top of page
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
crossref
doi
open access

Published: 29 September 2022

A Study on Scale Adaptation to Determine Classroom Learning Environment Perceptions

Gamze Akkaya, Pelin Ertekin, Mustafa Serdar Köksal

İnönü University (Turkey), Hacettepe University (Turkey)

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
pdf download

Download Full-Text Pdf

doi

10.31014/aior.1993.05.03.563

Pages: 509-522

Keywords: Learning Environment, Perception, Validity, Reliability

Abstract

This study aimed to perform a scale adaptation to determine students' perceptions of a classroom learning environment. The sample of the study consisted of 337 students for exploratory factor analysis and 1,639 students for confirmatory factor analysis. The scale known as My Class Activity adapted in this study was developed by Gentry and Gable (2001). The adapted scale is a five-point Likert-type scale consisting of four factors (interest, choice, challenge, and enjoyment). The scale was previously adapted to Turkish culture by Deniz and Saranli (2017), and in this study, we readapted the scale to Turkish culture. Exploratory factor analysis and reliability analysis of the data obtained from the scales were completed with SPSS software and confirmatory factor analysis with AMOS. As a result of the analyses of the adapted scale, it was decided to remove the challenge dimension. After the validity and reliability studies obtained from the three-factor (interest, choice, enjoyment) structure of the scale, it was concluded that the scale could be used in Turkish culture.

References

  1. Abrantes, J. L., Seabra, C., & Lages, L. F. (2007). Pedagogical affect, student interest, and learning performance. Journal of Business Research, 60(9), 960-964.

  2. Adıay, S. (2011). Başarı düzeyleri farklı ilköğretim 7. sınıf ortamlarının örtük programın sınıf iklimi boyutu açısından incelenmesi, [Exploring the hidden curricula of the seventh years of elementary schools whose level of success' are different from the point of classroom environment]. Sakarya University, Master's thesis, Sakarya, Türkiye.

  3. Akdağ, E., & Köksal, M. S. (2022). Investigating the Relationship of Gifted Students’ Perceptions Regarding Science Learning Environment and Motivation for Science Learning with their Intellectual Risk Taking and Science Achievement. Science Education International, 33(1), 5-17.

  4. Akkaya, G. (2016). Rol model içerikli animasyonların üstün yetenekli 4. sınıf öğrencilerinin fen bilimleri dersinde zihinsel risk alma davranışları ve öğrenmelerine etkisi, [The effect of animations involving models on fourth grade gifted students' intellectual risk taking and learning in science courses], İnönü University, PhD thesis, Malatya, Türkiye

  5. Alderman, M. K. (2013). Motivation for achievement: Possibilities for teaching and learning. Routledge.

  6. Bandura, A. (1986). The explanatory and predictive scope of self-efficacy theory. Journal of social and clinical psychology, 4(3), 359.

  7. Bandura, A. (1997). Self-efficacy. New York: Freeman.

  8. Brinkman, W. P. (2009). Design of a questionnaire instrument. Handbook of mobile technology research methods, Netherlands: Nova Publisher.

  9. Cayubit, R.F.O. (2022). Why learning environment matters? An analysis of how the learning environment influences the academic motivation, learning strategies and engagement of college students. Learning Environments Research, 25, 581–599.

  10. Church, M. A., Elliot, A. J., & Gable, S. L. (2001). Perceptions of classroom environment, achievement goals, and achievement outcomes. Journal of Educational Psychology, 93(1), 43.,

  11. Clifford, M. M. (1990). Students need challenge, not easy success. Educational Leadership, 48(1), 22-26.

  12. Cohen, L. Manion, L. and Morrison, K. (2007). Research methods in education 6th edition. London: Routledge

  13. Çelik, A. (2019). 5. 6. ve 7. sınıf öğrencilerinin sosyal bilgiler dersi sınıf etkinliklerinin çeşitli değişkenler açısından incelenmesi. [Examining 5th, 6th, and 7th graders’ social studies class activities based on various variables]. Bolu Abant İzzet Baysal University Journal of Faculty of Education, 19(3), 853-864.

  14. Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli istatistik: SPSS ve Lisrel uygulamaları, [Multivariate statistics for social sciences: SPSS and Lisrel applications]..Pegem Akademi Yayıncılık.

