Literaturnachweis - Detailanzeige
Autor/inn/en | Sayed, Anwar Shah Wafiq; Fraser, Barry J. |
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Titel | Science Classroom Learning Environments in Afghanistan: Assessment, Effects and Determinants |
Quelle | In: Educational Practice and Theory, 41 (2019) 2, S.5-23 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1323-577X |
DOI | 10.7459/ept/41.2.02 |
Schlagwörter | Science Education; Classroom Environment; Foreign Countries; Student Attitudes; High School Students; Gender Differences; Rural Urban Differences; School Location; Test Reliability; Test Validity; Self Management; Correlation; Afghanistan Naturwissenschaftliche Bildung; Klassenklima; Unterrichtsklima; Ausland; Schülerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Geschlechterkonflikt; Stadt-Land-Beziehung; Schulgelände; Testreliabilität; Testvalidität; Selbstmanagement; Korrelation |
Abstract | Although the field of classroom learning environments has undergone remarkable expansion and internationalisation, no study in Afghanistan in any subject area or at any educational level has ever adopted a learning environment framework or involved the assessment and investigation of classroom environments. Our study in Afghanistan included seven learning environment scales from the widely-used What Is Happening In this Class? (WIHIC) questionnaire, together with two scales assessing the student attitudes of Enjoyment and Self-regulation. After minor modifications to suit the Afghani context, scales were translated into Dari (one of the two dominant languages in Afghanistan) and then independently back-translated to check the accuracy of the original translation. Analyses of data from 1619 grade 10-12 science students supported the validity and reliability of the Dari-language scales. Past research in other countries was replicated in Afghanistan in that positive and statistically-significant associations were found between the learning environment and student attitudes. Some consistent patterns of gender differences and school-location differences (urban/rural) were identified. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |