ERIC Number: EJ1255627
Record Type: Journal
Publication Date: 2020-Jul
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1387-1579
EISSN: N/A
Psychometric Properties of a Chinese Version of the Constructivist Learning Environment Survey among Secondary-School Students in Hong Kong
Learning Environments Research, v23 n2 p167-184 Jul 2020
The study examined the factor structure, reliability and validity of a Chinese version of the Constructivist Learning Environment Survey (C-CLES), an instrument for assessing students' perceptions of the extent of constructivist approaches prevalent in classrooms. A convenience sample of 967 students in Secondary Three (Grade 9) in Hong Kong participated in this study by completing a self-administered questionnaire in their class time. Exploratory and confirmatory factor analyses supported the hypothesised factor structure, indicating five theoretical constructivist environment dimensions that showed goodness-of-fit to 25 items: Personal Relevance, Uncertainty, Critical Voice, Shared Control, and Student Negotiation. Criterion-related validity, involving evidence based on relations to other variables, was assessed by correlations between the constructivist environment dimensions and cognitive strategies and academic ability. Most correlations were statistically significant and in the positive direction. The C-CLES with 25 items provides a useful measure for educational practice and research among school students.
Descriptors: Educational Environment, Constructivism (Learning), Questionnaires, Likert Scales, Surveys, Factor Structure, Test Validity, Test Reliability, Student Attitudes, Teaching Methods, Secondary School Students, Grade 9, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Grade 9; High Schools; Junior High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong
Identifiers - Assessments and Surveys: Constructivist Learning Environment Survey
Grant or Contract Numbers: N/A