REPOR T 'RESUMESED 015 153CLASSROOM CLIMATE AND INDIVIDUAL LEARNING.BY- WALBERG, HERBERT J. ANDERSON, GARY

EDRS PRICE MF-$D.25 HC -$0.72 16P.

SF DOI 375

PUB DATE 67

DESCRIPTORS- ACADEMIC ACHIEVEMENT, BIBLIOGRAPHIES; 0.1(7..ASSROOM

ENVIRONMENT, EVALUATION, HIGH SCHOOL STUDENTS, INDIVIDUALCHARACTERISTICS, INDIVIDUAL STUDY, *LEARNING, LEARNINGPROCESSES, LEARNING THEORIES, LITERATURE REVIEWS,QUESTIONNAIRES, STANDARDIZED TESTS, *STUDENT ATTITUDES,STUDENT REACTION, SEMANTIC DIFFERENTIAL FOR SCIENCE STUDENTS,PUPIL ACTIVITY INVENTORY, SCIENCE PROCESS INVENTORY,CLASSROOM CLIMATE QUESTIONNAIRE, HARVARD PROJECT PHYSICS,PHYSICS ACHIEVEMENT TEST

TO INVESTIGATE THE RELATIONSHIP BETWEEN INDIVIDUALSATISFACTION WITH CLASSROOM CLIMATE AND LEARNING, 2100 HIGHSCHOOL JUNIORS AND SENIORS WERE ASKED TO EVALUATE THE HARVARDPROJECT PHYSICS, AN EXPERIMENTAL COURSE WHICH UTILIZED NEWINSTRUCTIONAL METHODS AND MATERMS. A 50 PERCENT RANDOM.SAMPLE FROM EACH CLASSROOM WAS ADMINISTERED THE PHYSICSACHIEVEMENT TEST, THE SCIENCE PROCESS INVENTORY, THE SEMANTICDIFFERENTIAL FOR SCIENCE STUDENTS, AND THE PUPIL ACTIVITYINVENTORY (CRITERION MEASURES) AT THE BEGINNING AND END OFTHE YEAR,- WHILE A RANDOM FOURTH OF EACH CLASS WAS GIVEN THECLASSROOM CLIMATE QUESTIONNAIRE AT MIDYEAR. IT WAS FOUNDTHAT.......(I)SIGNIFICANT AND COMPLEX RELATIONS EXISTED BETWEENCLIMATE MEASURES AND LEARNING CRITERIA, I.E., STRATIFICATIONAND FRICTION CLIMATE VARIABLES PREDICTED SCIENCEUNDERSTANDING WHILE OTHERS PREDICTED PHYSICS ACHIEVEMENT ANDATTITUDES TOWARDS LABORATORY WORK. (2)GROUPS OF CLIMATEVARIABLES PREDICTED LEARNING BETTER THAN OTHERS, E.G.,STRUCTURAL VARIABLES SUCH AS ISOMORPHISM (THE TENDENCY FORCLASS MEMBERS TO BE TREATED EQUALLY) AND ORGANIZATION WEREBETTER PREDICTORS THAN COACTION (COMPULSIVE RESTRAINT ORCOERCION). REPLICATIONS OF THE STUDY (USING A NATIONAL RANDOMSAMPLE) ARE BEING CARRIED OUT WITH REVISED INSTRUMENTS. (AW)

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Lr% Classroom Climate and Individual Learningr4r--I jf

CD Herbert J. Welber; ,and Gary Anderson

Harvard University

DEC 8 02

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14Two recent studies have shown that scores Obtained on

measure of the socio-emotional climate of the classroom

(fiaberg, 1966) can be predicted from earlier measures of

1) teacher personality Melberg, 1968a) and 2) student abillty

and interest in the subject (Welberg. and Anderson, 1968).

Yet this work is incomplete in that it does not demonstrate:

that individual satisfaction with the climate of the class on=

the part of the student makes for learning, the criterion

of institutional effectiveness espoused by school boards,

parents, administrators, and teachers. The intent ofthe-

present research is to investigate this crucial relationship

and to explore empirically further hypotheses derived from

a socio-psychological theory of the classroom as a social

system Matte's and Thelen, 1960).

