ERIC Number: ED464130
Record Type: RIE
Publication Date: 2002-Apr
Reference Count: N/A
Parent and Student Perceptions of the Classroom Learning Environment and Its Influence on Student Outcomes.
Allen, Debra; Fraser, Barry J.
This paper describes the development, validation, and analysis of a classroom learning environment questionnaire that uses parent perceptions in conjunction with student perceptions in investigating classroom learning environments in grades 4 and 5 in a South Florida school. Two modified versions of the What Is Happening in this Class (WIHIC) (Fraser and others, 1996) questionnaire were developed for parents (actual and preferred environments) and two for students. Qualitative interviews and observations were used to augment the richness of the quantitative findings. The student sample consisted of 520 students aged 9 to 11 years from 22 classes in 3 schools. The parent sample of 120 represented the responding parents from 1 school. The 161 children of participating parents became a subsample for the study of student achievement. Follow-up interviews were held with 10 parents and their children. The six-scale version of the actual form of the WIHIC was found to have satisfactory factorial validity for the student sample, with factor analysis supporting a five-scale structure. The WIHIC also demonstrated satisfactory reliability and discriminant validity for student and class mean for students and parents. Students and parents preferred a more favorable learning environment than they actually perceived, and parents' evaluations of the actual learning environment were somewhat less favorable than those of students. Positive, but weak, relationships existed between student outcomes and student and parent perceptions of the learning environment. Two appendixes contain tables of factor loadings for the parent and student actual forms. (Contains 30 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 1-5, 2002).