High School Social Studies Classroom Environments and Attitudes: A Cluster Analysis Approach

Abstract

Abstract This study provides research on a theory suggesting that attitudes toward social studies are, in part, determined by the classroom environment. The classification of 27 high school social studies classroom environments using the statistical technique of cluster analysis resulted in clusters that were most distinguishable by the amount of teacher support, student involvement and affiliation, and innovative and diverse teaching strategies. Two distinctive learning environments were described, and it was concluded that students in certain types of classroom environments have more positive attitudes toward social studies than do students in other environments. The environmental dimensions appear to be variables that can be manipulated directly by the classroom teacher, suggesting important implications for social studies educators and trainers.