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Students’ perceptions and attitudes in upper primary computer-assisted mathematics classrooms
Classroom environment
Science education
Issue Date: 
Teng, L. K., & Wong, A. F. L. (2001, December). Students’ perceptions and attitudes in upper primary computer-assisted mathematics classrooms. Paper presented at the AARE Conference, Fremantle, Australia.
The main aim of this study was to examine the relationship between the nature of the classroom learning environment and the students’ attitudes towards computer-assisted Mathematics classes. In addition, the students’ actual and preferred perceptions of the computer laboratory learning environment and gender differences in students’ perceptions of computer-assisted Mathematics classroom environment were also explored.
The sample used in this study comprised 177 Primary 5 pupils from a government primary
school located in a densely populated housing estate in Singapore. The instruments used
were the actual and preferred versions of the My Computer Class Inventory (MCCI) and the
Computer Lesson Attitude Questionnaire (CLAQ). A series of data analyses were conducted to establish the MCCI’s internal consistency reliability, discriminant validity and ability to
differentiate between perceptions of students in different classes. The investigation of attitude-environment association involved using simple and multiple correlational analyses using the student as the unit of analysis. The findings from this study revealed the existence of positive associations between the nature of the computer-assisted Mathematics classroom environment and the students’ attitudinal outcomes. In addition, it was found that the perceptions of boys and girls differed; i.e., the girls held more favourable perceptions than the boys.
Appears in Collections:Conference Papers

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