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Pupils' classroom environment perceptions, attitudes and achievement in science at the upper primary level
Author
Chin, Tan Ying
Supervisor
Wong, Angela F. L.
Abstract
The main aim of this study is to assess pupils' perceptions of their science classroom learning environment in a coeducational government primary school. This learning environment comprises both that of the regular science classroom and that of the science laboratory. The study examined pupils' actual and preferred perceptions of their science learning environment, as well as, differences in boys' and girls' perceptions of that environment. Associations between pupils' environmental perceptions, attitudinal and achievement outcomes were also investigated.
The objectives of the study are to
● The objectives of the study are to
● compare pupils' actual and preferred perceptions of their science classroom learning environment,
● ind out significant differences, if any, between boys' and girls' perceptions of their science classroom learning environment,
● examine the relationship, if any, between pupils' perceptions of their science classroom environment and their achievement and attitudes in science, and,
● find out the associations, if any, between pupils' attitude in science and their achievement in science
The My Science Class Inventory (MSCI) was adapted from two existing instruments to assess pupils' perceptions of their science classroom learning environment. This study reviewed the applications of MSCI with 212 Primary 5 pupils from 7 intact classes of 1 coeducational government primary school in Singapore. Various item and factor analyses supported the reliability and validity of the instrument.
The Student Attitude Questionnaire (SAQ), a modified form of the Test of Science-Related Attitudes (TOSRA), was used to assess the pupils' attitudes to science. Pupils' achievement scores were obtained from the school's first combined (continual and semestral) assessment.
When the differences in pupil perceptions of their actual and preferred environments and between sexes were explored, results showed that pupils held more favourable preferred perceptions for three out of five scales, namely Competitiveness, Cohesiveness and Material Environment. In most cases, it was also found that girls held more favourable perceptions than boys especially in the Integration scale.
Pupils' environment-attitude, environment-achievement and attitude-achievement associations were explored using two methods of correlational analyses, simple correlation and multiple regression analyses. The individual was used as the unit of statistical analysis. Significant associations were found between the nature of science classroom learning environment and the pupils' attitudinal and achievement outcomes. These four environment dimensions are Difficulty, Cohesiveness, Integration and Material Environment. Significant associations were also found between attitude and achievement.
The findings from this study which is the first in Singapore to focus on the learning environment of the primary school science, served to inform teachers about how their pupils currently perceived their science classroom environment and what they would prefer them to be like. With this knowledge, teachers are more likely to be in a better position to make improvements to their science classrooms. By knowing the relationship between the nature of the environment and the attitudinal and achievement outcomes, they are better able to help their pupils foster more positive attitudes towards the subject thus creating a more supportive environment for teaching and learning to achieve the desired learning outcomes of education.
The objectives of the study are to
● The objectives of the study are to
● compare pupils' actual and preferred perceptions of their science classroom learning environment,
● ind out significant differences, if any, between boys' and girls' perceptions of their science classroom learning environment,
● examine the relationship, if any, between pupils' perceptions of their science classroom environment and their achievement and attitudes in science, and,
● find out the associations, if any, between pupils' attitude in science and their achievement in science
The My Science Class Inventory (MSCI) was adapted from two existing instruments to assess pupils' perceptions of their science classroom learning environment. This study reviewed the applications of MSCI with 212 Primary 5 pupils from 7 intact classes of 1 coeducational government primary school in Singapore. Various item and factor analyses supported the reliability and validity of the instrument.
The Student Attitude Questionnaire (SAQ), a modified form of the Test of Science-Related Attitudes (TOSRA), was used to assess the pupils' attitudes to science. Pupils' achievement scores were obtained from the school's first combined (continual and semestral) assessment.
When the differences in pupil perceptions of their actual and preferred environments and between sexes were explored, results showed that pupils held more favourable preferred perceptions for three out of five scales, namely Competitiveness, Cohesiveness and Material Environment. In most cases, it was also found that girls held more favourable perceptions than boys especially in the Integration scale.
Pupils' environment-attitude, environment-achievement and attitude-achievement associations were explored using two methods of correlational analyses, simple correlation and multiple regression analyses. The individual was used as the unit of statistical analysis. Significant associations were found between the nature of science classroom learning environment and the pupils' attitudinal and achievement outcomes. These four environment dimensions are Difficulty, Cohesiveness, Integration and Material Environment. Significant associations were also found between attitude and achievement.
The findings from this study which is the first in Singapore to focus on the learning environment of the primary school science, served to inform teachers about how their pupils currently perceived their science classroom environment and what they would prefer them to be like. With this knowledge, teachers are more likely to be in a better position to make improvements to their science classrooms. By knowing the relationship between the nature of the environment and the attitudinal and achievement outcomes, they are better able to help their pupils foster more positive attitudes towards the subject thus creating a more supportive environment for teaching and learning to achieve the desired learning outcomes of education.
Date Issued
2000
Call Number
LB1117 Chi
Date Submitted
2000