| Popis: |
A significant factor that enhances student engagement in learning, in addition to teachers’ instruction and classroom activities, is the classroom climate. This study aims to develop the measurement model of the classroom climate as perceived by students. Based on a theoretical and literature review, the measurement model of the classroom climate consists of three components: managing the learning activity by teachers to respond to individual learning needs, encouraging students to participate in learning activities and supporting students to achieve their learning. The classroom climate instrument was developed with 17 items. Using data from 355 junior high school students, the reliability and validity of the instrument were examined. It was found that the instrument had content validity (indices of item objective congruence range from 0.714 to 1.000), suitable discrimination indices (item-total correlations range from 0.756 to 0.894) and high internal consistency reliabilities (Cronbach's α coefficients range from 0.818 to 0.904). Confirmatory factor analysis was conducted by means of Mplus version 7.2 to examine the construct validity of the instrument. Results suggest that the instrument has a high level of construct validity (χ 2 = 0.001, df = 1, p = 0.985). Evidence shows that the measurement model and instrument were appropriate and are recommended for use in further study of teachers’ instructional designs to promote the classroom climate. |
