Subject and Sex Differences in the Learning Environment - Perceptions and Attitudes of Canadian Mathematics and Science Students Using Laptop Computers

Abstract

Actual and preferred learning environments and student attitudes were investigated among 1,173 Grade 7‐12 students in 73 mathematics and science classes in Ontario in which laptop computers were being used. Data supported the factorial validity and internal consistency reliability of the What Is Happening In this Class? (WIHIC) questionnaire and attitude scales for this population. Differences between actual and preferred classroom environments were large and statistically significant; females held more favourable learning environment perceptions but males reported more positive attitudes; and, relative to mathematics students, science students reported more positive learning environment perceptions and attitudes. Associations were found between the learning environment and student attitudes.