Student Perceptions of Preferred Classroom Learning Environment

Abstract

This study involved administration of several preferred classroom environment measures as well as an actual environment measure on a sample of 1,675 students from 18 schools in New South Wales, Australia. Whereas preferred classroom environment was measured with short forms of the My Class Inventory , Classroom Environment Scale, and Individualized Classroom Environment Questionnaire, actual environment was assessed with the Quality of School Life questionnaire. Data were analyzed in five different ways to answer various types of questions. First, a set of analyses attested to the high reliability of all the environment scales. Second a maximum likelihood factor analysis suggested that there are four distinct groups of classroom environment scales, which were labeled tentatively as “Preference for Peer Conflict,” “Preference for Individualization,” “Preference for Teacher-Managed Structure,” and “Actual Environment.” Third, a cluster analysis revealed three distinct typologies of schools, which were called “Self-Survival,” “Indifferent,” and “Cooperative and Motivated.” Fourth, a multivariate analysis of variance revealed some interesting grade level and gender differences in students’ learning environment perceptions. Fifth, some associations between student achievement and classroom environment factors were found.