Araştırma Makalesi
BibTex RIS Kaynak Göster

Yıl 2023, Cilt: 9 Sayı: 1, 47 - 68, 28.06.2023

Zeynep Yılmaz Bodur Sümer Aktan

https://doi.org/10.47216/literacytrek.1195388

Öz

Kaynakça

  • Abell, M. M., Jung, E., & Taylor, M. (2011). Students' perceptions of classroom instructional environments in the context of universal design for learning. Learning Environments Research, 14(2), 171-185. https://doi.org/10.1007/s10984-011-9090-2 Afriliani, M., & Holandyah, M. (2018). An investigation into a link between classroom environment and EFL student teachers' academic achievement. Edukasi: Jurnal Pendidikan dan Pengajaran, 5(1), 76-86. https://doi.org/10.19109/ejpp.v5i1.2051
  • Aktan, S. (2019). Investigation of classroom teaching, self-efficacy and motivation in social studies classrooms. International Journal of Research in Education and Science (IJRES), 5(2), 639-656
  • Bahar, M., Asil, M., & Rubie-Davies, C.-M. (2017). Measurement invariance of the student personal perception of classroom climate scale (SPPCC) in the Turkish context. European Journal of Educational Research, 7(1), 113-120. https://doi.org/10.12973/eu-jer.7.1.113
  • Bilgen, Ö. B., & Doğan, N. (2017). Puanlayıcılar arası güvenirlik belirleme tekniklerinin karşılaştırılması. Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi, 8(1), 63-78. https://doi.org/10.21031/epod.294847
  • Ching-Tse, D. L. (2013). Learning environments in English classrooms in Singapore: Determinants and effects [Unpublished Doctoral Dissertation] Curtin University.
  • Clark, L. A., & Watson, D. (2016). Constructing validity: Basic issues in objective scale development. In A. E. Kazdin (Ed.), Methodological issues and strategies in clinical research (pp. 187–203). American Psychological Association. https://doi.org/10.1037/14805-012
  • Cohen, J. (1960). A coefficient of agreement of nominal scales. Educational and Psychological Measurement, 20(1), 37–46. https://doi.org/10.1177/001316446002000104
  • Daemi, M. N., Tahriri, A., & Zafarghandi, A. M. (2017). The relationship between classroom environment and EFL learners' academic self-efficacy. International Journal of Education & Literacy Studies, 5(4), 16-23. https://doi.org/10.7575/aiac.ijels.v.5n.4p.16
  • Fraser, B.J. (1986). Classroom environment. London: Croom Helm.
  • Fraser, B. J. (1998). Classroom environment instruments: Development, validity, and applications. Learning Environments Research, 1(1), 7-34. https://doi.org/10.1023/A:1009932514731
  • Fraser, B. J. & Goh, S. C. (2003). Classroom Learning Environments. In International Handbook of Educational Research in The Asia-Pacific Region (pp. 463-475). Springer, Dordrecht.
  • Fraser, B. J., McRobbie, C., & Fisher, D. (1996). Development, validation and use of personal and class forms of a new classroom environment questionnaire. In Proceedings Western Australian Institute for Educational Research Forum.
  • Frenzel, A. C., Goetz, T., Lüdtke, O., Pekrun, R., & Sutton, R. E. (2009). Emotional transmission in the classroom: exploring the relationship between teacher and student enjoyment. Journal of Educational Psychology, 101(3), 705. https://psycnet.apa.org/doi/10.1037/a0014695
  • Gedamu, A. D., & Siyawik, Y. A. (2015). The relationship between students' perceived efl classroom climate and their achievement in English language. Science, Technology and Arts Research Journal, 3(4), 187-192. https://doi.org/10.4314/star.v3i4.27
  • Hooper, D., Coughlan, J., & Mullen, M. (2008); Structural equation modelling: Guidelines for determining model fit. Electronic Journal of Business Research Methods, 6(1), 53-60.
  • Hu, L., & Bentler, P. M. (1998). Fit indices in covariance structure modeling: Sensitivity to underparameterized model misspecification. Psychological Methods, 3(4), 424–453. https://doi.org/10.1037/1082-989X.3.4.424
  • Kurt, F. S. (2019). The relationship between students’ classroom perceptions, willingness to communicate and self-efficacy belief [Unpublished Master's thesis] Çağ University.
  • Landis, J, R., & Koch, G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33, 159-174. https://doi.org/10.2307/2529310
  • Lizzio, A., Wilson, K., & Simons, R. (2002). University students' perceptions of the learning environment and academic outcomes: implications for theory and practice. Studies in Higher education, 27(1), 27-52. https://doi.org/10.1080/03075070120099359
