ERIC Number: ED045530
Record Type: RIE
Publication Date: 1969-Feb
Reference Count: 0
Effects of Classroom Social Climate on Individual Learning 1.
Anderson, Gary J.
This study examines the effects of class properties on individual learners. Subjects represented a random sample of 800 pupils in 113 Harvard Project Physics classes during 1968, and were divided into eight same-sex samples--one for each of four learning criteria. The Learning Environment Inventory was used to obtain 14 climate scores. Regression-adjusted gain scores of individuals were related to individual IQ, class mean climate properties, and their interactions. To give an indication of the types of relationships found, this paper examines three social climate properties--intimacy, friction, and cliqueness. These are considered in their relationship to female gains on one learning criterion only, Test of Understanding Science (TOUS). Intimacy is positively related to TOUS gains for females of high ability but bears a negative relationship to learning for females of low ability. Extremes on friction are positively related to gains in science understanding. Cliqueness of school classes acts similarly to friction for females. This study has implications for helping researchers and teachers to understand, control, and harness the potential influence of peer group forces on school experiences. (Tables of results and a list of references are attached.) (JLB)
Publication Type: N/A
Education Level: N/A
Authoring Institution: American Educational Research Association, Washington, DC.
Identifiers: Learning Environment Inventory (Anderson et al)
Note: Paper presented at the Annual Meeting, American Educational Research Association, Los Angeles, California, February, 1969