Learning Environment Questionnaire Research Articles

ASSESSMENT OF TEACHING AND LEARNING ENVIRONMENTS AMONG SECONDARY SCHOOLS IN MKPAT ENIN LOCAL GOVERNMENT AREA OF AKWA IBOM STATE, NIGERIA

This paper defines teaching and learning environments to be diverse physical locations, contexts, and cultures in which students learn. The paper also describes Secondary education as that education that follows immediately after primary education and is also referred to as post primary education. The purpose of the study is to assess teaching and learning environment among secondary schools in Mkpat Enin Local Government Area of Akwa Ibom State specifically the extent to which ICT has been integrated for teaching and learning environment among secondary schools in Mkpat Enin Local Government Area Descriptive research design was used in the study. The population comprises 14 secondary schools in the study area with all the teachers and principals as sample. The instrument used for the collection of data was tagged Teaching and Learning Environment (TALEO) questionnaire. The modify Likert type rating scale of strongly Agree (4) Agree (3) Disagree (2) Strongly Disagree (1) was apply. Findings among other were that teaching and learning environment among secondary schools in Mkpat Enin Local Government Area are not conducive. The paper concluded that school administrators with the stakeholders should create a conducive environment for teaching and learning in the schools in order to enhance better teaching-learning activities.

The Effects of Blended learning on University Students’ Critical Thinking Dispositions in College English Course

This research aims to introduce and examine the effects of blended learning environment on learners’ critical thinking dispositions for undergraduate students of business major at North China University of Science and Technology (NCSTU) in China. The participants are 28 freshmen from College English Course. The research tools are Critical Thinking Dispositions Inventory Chinese Version and Blended Learning Environment Questionnaire. The findings show that blended learning environment is beneficial for improving Chinese students’ critical thinking dispositions (CTD). The students are willing to take part in the learning activities both online and offline. They find out it is most difficult part is to understand the teacher’s English instructions. Majority of students’ CTD is positive after one semester learning in the blended learning environment. Open-mindedness, self- confidence, and inquisitiveness of CTD are significantly correlated with students’ gender, English scores of college entrance exam, and science and liberal arts respectively

Students’ Preference in Online Learning Environment and Academic Resilience in Relation to Their Academic Performance in Mathematics

Students' online learning environment and academic resilience are indicators of academic success in online learning. This study determined the level of perception in an online learning environment and academic resilience concerning students' performance in Mathematics among Junior High School students at Misamis University, Ozamis City, during the first quarter of the school year 2021-2022. The researchers used the descriptive-correlational research design. The respondents were 148 Junior High School students chosen by simple random sampling. The instruments used were the Students' Online Learning Environment Questionnaire (SOLEQ) and the Students' Academic Resilience Questionnaire (SARQ). Mean, standard deviation, Pearson r, and Stepwise Regression Analysis were the statistical tools used. Findings revealed that students had a high level of perception in their online learning environment and had high academic resilience in their online learning. They performed very satisfactorily in their online class. There was a significant relationship between the students' online learning environment in terms of computer usage, teacher support, and student autonomy and their academic performance in Mathematics. In the students' online learning environment, there was no significant relationship between the other variables and their academic achievement in Mathematics. Furthermore, there was a significant relationship between the students' academic resilience and their academic performance in Mathematics. Computer Usage predicted students' academic performance in Mathematics. Teachers need to be technologically proficient in using technology as an educational tool. School administrators conduct online seminars, trainings, and workshops regarding technical literacy. Future researchers must look into other factors contributing to the student's academic performance in online learning.

SECONDARY SCHOOL STUDENTS’ PERCEPTIONS OF SCIENCE LEARNING ENVIRONMENT AND SELF-EFFICACY IN SOUTH KOREA: GENDER DIFFERENCES

This study examined students’ perceptions of their science learning environment and how it relates to their metacognition and self-efficacy. An exploratory study (N=186 South Korean secondary science students from a large-city urban school) used two instruments: Outcomes-Based Education Learning Environment Questionnaire [OBLEQ]; Self-Efficacy and Metacognition Learning Inventory-Science [SEMLI-S]). Descriptive and inferential statistics revealed that that Korean students’ mean score of science learning environment was 2.98, representing male students scored highest on Involvement (M=3.24), while female students scored highest on Cooperation (M=3.00). In addition, regarding students’ perceptions on their self-efficacy and metacognition learning in science, the mean score of SEMLI-S was 3.16, with both male and female students’ highest score on Learning Risks Awareness (3.34 and 3.25 respectively). Further, the students’ perceptions on science learning environment predicted students’ metacognition and self-efficacy. The Investigation subscale, which emphasizes processes of inquiry, was the dominant predictive factor for both male and female students’ self-efficacy and metacognition. The subscale Involvement was the next best significant predictor of male students’ metacognitive orientation. Personal Relevance, Responsibility for Own Learning, and Differentiation filled that role for female students. Keywords: constructivist pedagogy, science learning environment, secondary students, self-efficacy, students’ metacognition

