Abstract
The present study filled a gap in past learning environment research in that it involved the development and validation of a new instrument tailor-made specifically for use in computer-assisted learning (CAL) classrooms. The new instrument assesses student perceptions of the levels of gender equity, investigation, innovation, and resource adequacy. Use of this instrument with a sample of 671 students from the second year of high school in Singapore revealed that each scale displayed satisfactory factorial validity, internal consistency reliability, discriminant validity, and predictive validity, and differentiated between the perceptions of students in different classrooms. The use of the new instrument in an evaluation of an innovation in CAL showed that, compared with control students, CAL students perceived their classes as having greater gender equity, investigation, innovation, and resource adequacy.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