  15. Davis, G.A., & Rimm, S. B. (1998). Education of the gifted. England: McGraw-Hill Book Company.

  16. Deci, E. L., & Flaste, R. (1995). Why we do what we do: The dynamics of personal autonomy. GP Putnam's Sons.

  17. Deniz, K. Z., & Saranlı, A. G. (2017). Sınıf etkinliklerim ölçeği’nin (SEÖ) Türk kültürüne uyarlanması: geçerlik ve güvenirlik çalışması. [Adaptation of my classroom activities scale to Turkish culture: validity and reliability study]. Journal of Measurement and Evaluation in Education and Psychology, 8(2), 169-182.

  18. Eccles, J. S., & Midgley, C. (1989). Stage-environment fit: Developmentally appropriate classrooms for your adolescents. In C. Ames & R. Ames (Eds.), Research on motivation in education Goals and cognitions (Vol. 3, pp. 13–44). Academic Press.

  19. Eisele, T. (1996). Improving the Motivation of Middle School Students through the Use of Curricular and Instructional Adaptations.

  20. Feldhusen, J. F., & Kroll, M. D. (1991). Boredom or challenge for the academically talented in school. Gifted Education International, 7(2), 80-81.

  21. Gall, J. P., Gall, M. D. & Borg, W. R. (2007). Educational research: An introduction, Boston: Pearson.

  22. Gentry, M., & Gable, R. K. (2001). From the student's perspective My Class Activities: An instrument for use in research and evaluation. Journal for the Education of the Gifted, 24(4), 322-343.

  23. Gentry, M., Rizza, M. G., & Gable, R. K. (2001). Gifted students’ perceptions of their class activities: Differences among rural, urban, and suburban student attitudes. Gifted Child Quarterly, 45, 115–129.

  24. George, D. (1995). Gifted education: Identification and provision. Great Britain: David Falcon Publishers.

  25. Glasser, W. (1996). Then and Now. The Theory of Choice. Learning, 25(3), 20-22.

  26. Goetz, T., Hall, N. C., Frenzel, A. C., & Pekrun, R. (2006). A hierarchical conceptualization of enjoyment in students. Learning and Instruction, 16(4), 323-338.

  27. Graetz, K. A. (2006). The psychology of learning environments. EDUCAUSE, 41, 6, 60– 75.

  28. Hayran M., Hayran M. (2011). Sağlık araştırmaları için temel istatistik. (Basic Statistics for Health Research) Ankara: Omega Araştırma.

  29. Hernik, J., & Jaworska, E. (2018, May). The effect of enjoyment on learning. In Proceedings of INTED2018 Conference, 5th-7th March 2018, Valencia, Spain (Vol. 1, pp. 508-514).

  30. Jackson, D. L., Teal, C. R., Raines, S. J., Nansel, T. R., Force, R. C., & Burdsal, C. A. (1999). The dimensions of students’ perceptions of teaching effectiveness. Educational and Psychological Measurement, 59, 580–596.

  31. Jackson, N. & Klein, E. (1997). Gifted performance on young children. In N., Colangelo & G., Davis (Eds), Handbook of Gifted Education, Boston MA: Ally and Bacon.

  32. Joel, O. P. (2019). Learning environment, achievement motivation and career decision making among gifted secondary school students. American Journal of Education and Learning, 4(1), 50-61.

  33. Marsh, H. W., & Cooper, T. L. (1981). Prior subject interest, students' evaluations, and instructional effectiveness. Multivariate Behavioral Research, 16(1), 83-104.

  34. Mazer, J. P. (2012). Development and validation of the student interest and engagement scales, Communication Methods and Measures, 6(2), 99-125.

  35. Ogundokun, M. O. (2011). Learning style, school environment and test anxiety as correlates of learning outcomes among secondary school students. IFE PsychologIA: An International Journal, 19(2), 321-336.

  36. Özarslan, M. (2019). Öğrencilerin Fen bilimleri dersi sınıf etkinlikleri algı ve fen konularına yönelik ilgi düzeylerinin bazı değişkenler açısından incelenmesi. [Examination of students’ perception of science classroom activities and their interest in science subjects in terms of some variables]. Journal of Theory & Practice in Education, 15(3), 204-219.

  37. Özarslan, M. & Saraç, H. (2019). Ortaokul öğrencilerinin fen bilimleri dersi sınıf etkinlikleri algısı ile fen öğrenmeye yönelik motivasyonları arasındaki ilişkinin incelenmesi. [The examination of the relationship between perception of secondary school students about science course classroom activities and their motivation towards science learning]. International Journal of Field Education, 5(1), 21-41.

