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Goh, S. C., & Fraser, B. J. (1995, April). Learning environment and student outcomes in primary mathematics classrooms in Singapore. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), San Francisco, USA.
This study examined two aspects of classroom learning environment (interpersonal teacher behaviour and classroom climate) and their associations with affective and cognitive outcomes among primary mathematics students in Singapore. Also gender differences in students' achievement, attitudes and perceptions of classroom environment were explored. A random sample of 1,512 boys and girls from government primary schools was used. For the analysis of environment-outcome associations, simple, multiple and canonical correlation analyses and multilevel (hierarchical linear model) analyses were conducted using two units of
analysis, namely, the individual student and the class mean. For the analysis of gender differences, multivariate analyses of variance for repeated measures were performed for the two outcome measures and the classroom environment scales. The study led to the validation of two widely-applicable and convenient learning environment questionnaires for future use by researchers and teachers at the primary school level. Overall the different methods of analysis yielded consistent associations between classroom environment and student outcomes. Gender differences were detected in mathematics achievement, in favour of boys, but girls generally
viewed their classroom environments more favourably than the boys did.
This paper was presented at the Annual Meeting of the American Educational Research Association (AERA), held in San Francisco, USA in Apr 1995
Appears in Collections:Conference Papers

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