A Multilevel Analysis of Learning Environments and Student Attitudes

Abstract

Abstract An investigation of relationships between students’ attitudes towards chemistry and their perceived laboratory environments was carried out using a sample of 1592 final year secondary school students in 56 chemistry classes in 28 randomly selected co‐educational government schools. This study is distinctive in that it marks the beginning of science classroom environment research in Singapore and because it pioneers the use of the Hierarchical Linear Model (HLM) in learning environment research. The Chemistry Laboratory Environment Inventory (CLEI), a modified version of the Science Laboratory Environment Inventory, was used to assess students’ perceptions of the learning environment in chemistry laboratory classes. Students’ chemistry‐related attitudes were assessed using the Questionnaire on Chemistry‐related Attitudes (QOCRA), which is based on the Test of Science‐related Attitudes. Environment‐attitude relationships were examined using conventional multiple regression analysis and the more rigorous HLM. Positive associations emerged between the nature of the chemistry laboratory classroom environment and the students’ attitudinal outcomes