Abstract
The purpose of this study was to explore the relationship of gender between actual and preferred classroom environment and use of technology in the science classroom of Turkish students. Employing stratified random sampling procedures, data were collected from 985 students from schools across twelve different districts in Istanbul, Turkey. The Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI), developed by Aldridge and Fraser (2003), was used in this study. The TROFLEI was translated into Turkish using a multistep process. Independent samples t-tests were conducted on each of the scale items to evaluate the relationship between gender and the students’ actual and preferred use of technology in the science classroom. Our findings show that differences clearly exist between genders in their actual and preferred perceptions of classroom environment and their use of technology in the science classroom. This knowledge can serve as valuable information as educational reforms continue to evolve and educators seek to reach all students in their classrooms. Key words: Science classroom, gender, Technology-Rich Outcomes-Focused Learning Environment, TROFLEI, classroom environment, cross-cultural validation.
Highlights
The purpose of this study was to explore the relationship of gender between actual and preferred classroom environment and use of technology in the science classroom of Turkish students
Our findings show that differences clearly exist between genders in their actual and preferred perceptions of classroom environment and their use of technology in the science classroom
This knowledge can serve as valuable information as educational reforms continue to evolve and educators seek to reach all students in their classrooms
Summary
The purpose of this study was to explore the relationship of gender between actual and preferred classroom environment and use of technology in the science classroom of Turkish students.The creation ofclassroom environments in which students engage in meaningful learning depends on psychologically appropriate and supportive classrooms. The purpose of this study was to explore the relationship of gender between actual and preferred classroom environment and use of technology in the science classroom of Turkish students. Research has identified student cohesiveness, selfesteem and confidence, motivation, and sense of belonging as important psychosocial dimension that impact the learning environment (Goh, 2002). Satisfaction, goal, direction, difficulty, competitiveness, and friction are social–psychological dimensions which have been identified to influence the learning environment (Heartel et al.,1981). The reforms have included increasing the length of compulsory education from five to eight years, an integration of contemporary technical and vocational standards into the curriculum, and the integration of information and communication technology and highspeed Internet connections into every school
Sign-in/Register to view highlights & summary 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.