  38. Patrick, H., Kaplan, A., & Ryan, A. M. (2011). Positive classroom motivational environments: Convergence between mastery goal structure and classroom social climate. Journal of Educational Psychology, 103(2), 367–382.

  39. Pereira, N., Peters, S. J., & Gentry, M. (2010). The my class activities instrument as used in saturday enrichment program evaluation. Journal for Advanced Academics, 21(4), 568-593.

  40. Ravenna, G. (2008). Factors influencing gifted students' preferences for models of teaching. University of Southern California.

  41. Rayneri, L. J., Gerber, B. L., & Wiley, L. P. (2006). The relationship between classroom environment and the learning style preferences of gifted middle school students and the impact on levels of performance. Gifted Child Quarterly, 50, 104–118.

  42. Renzulli, J. S. (2002). Emerging conceptions of giftedness: Building a bridge to the new century. Exceptionality, 10(2), 67–75.

  43. Sak, U. (2017). Üstün zekâlılar [Giftedness]. Ankara: Vize Yayıncılık.

  44. Sani, A., Rochintaniawati, D., & Winarno, N. (2019). Using Brain-Based Learning to Promote Students' Concept Mastery in Learning Electric Circuit. Journal of Science Learning, 2(2), 42-49.

  45. Skinner, E. A., & Pitzer, J. R. (2012). Developmental dynamics of student engagement, coping, and everyday resilience. In Handbook of research on student engagement (pp. 21-44). Springer, Boston, MA.

  46. Snyder, K. E., & Linnenbrink-Garcia, L. (2013). A developmental, person-centered approach to exploring multiple motivational pathways in gifted underachievement. Educational Psychologist, 48(4), 209-228.

  47. Stone, M. E., & Rottier, J. (1996). Who am I? Positive self-concept and classroom climate. Schools in the Middle, 6(1), 17-21.

  48. Sümer, N. (2000). Yapısal eşitlik modelleri: temel kavramlar ve örnek uygulamalar [Structural equation modeling: basic concepts and applications]. Türk Psikoloji Yazıları.

  49. Şenol, F. B., & Koca, S. (2021). Üstün yetenekli ve normal gelişen çocukların sınıf içi etkinliklere yönelik görüşleri [Perceptions of gifted and typical developing children on class activities]. The Journal of Turkish Educational Sciences, 19(1), 368-382.

  50. Tavşancıl, E. (2005). Tutumların ölçülmesi ve SPSS ile veri analizi [Measuring attitudes and data analysis with SPSS]. Ankara, Nobel Basımevi.

  51. Thomson, D. L. (2010). Beyond the classroom walls: Teachers' and students' perspectives on how online learning can meet the needs of gifted students. Journal of Advanced Academics, 21(4), 662-712.

  52. Tremblay-Wragg, É., Raby, C., Ménard, L. and Plante, I. (2019). The use of diversified teaching strategies by four university teachers: what contribution to their students’ learning motivation?, Teaching in Higher Education, 1-18.

  53. Tynjälä, P. (1999). Towards expert knowledge? A comparison between a constructivist and a traditional learning environment in the university. International Journal of Educational Research, 31(5), 357-442.

  54. Ural, A. ve Kılıç, İ. (2006). Bilimsel araştırma süreci ve SPSS ile veri analizi [Scientific research process and data analysis with SPSS]. Ankara: Detay Yayıncılık.

  55. Wang, M. T., & Holcombe, R. (2010). Adolescents’ perceptions of the school environment, engagement, and academic achievement in middle school. American Educational Research Journal, 47(3), 633-662.

  56. Yang, Y., Gentry, M., & Choi, Y. O. (2012). Gifted students’ perceptions of the regular classes and pull-out programs in South Korea. Journal of Advanced Academics, 23(3), 270-287.

  57. Yang, Y., Gentry, M., Wu, J., Jen, E., & Maeda, Y. (2016). Elementary students’ perceptions of their classroom activities in China: A validation study. Gifted and Talented International, 31(2), 73-87.

  58. Yerdelen, S., & Sungur, S. (2019). Multilevel investigation of students’ self-regulation processes in learning science: Classroom learning environment and teacher effectiveness. International Journal of Science and Mathematics Education, 17(1), 89-110.

bottom of page