1This research is part of the evaluation of Harvard Project% s.,''

Physics, a course 'development project supported by the Carnegia,*-Corporation of New York, the National Science Foundation,the Sloan Foundation and the U.S. Office of Education. Theauthors thank Mary Hyde and Arthur Rothman for computerconsultation and special programing.

-2-

Getsels and Thelen'stake an analytic distinction between

institutional role-expectations and individual personality-

dispositions'which both bear upon the climate of the class.

The constellation of role-expectations can be termed the

'structural" dimension (Welberg, 1968b); it refers to the

structure.= organization of student roles within the olass,.%

for example, such things as goal direction and democratic

policy. The structural dimension applies to shared, group-

sanctioned classroom behavior while the "affective' dimension

pertains to idiosyncratic personal dispositions to act in a

given way to satisfy individual personality needs: Aspects .

of the affective dimension are such things as satisfaction,

intimacy, and friction in the class. A recent multivariate

study of 72 classrooms in the same theoretical vein showed .

that student perceptions of the structural and affective

aspects of socio-emotional climate are strongly related

(canonical correlations as high as .8). And although the

patterns of. correlation are. complex, they are interpretable,

in terms of the Getzels-Thelen conceptual scheme and certain'

other socio-psychological theories (Welberg, 1968b). The

present study fits into the series as follows:

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corre1ttio of eazi of snbrtp nd th oettn ofindii4u1a within the saie amp12 cxi difa in stgn and

urngz*itude (Robinon 19G) art, a rai1ei mx

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in progress to conp1et the r1es bov, but the focus of

this atudy4s the indiiiduaL It seeks to deteine the

1eariUzçj of individu1s with 4iernt p'rctionii o

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cZimate rather than the an pexceptio4 of the entire: classes"'""'"I

SAtex&U...walsoMMPU

subjects and Instruments

a

Some 2100 high school juniors and seniors in 76 classes

throughout the country participated in the preliminary

evaluation of Harvard Project Physics, an experimental course

. using a variety of new instructional media and emphasizing

. the philosophical, historical, and humanistic aspects of

physics. The mean Henmon-Nelson IQ of a random sample of the

group is 115. Their scores on five instruments constitute

the data for analysis.

The battery of cognitive, affective, and behavioral

criterion measures includes the Physics Achievement Test,

the Science Process Inventory, the Semantic Differential

for Science Students, and the Pupil Activity Inventory.

The Physics Achievement Test (Ahlgren, Walberg, and Welch,

1966) is a 36-item multiple-choice test designed to measure

genoralknowledge of physics. It has a Kuder-Richardson

Ytmmula.20 reliability (Guilford,.1954) of .76 based on a

random sample of 400 high school students at the end of their

physics course. The Science Process Inventory (Welch, 1966)

consists of 100 true- -false statements describing the assump-

tions, activities, products, and ethics of science. The test

was validated on a sample of eminent scientists and has a

RR 20 reliability of ,86.

The Semantic Differential for Science Students (Ahlgren,'

Iftlbarg, and Welch, 1966) is familiar to many re4earchara

and has been described elsewhere (Osgood, Suci, and Tannenbaum,

1957; Walberg and Anderson, 1968). Six scat e: reflecting

affective objectives of ilarvard Project Physics were selected

for analysis. Using the Spearman-Brown formula to correct

the mean item inter-correlations for the number of items

(Gullford, 1954) yields of about .8. (See TAWS 1

for reliabilities of all scales and tests discussed here.)

The Pupil Activity Inventory was described by Cooley

and Reed (1961). It consists of a number of adolescent

science activities, and the student is asked to indicate the

frequency of his participation in each. Walberg (1967)

re-factor analyzed the instrument for the present sample and

found five dimensions: Academic, Biological, Tinkering,

Cosmology, and Applied Life. The Academic, Tinkering, and

cosmology cluster scores were summed for a 2hysical Science

Activity score which yields an 8-43 corrected intt-coal consis-

tency of .76.