How the home learning environment contributes to children's social-emotional competence: A moderated mediation model.

The home learning environment is the earliest contact learning environment in early childhood development, which plays an important role in the development of children's social-emotional competence. However, previous studies have not clarified the precise mechanisms by which the home learning environment influences children's social-emotional competence. Therefore, the purpose of the study is to explore the relationship between the home learning environment and its intrinsic structure (i.e. structural family characteristics, parental beliefs and interests, and the educational processes) and children's social-emotional competence, and whether gender plays a moderating role in the relationship. The study randomly selected a sample of 443 children from 14 kindergartens in western China. The Home Learning Environment Questionnaire and the Chinese Inventory of Children's Social-emotional competence scale were used to investigate the home learning environment and social-emotional competence of these children. (1) Structural family characteristics and parental beliefs and interests both had a significant positive predictive effect on children's social-emotional competence. (2) The educational processes fully mediate between structural family characteristics, parental beliefs and interests, and children's social-emotional competence. (3) Gender moderated the effect of the home learning environment on children's social-emotional competence. Gender moderates not only the indirect effects between parental beliefs and interests and children's social-emotional competence, but also the indirect effects between structural family characteristics and children's social-emotional competence. At the same time, gender also moderated the direct effects between parental beliefs and interests and children's social-emotional competence. The results emphasize the crucial role of the home learning environment in the development of children's early social-emotional competence. Therefore, parents should pay attention to the home learning environment and improve their ability to create a home learning environment that promotes the positive development of children's social-emotional competence.

ANXIETY LEVEL OF MIDWIFERY CLINICAL STUDENTS DURING COVID-19 PANDEMIC

Introduction: Clinical midwifery students experience higher anxiety than the general population during COVID-19 pandemic. The higher level of anxiety is due to pressure in their clinical learning environment. This study will explore the effect of the clinical learning environment on the increased anxiety in midwifery students during the COVID-19 pandemic. Method: This prospective cross-sectional study was conducted on 82 clinical midwifery students at Airlangga University using an online survey. We excluded students who had not started clinical studies and students with pre-existing medical or comorbid psychiatric conditions that could explain the pain. Information from participants included socio-demographic, clinical learning environment questionnaire, and Hamilton Rating Scale for Anxiety (HRS-A). Results: The study showed that most of the respondents aged 20-27 years (73.2%), in the second semester (76.8%), living in boarding houses/contracts (74.4%), unmarried status (75.6%), the level of family income is very high (68.3%), and the perception of a poor clinical learning environment (51.2%). Participants experienced no anxiety the most (52.4%) and significantly correlated with the age p=0.047, domicile status p=0.076, and clinical learning environment p=0.008. But not their semester p=0.991, marital status p = 0.406, and family income p=0.872. Conclusion: These data indicate that age, domicile status, and clinical learning environment contribute to the incidence of anxiety in midwifery clinic students during the COVID-19 pandemic.

Introducing the Home Learning Environment Questionnaire and examining the profiles of home learning environments in Greece

The Home Learning Environment (HLE) plays a prominent role in children’s development. Several measures have been developed to assess its quality; however, most of them seem to mainly focus on specific aspects of the HLE construct. The aim of this study was to develop and validate the Home Learning Environment Questionnaire (HLEQ); and to examine the characteristics of the HLE and the HLE profiles using the new instrument in the Greek educational context. The HLEQ is a parent-reported measure addressing both activities and interactions, comprising of six factors that are considered key elements of the HLE: indoor, outdoor, and digital learning activities, warmth/support, conflict, and inconsistent discipline. The development of HLEQ followed a robust methodological approach, including the collection of an initial pool of items, expert review to examine its content validity, and piloting. The HLEQ was administrated to 814 parents (Mage = 37.86 years, SD = 4.84) of children (Mage = 64.12 months, SD = 7.19) attending 84 state funded kindergartens in Greece. A cross-validation approach was used to examine the factor structure of the HLEQ. Exploratory and confirmatory factor analysis and exploratory structural equation modeling procedures were implemented. Latent profile analysis was employed to identify the HLE profiles. Results provided initial support for the factor structure, reliability, and validity of the HLEQ. The HLEQ displayed good psychometric properties for measuring the quality of home learning activities and home learning interactions in the contemporary early HLE. Four HLE profiles were revealed, representing different parent-child interaction patterns during the learning activities. Limitations and implications for policy and practice are discussed.

