Abstract
The research reported in this article contributes to classroom environment research and Catholic education by describing the development, validation, and use of a personal form of the Catholic School Classroom Environment Questionnaire (CSCEQ). Using the class form of the CSCEQ as a basis, a 49-item instrument that assesses a student’s perceptions of his or her own role in the class was developed and validated with a sample of 1317 students from 52 religious education classes in 17 Australian Catholic high schools. This instrument assesses seven classroom environment dimensions: Student Affiliation, Interactions, Cooperation, Task Orientation, Order and Organization, Individualization, and Teacher Control. The research revealed differences in the religious education classroom environment in Catholic boys’, girls’, and coeducational schools, differences between grade 9 and grade 12 classes, and differences between boys’ and girls’ perceptions of the environment in coeducational classrooms. This application of the CSCEQ’s personal form demonstrates its usefulness as a research tool in Catholic high school religious education classes.
Highlights
Recommended CitationUsing the class form of the Catholic School Classroom Environment Questionnaire (CSCEQ) as a basis, a 49-item instrument that assesses a student's perceptions of his or her own role in the class was developed and validated with a sample of 1317 students from 52 religious education classes in 17 Australian Catholic high schools
THE EVOLUTION, VALIDATION, AND USE OF A PERSONAL FORM OF THE CATHOLIC SCHOOL CLASSROOM ENVIRONMENT QUESTIONNAIRE
The research reported in this article contributes to classroom environment research and Catholic education by describing the development, validation, and use of a personal form of the Catholic School Classroom Environment Questionnaire (CSCEQ)
Summary
Using the class form of the CSCEQ as a basis, a 49-item instrument that assesses a student's perceptions of his or her own role in the class was developed and validated with a sample of 1317 students from 52 religious education classes in 17 Australian Catholic high schools. The research revealed differences in the religious education classroom environment in Catholic boys', girls', and coeducational schools, differences between grade 9 and grade 12 classes, and differences between boys' and girls' perceptions of the environment in coeducational classrooms This applicatiofi of the CSCEQ's personal form demonstrates its usefulness as a research tool in Catholic high school religious education classes. Discussion in this article is arranged in five major sections: Australian Catholic schooling, the field of learning environment research, the need for a personal form of the CSCEQ, the evolution and validation of the personal form of the CSCEQ, and the use of this instrument in Catholic high school religion classes
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