A Cross-National Study of Secondary Science Classroom Environments in Australia and Indonesia

By B. Fraser, Jill M. Aldridge, F. Adolphe. 2010

165 citations recorded by the source corpus.

This article reports a cross-national study of classroom environments in Australia and Indonesia. A modified version of the What Is Happening In this Class? (WIHIC) questionnaire was used simultaneously in these two countries to: 1) crossvalidate the modified WIHIC; 2) investigate differences between countries and sexes in perceptions of classroom environment; and 3) investigate associations between students’ attitudes to science and their perceptions of classroom environment. The sample consisted of 1,161 students (594 students from 18 classes in Indonesia and 567 students from 18 classes in Australia). Principal components factor analysis with varimax rotation supported the validity of a revised structure for the WIHIC. Two-way MANOVA revealed some differences between countries and between sexes in students’ perceptions of their classroom environments. Simple correlation and multiple regression analyses revealed generally positive associations between the classroom environment and student attitudes to science in both countries.

Subfields: Education, Health, Toxicology and Mutagenesis, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/51bb31987ad429c091cde3d119123088917b2d02

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Citations in the corpus

Influence of Teacher Support and Personal Relevance on Academic Self-Efficacy and Enjoyment of Mathematics Lessons: A Structural Equation Modeling Approach (2013, background): “…of new instruments in languages other than English have provided useful tools for researchers in many parts of the world (Aldridge et al., 1999; Aldridge, Fraser, & Ntuli, 2009; Aldridge et al., 2000; Aldridge, Laugksch, Seopa, & Fraser, 2006; Fraser et al., 2010; MacLeod & Fraser, 2010).”
Positive Classroom Motivational Environments : Convergence between Mastery Goal Structure and Classroom Social Climate. (2011, methodology): “Finally, students’ task-related interaction or involvement is also related positively to their interest in and enjoyment of academics (Fraser et al., 2010; Fraser & Fisher, 1982; Trickett & Moos, 1974) and to their achievement (Fraser & Fisher, 1982).”