  • McKillup, S. (2012). Statistics explained: An introductory guide for life scientists (Second edition). Cambridge: Cambridge University Press.
  • McTighe, J., & Brown, J. L. (2005). Differentiated instruction and educational standards: is that possible?. Theory into Practice, 44(3), 234-244. https://doi.org/10.1207/s15430421tip4403_8
  • Muijs, D., & Reynolds, D. (2017). Effective teaching: evidence and practice. Sage
  • Nelson, P., Demers, J. A., & Christ, T. J. (2014). The responsive environmental assessment for classroom teaching (REACT): the dimensionality of student perceptions of the instructional environment. School Psychology Quarterly, 29(2), 182-197. http://dx.doi.org/10.1037/spq0000049
  • Örük, C. (2018). Investigating university students’ classroom environment perceptions as a predictor of their English self-efficacy and self-regulation [Unpublished Master's thesis] Çağ University.
  • Patrick, H., Ryan, A. M., & Kaplan, A. (2007). Early adolescents' perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of Educational Psychology, 99(1), 83-98. https://doi/10.1037/0022-0663.99.1.83
  • Peer, J., & Fraser, B. J. (2015). Sex, grade-level and stream differences in learning environment and attitudes to science in Singapore primary schools. Learning Environments Research, 18(1), 143-161. https://doi.org/10.1007/s10984-013-9142-x.
  • Peterson, R. A., & Kim, Y. (2013). On the relationship between coefficient alpha and composite reliability. Journal of applied psychology, 98(1), 194.
  • Roorda, D. L. (2012). Teacher-child relationships and interaction processes: Effects on students’ learning behaviors and reciprocal influences between teacher and child. [Unpublished Doctoral Dissertation] Universiteit Van Amsterdam.
  • Shapiro, S. (1993). Strategies that create a positive classroom climate. The Clearing House, 67(2), 91-97. https://doi.org/10.1080/00098655.1993.9956031
  • Sun, J. (2005). Assessing goodness of fit in confirmatory factor analysis. Measurement and Evaluation in Counseling and Development, 37(4), 240-256. https://doi.org/10.1080/07481756.2005.11909764.
  • Şimşek, G. G., & Noyan, F. (2013). McDonald's ωt, Cronbach's α, and generalized θ for composite reliability of common factors structures. Communications in Statistics-Simulation and Computation, 42(9), 2008-2025.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (Sixth Edition). New Jersey: Pearson Education.
  • Taylor, R. (1990). Interpretation of the correlation coefficient: a basic review. Journal of diagnostic medical sonography, 6(1), 35-39.
  • Telli, S., Çakıroğlu, J., & Brok, P. (2006). Turkish secondary education students’ perceptions of their classroom learning. In D. L. Fisher, M. S. Khine, D. L. Fisher, & M. S. Khine (Eds.), Contemporary Approaches to Research on Learning Environments (pp. 517-542). Singapore: World Scientific.
  • Treagust, D. F. (2004). Learning environment and students' outcomes in science classes in Indonesian lower secondary schools. Journal of Science and Mathematics Education in Southeast Asia, 27(1), 139-165.
  • Tüter, N. (1989). Preliminary study towards the development of the Turkish form of the classroom environment scale. [Unpublished Master's thesis] Boğaziçi University.
  • Voltz, D. L., Sims, M. J., & Nelson, B. (2010). Connecting teachers, students, and standards: strategies for success in diverse and inclusive classrooms: strategies for success in diverse and inclusive classrooms. ASCD.
  • Wang, M. T., Hofkens, T., & Ye, F. (2020). Classroom quality and adolescent student engagement and performance in mathematics: A multi-method and multi informant approach. Journal of Youth and Adolescence, 1-16. https://doi.org/10.1007/s10964-020-01195-0
  • Webster, B. J., & Hazari, A. (2009). Measuring language-learning environments in secondary science classrooms. Learning Environments Research, 12(2), 131-142. https://doi.org/10.1007/s10984-009-9055-x
  • Wei, L. S., & Elias, H. (2011). Relationship between students' perceptions of classroom environment and their motivation in learning English language, International Journal of Humanities and Social Science, 1(21), 240-250.
  • Wheaton, B., Muthen, B., Alwin, D. F., & Summers, G. F. (1977). Assessing reliability and stability in panel models. Sociological Methodology, 8, 84-136. https://doi.org/10.2307/270754
  • Wilcox, R. R. (2012). Modern statistics for the social and behavioral sciences: A practical introduction. United States: Chapman & Hall/CRC Press.

