Using short forms of classroom climate instruments to assess and improve classroom psychosocial environment

Abstract

Despite international interest in research in the area of classroom environment, very little attention has been given to exploring how science teachers might apply ideas from the field of classroom environment in guiding practical improvements in science classrooms. In order to facilitate science teachers' use of classroom climate assessments, we developed economical short forms of the Classroom Environment Scale (CES), Individualized Classroom Environment Questionnaire (ICEQ), and My Class Inventory (MCI) which contain only approximately 25 items each and which are amenable to easy hand scoring. When each instrument was administered to a large sample of science classes, results supported each scale's internal consistency reliability, discriminant validity, and ability to differentiate between the perceptions of students in different classrooms. The methods for improving classrooms are illustrated by reporting some case studies of change attempts. For example, when the CES was used in an attempt to improve the environment of a ninth grade science class, the steps followed were, first, assessment of actual and preferred classroom environment in order to identify discrepancies between actual and preferred environment and, second, introducing interventions aimed at reducing these discrepancies. The interesting finding was that significant improvements occurred for the two dimensions on which change had been attempted.

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

“…We chose the My Class Inventory (MCI) as a measure of classroom environment (Fraser & Fisher, 1986). All of the students in the study completed the inventory.…”

An evaluation of computer assisted learning in geography in Singapore

“…In addition, it is hoped that researchers will make use of the new questionnaire specifically in CAL settings in pursuing some of the other lines of classroom environment research reviewed by Fraser (1994). These include the use of classroom environment research in school psychology (Burden & Fraser, in press), person-environment fit investigations of whether students achieve better in their preferred classroom environment (Fraser & Fisher, 1983), practical attempts to improve classroom setting (Fraser & Fisher, 1986), studies of links between classroom-level and school-level climate (Fisher & Fraser, 1993) and research which combines qualitative and quantitative methods in the study of learning environments (Fraser & Tobin, 1991).…”

The Effective Teaching and Learning of Biodiversity in Advanced Level National Biology Curriculum (9190), Masvingo Province, Zimbabwe

“…Also the moment the study further looked at relationships between variables and then interpreted these relationships, gave information concerned about the qualitative aspects of the research. Fraser (1986) noted several reasons that justify the combination of qualitative and quantitative methods: the complementarities of qualitative observational data and quantitative classroom environmental data adds richness to the whole, the use of classroom environment questionnaire provides an important source of information concerning how teachers regard this class. Some of the data collected such as the teachers' academic and professional qualifications are documented such that whatever is given could be checked in the records.…”