The cross-cultural validation of the technology-enhanced social constructivist learning environment questionnaire in the Iraqi Kurdistan Region

This study’s primary aim is to validate a research instrument in Iraqi Kurdistan middle and secondary schools to explore learners’ perspectives concerning social constructivist learning environments and e-learning outcomes. The research instrument was updated and devised based on Aldridge, Fraser, Taylor, and Chen's (Aldridge et al., International Journal of Science Education 22:37–55, 2000) Constructivist Learning Environment (CLES) Survey. Additionally, it also contains two newly developed rating scales that have been taken from Luckay and Laugksch (Luckay and Laugksch, Research in Science Education 45:1–22, 2015), and a perceived e-learning outcomes scale adopted from Sultan, Woods, and Koo (Sultan et al., Educational Technology and Society 14:149–163, 2011). The instrument included seven prominent social constructivist learning dimensions and plus perceived e-learning outcomes, namely: Respect for Difference, Learner Investigation, Critical Voice, Learner Negotiation, Individual Relevance, Shared Control, Uncertainty and Perceived e-Learning Outcomes. For this study, empirical data were gathered from 1289 upper primary and secondary school students in the Iraqi Kurdistan Region. The research instrument possessed factor structure, discriminant validity, and internal consistency reliability based on the results of data analysis. Consequently, the validity and reliability of Arabic language and Kurdish language versions of the survey were verified. Hence, the principal data are sufficient for additional empirical research involving path model evaluation in order to discern any correlations between the variables included in the research model.

Relationship of learning environment to learners’ attendance in public primary schools in Kwara state, Nigeria

Introduction: Primary school system is a place where pupils receive knowledge between the ages of 6 to 11. The study examined the relationship between learning environment and pupils’ attendance in public primary schools in Kwara State. Purpose: The study examined the impact of well ventilated classroom, furnished computerlaboratory and good furniture facilities on pupils’ attendance in primary schools in Kwara State. Design: The target population of the study was 2,400 teachers of public primary schools in the State; the sample was 145 teachers of selected primary schools in each of the senatorial district in Kwara State using simple random sampling technique. The instruments used for the study were researchers’ designed questionnaires titled “Learning Environment Questionnaire (LEQ)” and “Pupils’ Attendance Questionnaire (PAQ)”. The questionnaires were administered on selected teachers in the sampled public primary schools in Kwara State. The questionnaires were subjected to content validation by 2 experts from the field of education. The reliability coefficient of the instrument was found to be 0.75 and 0.62 respectively using Cronbach Alpha statistics. Statistics of means and standard deviation were used to answer the research questions while Pearson Product Moments Correlation (PPMC) was used to test the hypotheses raised in the study using SPSS version 21.0 at 0.05 level of significance. Results: The study revealed that a good learning environment has a positive impact on pupils’ attendance in public primary schools in Kwara State. Recommendations: Recommendation was made that Government through SUBEB to ensure more classrooms with wider space are provided for schools to accommodate more pupils and many others.

The Effect of a Socio-Scientific Context-Based Science Teaching Program on Motivational Aspects of the Learning Environment

This paper reports about the effect of an innovative, context-based science teaching and learning program on student intrinsic motivation. The intervention aimed at promoting Inquiry-Based Science Education (IBSE) in close collaboration with teachers throughout the academic year by developing and implementing socio-scientific, context-based, innovative, three-stage modules. The Motivational Learning Environment (MoLE) model and questionnaire was used to measure the impact of context-based science modules on the motivation of sixth to eleventh graders at secondary schools in Georgia. Students’ wish- to reality-differences data were analyzed concerning the seven dimensions of the Motivational Learning Environment model. As a result of a one-year training program we observed statistically significant differences in two dimensions for the treatment classes (compared to the control classes) in pre- and post-test results. The study suggests more education systems should consider context-based, socio-scientific science teaching as a leading approach to enhance students’ motivation and interest in science education.

