Actual and Preferred Learning Environment in Singapore Primary Science Classrooms: Assessment, Determinants, and Consequences

• In Event: Investigating K–12 Learning Environments

Abstract

For 1023 grades 3-5 students in Singapore, we investigated (1) the assessment of classroom environment and attitudes, (2) some determinants of classroom environment (actual vs preferred situation, gender, grade-level), and (3) consequences of classroom environment for engendering positive attitudes. Using the Science Learning Environment and Attitudes Questionnaire (SLEAQ), we assessed seven scales (involvement, investigation, cooperation, student negotiation, connection, attitude to inquiry, enjoyment of science) which exhibited satisfactory factorial validity and reliability. Actual-preferred differences were large for all scales (0.61-0.90 standard deviations), but gender differences and grade-level differences were relatively small except for a decline in enjoyment each year. Associations emerged between classroom environment and student attitudes, especially between classroom connection and both attitude scales.

Authors

• Su Fen Goh, Ministry of Education, Singapore

• Barry J. Fraser, Curtin University

• Rekha Bhan Koul, Curtin University