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Pupils’ classroom environment perceptions, attitudes and achievement in science at the upper primary level
Classroom environment
Science education
Issue Date: 
Chin, T. Y., & Wong, A. F. L. (2001, December). Pupils’ classroom environment perceptions, attitudes and achievement in science at the upper primary level. Paper presented at the AARE Conference, Fremantle, Australia.
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
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