The first form ot the Classroom Climate Questionnaire (1141ben,

1966) consists of 80 items describing characteristics of

school classes, for example, *The class members are working

toward many diffnrAnt The respmndant exprasses Agraeg-

went or' disagreement with each on a four-point scale. The

instrument yields 18 factor analytically-derived cluster scorer

which, for individuals, range in corrected split-half reli-

ability from .41 to .86 (See Table 1 and Walberg and Anderson,

1968). A revised instrument with more items and hopefully

greater reliability is beIng used to zeplicate our work this years

Procedure

The data were obtained using a randomized data collection

system within each class which tends to ininiinize individual

testing time but maximize the number of tests which can be

administered Melberg and Welch, 1968). The system is most

appropriate for class means analysis but does provide patterns

of scores for ,studies of individual students as well, with

certain restrictions. Random halves of the students took thea

criterion measures at the beginning and at the end of the

year; a random fourth took the Classroom Climate Questionnaire

at midyear. The sampling fraction for any combination of

tests is the product of the sampling fractions for the combination.

Thus for the midtest and any posttest, a fourth times a half

or an eighth took both measures. To bring pretests into the

analysis, the eighth must be multiplied by a half giving one-

sixteenth. Thus for a total of 1700 students who finished

the course, about 214 have taken the midtest and a given

posttest, and 106 have taken the same pretest and posttest

as well as midtest.. Actually because of absentees and unusable

answer sheets, the figure is about 85 for any given combination

of pre, mid-, and posttest.

From the group of 25 eubscores on the tests given at the

beginning and at the end of the course, nine were selected as

criteria for measuring student learning since they measure

.7.

cognitive, affective, and behavioral course objectives.

They Iret Physics Achievement? Science Understanding,

six Selaantic Differential measures, and Physics Activities

which Ls the sum of the Academic Science, Cosmology; and

Tinkariqg scales on the pupil Activity Inventory. The

reliabilities of the scales are shown in Table 1. Using a

method de%cribed by Forgusgn (1959); regression-adjusted

gain or "&llta"_score (the to .a` standardized deviations

from prediced scores based on the pretest) were calculates

for each of the criteria. These scores repr:13ent the student's

learning on each criterion during the course adjusted for

initial status. The adjusted criteria wtire oor)!elated with

each of the 18 measures of classroom clinate.

Results

Table contains 32 statistically significant correlations

(p4 005) between measured perceptions of classroom climate and

the adjimsted learning variables. This anounts to four times

the chance expectancy in a 9 by 18 matrix of 162 elements.2

The estimates of association are conservative since the

23tepwie multiple correlations were also calculated with

significant results accounting for up to 40 percent of theuncorrected variance in the learning criteria with threeprcdictcrs. However, because of the small number c,f cases,the uncertainty o.!: the stepwise procedure withnut cross-validatjon, and great number of beta weights, the na.s1.12t5re not reported here.

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test only the correlations ripe krom to 26 percent, The .i'e..1*,

correlations rise from 16-to 200 percent when corrected for 4:P...'''.

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variance is not considered here. In any case, uncorrected

correlations and scale re/iabilitien axe phown in Table 1.t.

The interested rea4ar is referred to Guilford (1954) for

.attentiation correction formulas,

D146(weloa-,.,,v; 7-

While the otidy dis,expXoratory,and employs a prelimin

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"..fform of the instrument*;'thE results are statistically signifim:'

cant and meaningful enough-to-wavreat interpretation* One. .

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A.: fifty to do .this is to characterXzet the perception a classroom ..:,t1

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climate for students who made greateat gains on the differant'.:,

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Oliteria by examining the oolumn4 of correlations in ?able

Wefts who gained the most on the physics adhievemsnt

teat* for example' perceived it classes as social" 7lh CROwA;.p.A2,,

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Oheous* intimate groups working on one goal; one might

speculate that the goal is high achievement on physics test.C2,*uw,73:

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On the other hand, students who grew more in science under-/

standing saw their classes as well organized with little

friction between their fellow students, and although the

class is seen as egalitarian and unstratified, the students

had a greater variAfu cf TrAIS different percep-.

trans of classroom climates are associated with different

kfalds of cognitive growthachievement and science understanding.