Adaptation and Validation of the Responsive Environmental Assessment for Classroom Teaching (REACT): The Dimensionality of Student Perceptions of the Instructional Environment to Turkish for EFL Classrooms

Yıl 2023, Cilt: 9 Sayı: 1, 47 - 68, 28.06.2023

Zeynep Yılmaz Bodur Sümer Aktan

https://doi.org/10.47216/literacytrek.1195388

Öz

The aim of this research is to adapt The Responsive Environmental Assessment for Classroom Teaching (REACT) scale developed by Nelson, Demers, and Christ (2014) into Turkish for EFL classrooms and to test its applicability in Türkiye on a group of secondary school students studying in the 6th, 7th, and 8th grades. Construct validity of the scale was tested with exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). As a result of the exploratory factor analysis, a structure with 22 items and four factors was obtained. The fit indices of the 4-factor structure as due to CFA show that the model is at a reasonable level. Test-retest method was used for the stability of the scale. A correlation of .910 was obtained between the two applications. To determine the scale reliability, item-total correlations and correlation analysis were used, and Cronbach alpha and composite reliability were calculated. The correlation between the sub-dimensions of the scale ranged between .420 at the lowest, .687 at the highest, and item factor loads between .51 and .88. Corrected item correlations range from .44 to .67, and the difference between the means of the 27% lower and upper groups is significant for all items. The Cronbach α internal reliability coefficient calculated to determine its internal reliability was found to be .925. The composite reliability coefficient was calculated as .957. As a result, it can be said that the REACT scale is a valid and reliable scale that researchers can use.