Students' learning environment perception and the transition to clinical training in dentistry.

IntroductionThe learning environment (LE) influences students’ behaviour, and predicts academic achievement, satisfaction and success. Measuring students’ perception of the LE provides relevant information for curricular quality assurance. In this study, a LE assessment was used to observe variations in students’ LE perception throughout the curriculum, to illustrate the possible influence that preclinical training (Pt) and clinical training (Ct) have on students’ learning experience.Materials and MethodsAll students in the six‐year undergraduate dental programme (n = 849) at the Academic Centre for Dentistry Amsterdam (ACTA) were approached and divided into Pt and Ct groups according to their training phase in the curriculum. The LE was assessed using the Dundee Ready Educational Environment Measure (DREEM), and the results were evaluated using the Statistical Package for the Social Sciences (SPSS) software for distribution (Kolmogorov‐Smirnov normality test), internal reliability (Cronbach's alpha) and comparative analysis (one‐way ANOVA).ResultsThe questionnaire was completed by 216 (response rate=65%) Pt students and by 379 (response rate=75%) Ct students. With a general DREEM score of 124.3, significantly higher scores were found during Pt (DREEM=133.4) in comparison with the Ct phase of the curriculum (DREEM=119.2). DREEM scores steadily decreased throughout the 6‐year curriculum, with the highest drops in LE perception observed in the second and third years of the programme. Significant differences in all DREEM domains were observed, with lower scores for Ct.ConclusionStudents’ LE perception deteriorates throughout the curriculum, especially within the Pt‐Ct transition, during the second and third years of the programme. An inferior LE perception was observed in every domain of the LE questionnaire within this transition showing a learning experience, which requires an educational intervention. Further research is required to better understand the educational needs of the Pt‐Ct transition at this school.

Nursing Students’ Satisfaction towards Clinical Learning Environment (CLE) in Universiti Kebangsaan Malaysia Medical Centre

In the previous studies, it was found that many nursing students have the highest satisfaction towards clinical learning environment (CLE). CLE has an impact on nursing students in preparing them in terms of knowledge and providing quality care for patients. The objective of this study was to determine the level of satisfaction among nursing students in the Universiti Kebangsaan Malaysia Medical Centre (UKMMC) towards CLE. A purposive sampling technique was used in quantitative and cross-sectional descriptive design. Ninety-three of Year 1 to Year 4 nursing students participated by answering modified self-reported Clinical Learning Environment, Supervision and Nurse Teacher (CLES + T) scale questionnaire. The questionnaire consisted of three sections; sociodemographic, clinical placement and five dimensions of satisfaction towards CLE (pedagogical atmosphere, leadership style of the head nurse, premises of nursing in the ward, preceptor relationship and role of the preceptor). In medical ward, 51.6% of nursing students had high satisfaction towards CLE and 48.4% reported to have low satisfaction. Whereas for surgical, orthopaedic, homecare and critical area wards reported to have 50% for both high and low satisfaction towards CLE. The relationship between year of study, gender and level of satisfaction towards CLE among nursing students in UKMMC were statistically not significant (p = 0.715, p = 0.139). Among the five dimensions of satisfaction towards CLE, leadership style of the head nurse was the highest (72.0%) and the lowest (30.1%) was from pedagogical atmosphere. This study showed that regardless of specific clinical placement for the nursing students, their satisfaction towards CLE were almost similar and the leadership style of the head nurse had the highest impact. Perhaps, the impact of involvement of the head nurse in the clinical teaching should be explored further in the future.

A Pilot Study of a Physical Therapy Cadaveric Anatomy Course: Assessing the Impact of Examination Format on the Learning Environment.

