The Relationship Between Classroom And Laboratory Learning Environment With Attitude Towards Learning Science Among Lower Secondary School Students
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Date
2018-09
Authors
Chong, Keat Meng
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Publisher
Universiti Sains Malaysia
Abstract
Classroom and laboratory learning environment are important factors in the formation of positive attitude towards learning science among lower secondary students. This is because the students spend most of their learning time in these settings during school hours. In this study attempt was made to assess the relationship between classroom and laboratory learning environment with students’ attitude towards learning science. Simultaneously, the role gender as a moderator was assessed as well. For this purpose a survey was conducted using three different sets of adapted questionnaires: Test of Science-Related Attitude (TOSRA); What Is Happening In this Class? (WIHIC) and Science Laboratory Environment Inventory (SLEI). The pilot study results revealed that TOSRA with 10 items; SLEI and WIHIC with 10 and 20 items respectively were appropriate to be used in the real study. A total of 465 students from both urban and rural schools participated in the real study. Covariance-based structural equation modeling was employed to examine the relationship between the exogenous variables and the endogenous variables. The findings of this study revealed that both classroom and laboratory learning environment had significant direct effects on students’ attitude towards scientific inquiry. However, only classroom learning environment had significant direct effects on students’ enjoyment of science lessons. The findings also concluded that there were no moderating effects of gender on the relationship between learning environments and attitude towards learning science (represented by attitude towards scientific inquiry and enjoyment of science lessons). The findings inform the teachers should stay adaptable in any situations to improvise ways in imparting science concepts to students and not to be restricted by the lacking of physical resources such as under-equipped laboratories that might hinder the teaching and learning processes.
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Education