Pupils’ classroom environment perceptions, attitudes and achievement in science at the upper primary level

Abstract

This study in pupils’ classroom environment perceptions, attitudes and achievement is significant as it was the first of such studies to focus on the learning environment of the primary school science in Singapore. The primary aim was to examine the relationship between pupils’ perceptions of their science classroom environment and their achievement and attitudes in science. Another purpose was to explore the actual and preferred perceptions of pupils, as well as those of boys and girls. The sample consisted of 7 intact classes of Primary 5 pupils from one coeducational government primary school in Singapore. The investigation of attitude-environment, achievement-environment and attitude-achievement associations involved using simple and multiple correlational analyses. A univariate one-way analysis of variance (ANOVA) for repeated measures was used to compare pupils’ actual and preferred perceptions. Boys’ and girls’ perceptions were also compared in a similar manner. The instrument used in the study was analyzed for internal consistency, discriminant validity, ability to differentiate between classes and its factor structure. The findings revealed the existence of positive associations between the nature of the primary science class environment and the pupils’ attitudinal and achievement outcomes. In addition, it was found that girls held more favourable perceptions than boys. The study also adapted and reviewed an instrument in the Singapore context to assess both the primary science class and the science laboratory.