perceptions of climate also predict the affective gr6wth

the course is intended to bring about. We shall examine the

correlates of only one of the two ratings for each of the

three concepts reported in Table 1. Students who reported

greater enjoyment of laboratory work perceived their classes

as unstratified, democratic in policy setting, having a clear

idea of .class goals, and satifying. Students who gained the

most interest in physics saw their classes as well organized

and unstratified. Those who rated the concept Univ.Irse more

friendly saw their, classes as having clear goals, democratic

policy setting, egalitarian, unstratified, and less internal

friction and speech constraint. Lastly, stukSents who reported

engaging in more physical science activities because they

were interested, felt more personally intimate with their

fellow class members, less alienated and less strictly controlled.

Thus students with various perceptions of classroom cl&-

to grow in different ways during a courses Another way of

-10-

examining the results is to analyze the corre,ations across

ate rows t determine which climate variables correlate most

ottt,n, with atudent learning variables. The structural climate

variables can be divided into three subgroups: those having

to do with "coaction," "isamorphism,", and "organization."3

An enormous amount of research has investigated "teacher- vs.

"student-centered" classrooms or other variations on the

themes of authoritarian" and "dominant" teaching .methods

(Gage, 1963) . However, most of the studies, whether they

elploy tabulations of systematic observations or observer

yatings, fail to significantly account for variance in= student

learning. Three "coaction" climate variables, Subservient,

Strict Control, and Speech Constraint, seem to be related LLto

:his dimension, and among the three, there is only one corre-

Iation with student learning.

On the other hand, a more promising dimension for pre-

iicting learning is "ism, phism" or the perceived equality

of class members. Democratic, Stratified, and Egalitarian

zorrelate signifi antly with learning in eleven instances.

Stratif4.cation correlates with six learning measures, more

3These terms are used as a matter of convenience in discuiaingthe results. Except Jaa the case of "syntality," A term employedfor some years by Cattell (See Bereiter, 1966) we shall refr'it4nfrom using ma adding new terms to the copious jargon of wychologhIn all other cases, we have used words with dictionaryedefinitionswhich are to be understood as operationally defined and discus4ed.ere.

401,

-11

than any other variable.' Perhaps like penal or military

inthitutions, learning can be at least partial* satisfying

and effective in dominated, oppressed groups as long as every-.

one is treated equally. It may be that when one inmate,

rookie g or student is unfairly favored or set above the other,

the energies of the group are diverted from the attainment of

'institutional or private goals into the resulting dissention.

Another group of structural measure S that predi t learnin.

have to ho with "organization" of the class--Goal Direction,

Disorganization, and Formality. This group calls to mind

Pltyans' (1960) 'Teacher Characteristics Pattern Y"--respon-

sible, businesslike, systematic teacher behavior. A previous.

study (Walberg, in press) showed that these climate variables

can be predicted from teacher personality. Among the organi-

zation measures, there are eight correlations with learning

criteria.

Let us now turn to the effective climate predictors which

can be grouped into "syntal ty" and "synergism" measures.

One might derive from political theory the hypothesis that,

like nationalism which promoted, modern states, "syntality"

or emotional identification with a group cause enhances learning,

Such does not appear to be true of the classy however; with

one exception, the "syntality" measures, aroup Status, Classroom

Intimacy, and Alienation, do not predict the criteria. Waller's

hypothesis (1932) that students identify with the school

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clubs, -end the 4liks say *mu, more eruitful.

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The climate stealiorikrof islOrktrigiimmie,the pera9nalc s 1.

for what same psychologists, have termed the 6psychodirnainice

ter "inter - personal ") relations between class members ,?redict. learning. These variables are Personal Intimacy,

7. .Priction, and Satisfaction, and they account for 12 corr.-

lations with the criteria. Thus it is not the identification:t.

with the group that correlates with learning but the peroepq-,.

Lion that the class is personally gratifying and without

hostilities between the members.

1.4

Summary and Conclusions

1:-.41.t.

