Classroom environment and student outcomes among students using anthropometry activities in high‐school science

Abstract

The main purpose of this research was to evaluate the use of anthropometric activities among a sample of 761 high‐school biology students in terms of student outcomes (achievement and attitudes) and classroom environment (assessed with the Science Laboratory Environment Inventory, SLEI). Data analyses supported the SLEI's factorial validity, internal consistency reliability and ability to differentiate between classrooms. The efficacy of using anthropometric activities was supported by pretest–posttest differences in achievement, as well as by a comparison with a control group's attitudes and perceptions of classroom learning environment. Overall, results provide a degree of support for the positive influence of using anthropometric activities in terms of students' attitudes and the classroom learning environment.