Model of classroom learning for eighth grade and high school students based on the relationship between student ability, perceived classroom climate and their interaction

Abstract

Scope and Method of Study: The study was to determine relationships between general ability (A), classroom averages of classroom environment (CE), and classroom learning (CL) and retention (Rtn) of eighth grade and high school students (S). A model of CL was proposed to investigate this problem. CL = f(A) + f(CE) + f(A X CE). This model was tested for two groups using analysis of partial variance (APV): an experimental group (E), and a control group (R). Both groups were taught the same unit of instruction (T).

Focus was on representativeness of instructional treatment (T) - external validity, while maintaining internal validity. The T that S received was an average of 11.0 days of instruction on acid-base theory. Teachers (Trs) were instructed to teach using normal methods and materials. S taught by different Trs received different amounts and types of instruction. These differences were controlled by APV.

Nine Trs volunteered. Trs were assigned to E and R. Trs taught 27 classes containing 541 S (375 high school and 166 eighth grade). Trs selected a unit on acid-base theory as the T. Sixteen independent variables (IV) were collected three weeks before T began. Trs administered three A tests (Cattell's Culture Fair Test: 4 scales), and a vocabulary (2 scales) and an induction test (I-1) (from Kit of Factor References Tests). Next, Trs administered the Classroom Environment Scale (CES: 9 scales).

Two unit tests (UT) were designed by the author measuring CL and Rtn. A UT was administered to R as a pretest on the first day of T. AUT was administered to both the E and the R on the last day of the T. The T took 11.0 class periods to complete. After 15.3 days of the posttest, a UT was given to the E to measure Rtn.

Findings and Conclusions: The 15 IV .were reduced to 5 factors (F) by a likelihood factor analysis and varimax rotation. Two A Fs were named verbal and nonverbal ability; three CE Fs were named: student centered environments (Env), high structure Env, and high discipline Env. The A set accounted for 13.8% (E) and 17.6% (R) of the covariate (COV) adjusted (Ad) CL variance (V). The CE set accounted for 8.5% (E) and 5.3% (R) of the Cov Ad Cl V. The (Grade level X CE) set accounted for 0.0% (E) and 4.5% (R) of the Cov Ad Cl V. The A set accounted for 11.8% (E) of the Cov Ad retention V. The CE set accounted for 13.6% of the Cov Ad Rtn V. The (A X CE) set accounted for 8.3% (E) of the Cov Ad Rtn V, and the (Grade level X CE) set accounted for 0.1% (E) of the Cov Ad Rtn V.

The best model of Cl and Rtn only contained an A and a CE set. This model accounted for 23.6% (E), and 22.2% (R) of the Cov Ad Cl V, and 23.7% (E) of the Cov Ad Rtn V. There is a great deal of room for improvement. This model accounted for 45.8% (E) and 60.0% (R) of the total CL V, and 36.2% of the total Rtn V.