Anatomy education continues to evolve in health professional programs as curricula shift to competency-based models and contact hours decrease. These changes in curricula may significantly alter the learning environment for students. Importantly, changes in learning environment have been shown to impact student learning strategies and well-being. It follows, then, that an investigation of students' perceptions of the learning environment is key to understand the impact of modern anatomy curriculum alterations. The current pilot study evaluated the impact of modifying examination format on the learning environment of physical therapy students participating in a human cadaveric anatomy course. Two study cohorts of first year (entry-level) physical therapy students were invited to complete a preliminary learning environment questionnaire with 13 visual analog scale items and four short answer items. One study cohort was tested with a viva (oral) practical examination, and the other, with a bell-ringer practical examination. Analysis of quantitative items revealed two significant findings: physical therapy students in the bell-ringer cohort found it was more difficult to prepare for their examination, and that they had inadequate time to respond to questions compared to the viva cohort. Analysis of qualitative items revealed distinct themes that concerned physical therapy student learning environment specific to cadaveric anatomy. These results demonstrate that examination format can influence the learning environment of physical therapy students studying cadaveric anatomy. As a result, care needs to be taken to ensure that modernized curricula align the examination format to the method of instruction and the future application of students' knowledge in clinical practice.

Initial Development and Validation of the Perceptions of the Blended Learning Environment Questionnaire

Learning in blended environments has become a ubiquitous part of student experience in tertiary education worldwide. Although students’ perceptions of learning environments are a key element in the learning process, there is a dearth of valid instruments to assess students’ perceptions in blended contexts. This study described the initial development and validation of a Perceptions of the Blended Learning Environment Questionnaire (PBLEQ). The analyses, involving two cohorts of students enrolled in courses either from humanities/social sciences disciplines or from sciences/engineering disciplines, consistently supported the bifactor model over a correlated first-order model and a second-order model. The bifactor model had a single perceptions factor that underlined each of the items. Separately, there were three specific factors: the perceptions of integration between face-to-face and online learning, the perceptions of online contributions, and the perceptions of the online workload, each having its own separate set of items. The invariance tests among the two cohorts validated that the PBLEQ had invariant factor structure, factor loadings, and intercepts. The PBLEQ has potential to help unravel students’ perceptions of the blended learning environment in diverse academic disciplines.

Exploring the significant predictors of convergent and divergent scientific creativities

Despite that the importance of scientific creativity has been emphasized in literature, limited attention has been paid to the identification of multiple path estimates of scientific creativity. This two-stage study investigated significant predictors and pathway effects of divergent and convergent scientific creativities. Stage one was focused on the development and validation of instruments. At stage two, convenience samples of 307 elementary students from four different schools were asked to respond to the creativity learning environment questionnaire, scientific creativity test, and science inquiry test. The results of structured equation modeling analyses supported that there is a synergistic effect of creativity learning environment and performance of science achievement on student performance of science inquiry and scientific creativity. In addition, this study identified that creativity learning environment and performance of science achievement are significant predictors of divergent scientific creativity while science inquiry plays a critical role on student convergent scientific creativity.

A comparison of science classroom environments between Korea and Thailand with a focus on their cultural features

Every classroom environment reflects the cultural features of the country where it is located. In this study, with a focus on cultural features, we compared the science classroom environments of two Asian countries: Korea and Thailand. For this, What Is Happening In this Class (WIHIC) and the Cultural Learning Environment Questionnaire (CLEQ) were administered to 1575 students (765 from Korea and 810 from Thailand) in Grades 4, 6, 8, and 10. The results of two instruments were analyzed and discussed with a particular focus on the four cultural dimensions in science classrooms, which were reframed from Hofstede’s four cultural dimensions. The results of the analysis can be summarized as follows. First, regarding the first dimension, relationships between individuals and groups, students in both countries liked collaborative activities and had many emotional exchanges in their classrooms. However, cognitive collaborative activities occurred more frequently in Thailand than in Korea. Second, regarding the second dimension, equity issues, almost all students in Korea perceived that they participated equally in science classrooms. However, in Thailand, students thought they had equal participation in science classrooms except for the gender aspects. That is, Thai boys and girls were reported themselves to be participating in different ways in their classrooms. Third, regarding the third dimension, relationships between students and teachers, two kinds of relationships were investigated: teacher authority and teacher support. In terms of teacher authority, the extent of psychological distance between students’ and their teachers’ power was similar in the two countries. However, in terms of teacher support, Thai students had more positive perceptions about teacher support than Korean students did. Fourth, regarding the features of science teaching and learning processes, Korean students had more negative perceptions of involvement, investigation, and task orientation than Thai students did. The negative responses of Korean students could be the cause of the low engagement of Korean students in their science classrooms. Based on these results, educational implications are discussed in terms of culturally appropriate pedagogies in science classrooms.