Anahtar Kelimeler

Perceived Instructional Environment Academic Achievement Student Engagement

Kaynakça

  • Abell, M. M., Jung, E., & Taylor, M. (2011). Students' perceptions of classroom instructional environments in the context of universal design for learning. Learning Environments Research, 14(2), 171-185. https://doi.org/10.1007/s10984-011-9090-2 Afriliani, M., & Holandyah, M. (2018). An investigation into a link between classroom environment and EFL student teachers' academic achievement. Edukasi: Jurnal Pendidikan dan Pengajaran, 5(1), 76-86. https://doi.org/10.19109/ejpp.v5i1.2051
  • Aktan, S. (2019). Investigation of classroom teaching, self-efficacy and motivation in social studies classrooms. International Journal of Research in Education and Science (IJRES), 5(2), 639-656
  • Bahar, M., Asil, M., & Rubie-Davies, C.-M. (2017). Measurement invariance of the student personal perception of classroom climate scale (SPPCC) in the Turkish context. European Journal of Educational Research, 7(1), 113-120. https://doi.org/10.12973/eu-jer.7.1.113
  • Bilgen, Ö. B., & Doğan, N. (2017). Puanlayıcılar arası güvenirlik belirleme tekniklerinin karşılaştırılması. Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi, 8(1), 63-78. https://doi.org/10.21031/epod.294847
  • Ching-Tse, D. L. (2013). Learning environments in English classrooms in Singapore: Determinants and effects [Unpublished Doctoral Dissertation] Curtin University.
  • Clark, L. A., & Watson, D. (2016). Constructing validity: Basic issues in objective scale development. In A. E. Kazdin (Ed.), Methodological issues and strategies in clinical research (pp. 187–203). American Psychological Association. https://doi.org/10.1037/14805-012
  • Cohen, J. (1960). A coefficient of agreement of nominal scales. Educational and Psychological Measurement, 20(1), 37–46. https://doi.org/10.1177/001316446002000104
  • Daemi, M. N., Tahriri, A., & Zafarghandi, A. M. (2017). The relationship between classroom environment and EFL learners' academic self-efficacy. International Journal of Education & Literacy Studies, 5(4), 16-23. https://doi.org/10.7575/aiac.ijels.v.5n.4p.16
  • Fraser, B.J. (1986). Classroom environment. London: Croom Helm.
  • Fraser, B. J. (1998). Classroom environment instruments: Development, validity, and applications. Learning Environments Research, 1(1), 7-34. https://doi.org/10.1023/A:1009932514731
  • Fraser, B. J. & Goh, S. C. (2003). Classroom Learning Environments. In International Handbook of Educational Research in The Asia-Pacific Region (pp. 463-475). Springer, Dordrecht.
  • Fraser, B. J., McRobbie, C., & Fisher, D. (1996). Development, validation and use of personal and class forms of a new classroom environment questionnaire. In Proceedings Western Australian Institute for Educational Research Forum.
  • Frenzel, A. C., Goetz, T., Lüdtke, O., Pekrun, R., & Sutton, R. E. (2009). Emotional transmission in the classroom: exploring the relationship between teacher and student enjoyment. Journal of Educational Psychology, 101(3), 705. https://psycnet.apa.org/doi/10.1037/a0014695
  • Gedamu, A. D., & Siyawik, Y. A. (2015). The relationship between students' perceived efl classroom climate and their achievement in English language. Science, Technology and Arts Research Journal, 3(4), 187-192. https://doi.org/10.4314/star.v3i4.27
  • Hooper, D., Coughlan, J., & Mullen, M. (2008); Structural equation modelling: Guidelines for determining model fit. Electronic Journal of Business Research Methods, 6(1), 53-60.
  • Hu, L., & Bentler, P. M. (1998). Fit indices in covariance structure modeling: Sensitivity to underparameterized model misspecification. Psychological Methods, 3(4), 424–453. https://doi.org/10.1037/1082-989X.3.4.424
  • Kurt, F. S. (2019). The relationship between students’ classroom perceptions, willingness to communicate and self-efficacy belief [Unpublished Master's thesis] Çağ University.
  • Landis, J, R., & Koch, G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33, 159-174. https://doi.org/10.2307/2529310
  • Lizzio, A., Wilson, K., & Simons, R. (2002). University students' perceptions of the learning environment and academic outcomes: implications for theory and practice. Studies in Higher education, 27(1), 27-52. https://doi.org/10.1080/03075070120099359
  • McKillup, S. (2012). Statistics explained: An introductory guide for life scientists (Second edition). Cambridge: Cambridge University Press.
  • McTighe, J., & Brown, J. L. (2005). Differentiated instruction and educational standards: is that possible?. Theory into Practice, 44(3), 234-244. https://doi.org/10.1207/s15430421tip4403_8
  • Muijs, D., & Reynolds, D. (2017). Effective teaching: evidence and practice. Sage
