Psychometric Properties of a Chinese Version of the Constructivist Learning Environment Survey among Secondary-School Students in Hong Kong
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| Title: | Psychometric Properties of a Chinese Version of the Constructivist Learning Environment Survey among Secondary-School Students in Hong Kong |
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| Language: | English |
| Authors: | Kwan, Yee Wan (ORCID |
| Source: | Learning Environments Research. Jul 2020 23(2):167-184. |
| Availability: | Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education Grade 9 High Schools Junior High Schools Middle Schools |
| Descriptors: | Educational Environment, Constructivism (Learning), Questionnaires, Likert Scales, Surveys, Factor Structure, Test Validity, Test Reliability, Student Attitudes, Teaching Methods, Secondary School Students, Grade 9, Foreign Countries |
| Geographic Terms: | Hong Kong |
| Assessment and Survey Identifiers: | Constructivist Learning Environment Survey |
| DOI: | 10.1007/s10984-019-09301-1 |
| ISSN: | 1387-1579 |
| Abstract: | The study examined the factor structure, reliability and validity of a Chinese version of the Constructivist Learning Environment Survey (C-CLES), an instrument for assessing students' perceptions of the extent of constructivist approaches prevalent in classrooms. A convenience sample of 967 students in Secondary Three (Grade 9) in Hong Kong participated in this study by completing a self-administered questionnaire in their class time. Exploratory and confirmatory factor analyses supported the hypothesised factor structure, indicating five theoretical constructivist environment dimensions that showed goodness-of-fit to 25 items: Personal Relevance, Uncertainty, Critical Voice, Shared Control, and Student Negotiation. Criterion-related validity, involving evidence based on relations to other variables, was assessed by correlations between the constructivist environment dimensions and cognitive strategies and academic ability. Most correlations were statistically significant and in the positive direction. The C-CLES with 25 items provides a useful measure for educational practice and research among school students. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1255627 |
| Database: | ERIC |
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| Abstract: | The study examined the factor structure, reliability and validity of a Chinese version of the Constructivist Learning Environment Survey (C-CLES), an instrument for assessing students' perceptions of the extent of constructivist approaches prevalent in classrooms. A convenience sample of 967 students in Secondary Three (Grade 9) in Hong Kong participated in this study by completing a self-administered questionnaire in their class time. Exploratory and confirmatory factor analyses supported the hypothesised factor structure, indicating five theoretical constructivist environment dimensions that showed goodness-of-fit to 25 items: Personal Relevance, Uncertainty, Critical Voice, Shared Control, and Student Negotiation. Criterion-related validity, involving evidence based on relations to other variables, was assessed by correlations between the constructivist environment dimensions and cognitive strategies and academic ability. Most correlations were statistically significant and in the positive direction. The C-CLES with 25 items provides a useful measure for educational practice and research among school students. |
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| ISSN: | 1387-1579 |
| DOI: | 10.1007/s10984-019-09301-1 |