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This is one of a series of exploratory studies derived

from a socio-psychological theory of the classroom as a social_

.system (Getzols and Thelen, 1960). In a national non-random

sample of 76 high school physics classes, it tests the hypothi-

. 04,that indkvidual perceptions.,of 19 structural and affective..i.:0. s '..., ..- ,

... ..:4.. ,..

eiliects of classioOm climate predict 9 cognitive, affective,

11

ao4 behavioral learning measures adjusted for initial differr..-,'.,,..K, !.`:.

"- enacts." Simple and !multiple correlation revealed significant

complex relations between climate measures and learning

:criteria. For example. Stratification and Friction predicted*P .'4

w',-...'.. -I' ;:'.';:. . %.:

scie1100 Updorstanding, biit:othaeclimite variables predicted

phyitos aChiavement and. at4tudes toward laboratory work.

Xn additions gimps variable* pradictsd Learning4

attar than others. Amonq the structural variables, "isomorT-

phise (the tendency for class members to be treated equally)

see Discutsion !far further explanation) amd "organization,

(efficient direction of activity) predicted learning much

batter than scoaction" Acampulsive restraint or coercion).

Among the atfective climate measures, ''synergism' (personal

reIstione,among class members) predicted learning better than

'syntality" (identitioation with group qoalb).

Replications of the entire series of studies are being

carried with revised and, hopefully, nore reliable instru-,

ents :Axing a national randomsample. Should the results

hold up in other samples especially in other school subjecs,

I

they should increase our understanding of the social psychology

of the class, Moreover, from a practical point of visw,-,thal:

ability to predict learning outcomes from assesamentspf,clio

room climate may have implicatio * for teacher education,

behavior modification of in-service teachers, tand the asses-a-.

meat of teaching effectiveness provided educators can agree

on measurable goals of education.

Table 1

correlational Of Classroom Climate and

Student Learning Measures

.4

Classroom

Iimate

:ItvlatanllAEemtE

Coaction

Subservient (57)

Strict Control (51)

Speech Constraint (41)

Isomorphism

Democratic (80)

Stratified (55)

Egalitarian (67)

Organization

PY

Goa Direction (SO

Disorganized (55);

AOiamality (51)

Goal Dlyersity (64)

Affective

Universe

Universe

r l Deauti- Fripnd-

tent

ful

ly

(83)

(71)

(65)

(61)

Behavioral

Physics

Activities

22*

-25*

32*

Classroom intimacy (79).

Alienation (75)

'tram Status...(V')

s't

Friction (86)

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significant act.

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Physics Adhieva-7,

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1967

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Osgood, C.E., Suct4...444.,AmmClannonimmatp,.6:The weasuximmvitmiO''seap.ing Urbana: -Univorsi#y of'411inois loreilirrgrr7""1"'"VVMM.7-'''

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a*Osons W4 S0 °A0ologiedl ooTre/atione an*es the behavior ofindividuita* Merkm ty,T4 r..vo pp,u-teva 1450 _ 1L%

s141.1c.1

Ryans# D,0=av Charo4teriatics tefachars, Washington, D.C.gAmerican Counatrattra.770-611="

Nalbergs Rua, Claset6oinpiimato invsntoa, Cambridge4 Mass.:tiarvard Univer*IIT713RWIEITUTTEET=

Ita1 b4rgoA.J4 "Dimensicas of acienc* intorests of boys andgirls atOyin9 physics.° Scienoe MucAtion, 1967, 27, 111-116.-

Waiberg. "Teacher pereonality and classroom climate:*ra2112225x1121111fichoolsi 1968A in press,

Walbergr H.J. *Structural and affective aspects of clasa-room climatf;.* ?us12212912,n the Schools, 1968B, in press.

Wztlberg, H.J. and Anderson, GvS. "The achievement-creativitydimension and classroom climate." Journal of CreativeBehavior, 19680 in press.

Walberg, H, J. and Welch, W.Vi 'Anew use of randomization im,experimental curriculum eviauation," School Reviews 1967,

pres:_!.

wailers W. ThILARE12A2gLot tell,cUni. New York: Wiley, 1932.

Welch, W.W. Sciencep.Foceae inventory. Cambridge Mass.tHarvard UnivaiiTE3,7-1W-WarrrEET.-