Psychometric properties of a Chinese version of the constructivist learning environment survey among secondary-school students in Hong Kong

Psychometric properties of a Chinese version of the constructivist learning environment survey among secondary-school students in Hong Kong

• Kwan, Yee Wan University of Saint Joseph

Learning Environments Research, 23(2), 167-184, 2020

Springer

2020

• L Educational Measurement & Evaluation
  • LC Academic Achievement Tests

Cognitive Outcomes Constructivist Learning Environment Secondary Schools Validation

• Hong Kong

• 1997.7 onwards

• Secondary Education

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. Copyright © Springer.

• English

Journal Articles

• 13871579

• 10.1007/s10984-019-09301-1

https://bibliography.lib.eduhk.hk/en/bibs/2f64c2ea

2021-02-16