Determinants and effects of perceptions of chemistry classroom learning environments in secondary school gifted education classes in Singapore

Abstract

The present study investigated the impact of the chemistry laboratory environment and teacher-student interaction on student attitudes towards chemistry for 200 gifted secondaryschool students in Singapore. The data were obtained using three instruments: the 35-item Chemistry Laboratory Environment Inventory (CLEI), the 48-item Questionnaire on Teacher Interaction (QTI) and the 30-item Questionnaire on Chemistry-Related Attitudes (QOCRA). The study confirmed the reliability and validity of the Science Laboratory Environment Inventory (adapted to create the CLEI) and the QTI for use in gifted chemistry laboratory classrooms. Statistically significant associations were found between the nature of the laboratory classroom environment and students' attitudes towards chemistry. Associations were also found between the interpersonal behaviour of the chemistry teachers and students' attitudes towards chemistry. Based on the findings, suggestions for improving the chemistry laboratory classroom environment and the teacher-student interaction for gifted students are provided.