Science Classroom Learning Environments in Afghanistan: Assessment, Effects and Determinants

Autor/inn/en	Sayed, Anwar Shah Wafiq; Fraser, Barry J.
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
Anmerkungen	James Nicholas Publishers. PO Box 5179, South Melbourne, VIC 3205 Australia. Tel: +61-39-696-5545; Fax: +61-39-699-2040; e-mail: custservice@jnponline.com; Web site: https://www.jamesnicholaspublishers.com.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01