May 2016 Vol.4 No.5

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Tumtard P
Santiboon T

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Original Research Article

Designed of Instructional Associations between Individual Students’ Perceptions of their Science Classroom Learning Environments Responsibility and their Science-Related Attitudes toward Science at the Eight-Grade Level

Piyarat Tumtard¹, Somsanguan Passago², Wandee Rakrai³ and Toansakul Santiboon^4*

^1,4Department of Master of Science Education, Faculty of Education, Rajabhat Maha Sarakham University, Maha Sarakham, Thailand 44000
²Department of Director Research and Development Institute, Rajabhat Maha Sarakham University, Maha Sarakham, Thailand 44000
³Department of Chemistry Program, Faculty of Science and Technology, Rajabhat Maha Sarakham University, Maha Sarakham, Thailand 44000

*Corresponding Author E-mail: toansakul35@yahoo.com.au
Fax: +66 43 713 206

Accepted May 20, 2016

Abstract

Using the international research instruments; the Individualized Classroom Environment Questionnaire (ICEQ) measure science classroom learning environments for students’ individual outcomes? Researchers are to describe and answer for using data from 55 lower secondary school students at the Eight-Grade level in 2 science classes in Burapha Pittayakharn Municipal School on the Individualized Classroom Environment Questionnaire (ICEQ) were associated their students’ attitude with the Test Of Science-Related Attitude (TOSRA) toward science studies were analyzed. Comparisons of mean difference, factor analysis, scale inter-correlations, multilevel variance components models, and standardized regression coefficient to derive interaction class correlations to determine the degree to which ICEQ scores may validly be said to measure aspects of science classroom learning environments as against individual student attitude were assessed. The results showed that the class variable accounted for large and noteworthy proportions of overall variance in all five of the ICEQ scales. Subsequent analyses showed that significant proportions of variance were attributable to the school variable. In these terms, the ICEQ may be considered to be a relatively good measure of science classroom environment. The multiple correlation R is significant for the Actual Form of the ICEQ and shows that when the five scales are considered together there is significant (ρ< 0.05) association with the TOSRA. The multiple correlations R2 is significant for the ICEQ and considered associations with the TOSRA, and value indicates that 35% of the actual from and 75% of the preferred from of the variance in students’ attitude was also determined attitude to their science class was attributable to their perceptions of their individual classroom learning environment in science classes, providently.

Keywords: Actual form, associations, students’ perceptions, students’ outcomes, Individualized Classroom Environment Questionnaire (ICEQ), the Test Of Science-Related Attitudes (TOSRA), science classroom learning environment.