) and Erickson (1998). The information gathered from a range of sources was then used to provide a more complete picture of the learning environment, a process described by Denzin and Lincoln (1994) as bricolage.…”

Section: Methodsmentioning

confidence: 99%

“…These two works have spawned many diverse research programs around the world (Fraser, 1994(Fraser, , 1998a. Although earlier work often used questionnaires to assess learning environments, the productive combination of qualitative and quantitative methods is a hallmark of the field today (Tobin & Fraser, 1998).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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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“…Thus, in addressing the second issue, we focus on a small number of individual students for whom both exhibited behaviours and tool mastery -a process-related learning outcome -are observed. Through this combined approach, results are obtained which may be generalisable to larger populations of interest, while a more fine-grained view of learning processes and awareness of the level of agreement between self-reported and exhibited behaviours enable a more robust interpretation of those findings (Tobin & Fraser, 1998 The hypothesis is that students with a more-positive attitude towards mathematics, those with a more-positive attitude towards learning mathematics with computers, and those reporting higher levels of goal-oriented learning behaviours will achieve higher understanding of the function concept from using the computer tool than students with less-positive attitudes and those reporting lower levels of such behaviours. The hypothesis here is that more-positive attitudes will augment levels of exhibited learning behaviours, and that higher learning outcomes will be attained by those students having more-positive attitudes and those exhibiting higher levels of learning behaviours.…”

Section: Research Context Questions and Hypothesesmentioning

confidence: 99%

Effects of attitudes and behaviours on learning mathematics with computer tools

Reed

Drijvers

Kirschner

2010

Computers & Education

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This mixed-methods study investigates the effects of student attitudes and behaviours on the outcomes of learning mathematics with computer tools. A computer tool was used to help students develop the mathematical concept of function. In the whole sample (N = 521), student attitudes could account for a 3.4 point difference in test scores between individuals on a 10-point scale. General attitude towards mathematics positively predicted test scores.However, more able students who were well-disposed towards mathematical computer tools achieved lower scores. Self-reported behaviours were unrelated to test scores. Detailed observation of a small number of students (N = 8) revealed that positive attitudes towards mathematics and mathematical computer tools augmented exhibited learning behaviours, and that both a positive attitude to mathematical computer tools and exhibited learning behaviours benefited tool mastery. Although tool mastery and test scores are intimately related, reflective processes appear to mediate this relationship. Promoting learning with mathematical computer tools needs to take several factors into account, including improving student attitudes, raising levels of learning behaviours, and giving sufficient opportunity for constructing new mathematical knowledge within meaningful mathematical discourse.

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Qualitative and Quantitative Landscapes of Classroom Learning Environments

Cited by 104 publications

References 14 publications

Evaluation of a K–5 Mathematics Program Which Integrates Children’s Literature: Classroom Environment and Attitudes

Evaluation of a K–5 Mathematics Program Which Integrates Children’s Literature: Classroom Environment and Attitudes

Development, validation and use of the Online Learning Environment Survey

Effects of attitudes and behaviours on learning mathematics with computer tools

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