A Multilevel Analysis of Learning Environments and Student Attitudes

An investigation of relationships between students' attitudes towards chemistry and their perceived laboratory environments was carried out using a sample of 1592 final year secondary school students in 56 chemistry classes in 28 randomly selected co-educational government schools. This study i...

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Published inEducational psychology (Dorchester-on-Thames) Vol. 17; no. 4; pp. 449 - 468
Main Authors Wong, Angela F. L., Young, Deidra J., Fraser, Barry J.
Format Journal Article
LanguageEnglish
Published Abingdon Taylor & Francis Group 01.12.1997
Taylor & Francis
Carfax Publishing Company
Taylor & Francis Ltd
Subjects
Attitudes
Biological and medical sciences
Chemistry
Classroom Environment
Educational Environment
Educational psychology
Foreign Countries
Fundamental and applied biological sciences. Psychology
High School Students
High Schools
Laboratories
Multiple Regression Analysis
Nontraditional Education
Outcomes of Education
Psychology
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Pupil and student. Academic achievement and failure
Science education
Secondary School Students
Singapore
Student Attitudes
Students
Singapore
Asia
Human
Chemistry
Attitude
Adolescent
Laboratory
Thaught subject
School environment
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Summary:An investigation of relationships between students' attitudes towards chemistry and their perceived laboratory environments was carried out using a sample of 1592 final year secondary school students in 56 chemistry classes in 28 randomly selected co-educational government schools. This study is distinctive in that it marks the beginning of science classroom environment research in Singapore and because it pioneers the use of the Hierarchical Linear Model (HLM) in learning environment research. The Chemistry Laboratory Environment Inventory (CLEI), a modified version of the Science Laboratory Environment Inventory, was used to assess students' perceptions of the learning environment in chemistry laboratory classes. Students' chemistry-related attitudes were assessed using the Questionnaire on Chemistry-related Attitudes (QOCRA), which is based on the Test of Science-related Attitudes. Environment-attitude relationships were examined using conventional multiple regression analysis and the more rigorous HLM. Positive associations emerged between the nature of the chemistry laboratory classroom environment and the students' attitudinal outcomes
ISSN:0144-3410
1469-5820
DOI:10.1080/0144341970170406