STUDENTS’ PERCEPTION ABOUT CLINICAL LEARNING ENVIRONMENT IN THE PRIMARY, SECONDARY AND TERTIARY MEDICAL FACILITIES

Background: Learning environment is an important factor in learning process and can affect students' competence and work-readiness. Learning environment is not only about physical facilities but also social and psychological condition. The complexity of clinical learning environments pose challenges and problems that may affect students learning process so it is necessary to monitoring and evaluating students learning environments. This study aims to assess students' perception of their learning environment and the effect of primary, secondary and tertiary health care services utilization as clinical learning environments.Method: This study was conducted with a cross sectional study design. The subjects were 36 students of obstetrics and gynecology department. Data obtained from learning environment questionnaires in tertiary, secondary and primary health care services. A non-parametric test was applied to compared learning environment score in each health care level.Results: Students perception of their learning environment between tertiary and secondary as well as tertiary and primary health care services were significantly different. Students stated advantages and disadvantages of each learning environment that can affect their competence level. Conclusion: Students have a good perception of the their learning environment. There was significant difference between tertiary and two other health care services.

Medical students' perceptions of their learning environment during a mandatory research project.

ObjectivesTo explore medical students´ perceptions of their learning environment during a mandatory 20-week scientific research project. MethodsThis cross-sectional study was conducted between 2011 and 2013. A total of 651 medical students were asked to fill in the Clinical Learning Environment, Supervision, and Nurse Teacher (CLES+T) questionnaire, and 439 (mean age 26 years, range 21-40, 60% females) returned the questionnaire, which corresponds to a response rate of 67%. The Mann-Whitney U test or the Kruskal-Wallis test were used to compare the research environments. ResultsThe item My workplace can be regarded as a good learning environment correlated strongly with the item There were sufficient meaningful learning situations (r= 0.71, p<0.001). Overall satisfaction with supervision correlated strongly with the items interaction (r=0.78, p < 0.001), feedback (r=0.76, p<0.001), and a sense of trust (r=0.71, p < 0.001). Supervisors´ failures to bridge the gap between theory and practice or to explain intended learning outcomes were important negative factors. Students with basic science or epidemiological projects rated their learning environments higher than did students with clinical projects (χ2(3, N=437)=20.29, p<0.001). ConclusionsA good research environment for medical students comprises multiple meaningful learning activities, individual supervision with continuous feedback, and a trustful atmosphere including interactions with the whole staff. Students should be advised that clinical projects might require a higher degree of student independence than basic science projects, which are usually performed in research groups where members work in close collaboration.

Academic dimension of classroom learning environment and students’ nurses attitude toward schooling

The objective of this research was to investigate the academic dimension of classroom learning environment and students’ nurses’ attitude toward schooling. To achieve this objective, the following hypothesis was postulated, there was no significant relationship between students’ perception of their classroom academic environment and their attitude toward schooling. To test this hypothesis two instrument were employed for this study. One was 25 – item classroom learning environment questionnaire. The second questionnaire was a 20-item attitudinal questionnaire which sought to get information on students’ attitude toward attendance at school, altogether giving a total of 45-item questionnaire. This was used to collect data from two hundred and forty (240) students, randomly sampled from the twelve schools selected for the study. Twenty (20) students were selected from each schools of southern senatorial district. In Cross River State these responses obtained from the instrument were analyzed using the Pearson product moment correlation coefficient. The result showed that there is a significant relationship between students’ perception of their classroom academic environment and attitude toward schooling. Based on this finding, it was recommended that the teacher should create and maintain social learning environment, relationship with peers, inculcate tone of disciplinary measures and finally, healthy academic learning environment such that will help the students develop the right attitude toward schooling. All the resource persons involved in the training of the teachers should equip them with the necessary knowledge that will enable them to effectively manipulate the principles of human relation. These will aid in the development of a healthy learning environmentKeywords: Academic Dimension, classroom learning environment, students’ nurses and attitude

Evaluating online resources in terms of learning environment and student attitudes in middle-grade mathematics classes

The main objective of this research was to use learning environment and attitude scales in evaluating online resource materials for supporting a traditional mathematics curriculum. The sample consisted of 914 middle-school students in 49 classes. A second research focus was the validation of the chosen learning environment questionnaire, the Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI), with an ethnically-diverse sample of middle-grade mathematics students in Florida. Finally, we complemented quantitative questionnaire data with qualitative interview data that were analysed thematically. In addition to cross-validating the TROFLEI, our study suggested that the online resource provided neither much advantage nor much disadvantage.