  • Nelson, P., Demers, J. A., & Christ, T. J. (2014). The responsive environmental assessment for classroom teaching (REACT): the dimensionality of student perceptions of the instructional environment. School Psychology Quarterly, 29(2), 182-197. http://dx.doi.org/10.1037/spq0000049
  • Örük, C. (2018). Investigating university students’ classroom environment perceptions as a predictor of their English self-efficacy and self-regulation [Unpublished Master's thesis] Çağ University.
  • Patrick, H., Ryan, A. M., & Kaplan, A. (2007). Early adolescents' perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of Educational Psychology, 99(1), 83-98. https://doi/10.1037/0022-0663.99.1.83
  • Peer, J., & Fraser, B. J. (2015). Sex, grade-level and stream differences in learning environment and attitudes to science in Singapore primary schools. Learning Environments Research, 18(1), 143-161. https://doi.org/10.1007/s10984-013-9142-x.
  • Peterson, R. A., & Kim, Y. (2013). On the relationship between coefficient alpha and composite reliability. Journal of applied psychology, 98(1), 194.
  • Roorda, D. L. (2012). Teacher-child relationships and interaction processes: Effects on students’ learning behaviors and reciprocal influences between teacher and child. [Unpublished Doctoral Dissertation] Universiteit Van Amsterdam.
  • Shapiro, S. (1993). Strategies that create a positive classroom climate. The Clearing House, 67(2), 91-97. https://doi.org/10.1080/00098655.1993.9956031
  • Sun, J. (2005). Assessing goodness of fit in confirmatory factor analysis. Measurement and Evaluation in Counseling and Development, 37(4), 240-256. https://doi.org/10.1080/07481756.2005.11909764.
  • Şimşek, G. G., & Noyan, F. (2013). McDonald's ωt, Cronbach's α, and generalized θ for composite reliability of common factors structures. Communications in Statistics-Simulation and Computation, 42(9), 2008-2025.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (Sixth Edition). New Jersey: Pearson Education.
  • Taylor, R. (1990). Interpretation of the correlation coefficient: a basic review. Journal of diagnostic medical sonography, 6(1), 35-39.
  • Telli, S., Çakıroğlu, J., & Brok, P. (2006). Turkish secondary education students’ perceptions of their classroom learning. In D. L. Fisher, M. S. Khine, D. L. Fisher, & M. S. Khine (Eds.), Contemporary Approaches to Research on Learning Environments (pp. 517-542). Singapore: World Scientific.
  • Treagust, D. F. (2004). Learning environment and students' outcomes in science classes in Indonesian lower secondary schools. Journal of Science and Mathematics Education in Southeast Asia, 27(1), 139-165.
  • Tüter, N. (1989). Preliminary study towards the development of the Turkish form of the classroom environment scale. [Unpublished Master's thesis] Boğaziçi University.
  • Voltz, D. L., Sims, M. J., & Nelson, B. (2010). Connecting teachers, students, and standards: strategies for success in diverse and inclusive classrooms: strategies for success in diverse and inclusive classrooms. ASCD.
  • Wang, M. T., Hofkens, T., & Ye, F. (2020). Classroom quality and adolescent student engagement and performance in mathematics: A multi-method and multi informant approach. Journal of Youth and Adolescence, 1-16. https://doi.org/10.1007/s10964-020-01195-0
  • Webster, B. J., & Hazari, A. (2009). Measuring language-learning environments in secondary science classrooms. Learning Environments Research, 12(2), 131-142. https://doi.org/10.1007/s10984-009-9055-x
  • Wei, L. S., & Elias, H. (2011). Relationship between students' perceptions of classroom environment and their motivation in learning English language, International Journal of Humanities and Social Science, 1(21), 240-250.
  • Wheaton, B., Muthen, B., Alwin, D. F., & Summers, G. F. (1977). Assessing reliability and stability in panel models. Sociological Methodology, 8, 84-136. https://doi.org/10.2307/270754
  • Wilcox, R. R. (2012). Modern statistics for the social and behavioral sciences: A practical introduction. United States: Chapman & Hall/CRC Press.
Toplam 42 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Zeynep Yılmaz Bodur 0000-0002-0225-4042

Sümer Aktan 0000-0003-2938-7782

Yayımlanma Tarihi 28 Haziran 2023
Gönderilme Tarihi 27 Ekim 2022
Yayımlandığı Sayı Yıl 2023 Cilt: 9 Sayı: 1

Kaynak Göster

APA Yılmaz Bodur, Z., & Aktan, S. (2023). Adaptation and Validation of the Responsive Environmental Assessment for Classroom Teaching (REACT): The Dimensionality of Student Perceptions of the Instructional Environment to Turkish for EFL Classrooms. The Literacy Trek, 9(1), 47-68. https://doi.org/10.47216/literacytrek.1195388
 Kapak Resmi İndir

Creative Commons License The content is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. Copyright rests with the author; The Literacy Trek must be referred properly.