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Creating and Assessing Positive Classroom LearningEnvironmentsLinda Pickett a & Barry Fraser ba Department of Curriculum and Instruction , Richard W. Riley College of Education,Winthrop University , Rock Hill , South Carolina , USAb Science and Mathematics Education Centre , School of Science, Curtin University ofTechnology , Perth , Western AustraliaPublished online: 25 Jul 2012.

To cite this article: Linda Pickett & Barry Fraser (2010) Creating and Assessing Positive Classroom Learning Environments,Childhood Education, 86:5, 321-326, DOI: 10.1080/00094056.2010.10521418

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CREATING AND ASSESSING POSITIVE CLASSROOM LEARNING

ENVIRONMENTS

W hen you walk in the door of certain classrooms, you can feel ”it.” The classroom has a positive atmosphere and you can sense that this is a good place to be. What defines this positive classroom environment? Can “it“ be described and assessed? When teachers feel that they have created classroom environments that positively engage students and optimize their learning, teachers’ self-efficacy soars and their classroom has ”it.” Teachers can take certain steps to create those “friendly” environments in which they and their students can thrive.

This article presents a brief introduction to the field of learning environments and describes a learning environment questionnaire-called What Is Happen- ing in This Class? (WIH1C)-that teachers around the world have used to conveniently assess their students’ perceptions. A simple method that can be used to im- prove the classroom environment is outlined. Finally, we provide some examples of what teachers, interna- tionally, have learned from using the WIHIC.

Learning Environments A great deal of research and evaluation in educa- tion has been heavily dependent on measures of academic achievement and other learning outcomes; however, these measures cannot provide a complete description of the educational process. Over the past 40 years, significant progress has been made in the conceptualization, assessment, and investiga- tion of the learning environments of classrooms and schools (Aldridge & Fraser, 2000; Fisher & Khine, 2006; Fraser, 2002, 2007; Khine & Fisher, 2003). This research has enabled educators to develop a more in- depth understanding of how students learn and the complexity of the factors that can affect the teaching and learning process. Convincing evidence has been provided that the quality of the classroom environ- ment in schools is a significant determinant of stu- dent learning (Fraser, 2007; Wubbels & Levy, 1993).

The classroom environment can be defined in terms of the students’ and teachers’ shared perceptions in that

environment, which has the advantage of character- izing the setting through the eyes of the actual par- ticipants and capturing data that an outside observer could miss or consider unimportant. The classroom environment involves the many relationships that exist between the teacher and students or among students. The personal nature of the perceptionsof those who are in the environment on a daily basis can provide a wealth of information and deeper insights into the classroom.

One of the strongest traditions in past classroom environment research has been investigating the as- sociations between students’ cognitive and affective learning outcomes and their perceptions of the learn- ing environment. Numerous studies have established associations between the classroom or school environ- ment and students’ achievement and attitudes, among samples of different ages and in different subject areas (Fraser, 2007; Wubbels & Levy, 1993). Analyses of large databases, collected as part of the National Assessment of Educational Progress (NAEP), found that the class- room and school environment was a strong predictor of both achievement and attitudes (Fraser, Welch, & Walberg, 1986).

Another focus of research on learning environments has been the differences between student and teacher perceptions of the actual classroom environment and that preferred by students and teachers (Fraser & Fisher, 1986). Differences in these perceptions can be a source of frustration for teachers who do not understand why

Linda Pickett and Barry Fraser Linda Pickett Is Assistant Professor,

Department of Curriculum and Instruction, Richard W. Riley College of Education,

Wlnthrop University, Rock Hill, South Carolina. Barry Fraser Is Professor and Director of the

Science and Mathematics Education Centre, School of Science, Curtin University of Technology,

Perth, Western Australia.

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students might not be responding a s expected.

Assessing Students’ Perceptions of the Learning Environment A variety of economical, valid, a n d widely applicable questionnaires a re available for assessing student perceptions of classroom environ- ments, i nc lud ing t h e My Clas s Inventory (MCI; Sink & Spencer, 2005) a n d the Classroom Environ- ment Scale (CES; Moos & Trickett, 1987), which a re general-purpose ques t ionna i r e s , a s well a s t h e Questionnaire on Teacher Interac- tion (QTI; Wubbels & Levy, 1993), which focuses specifically on the interpersonal interactions between the teacher a n d students. Strong evidence suppor ts the validity a n d reliability of these instruments in a

wide variety of education settings. This article focuses o n the What Is Happening in this Class? (WIHIC) ques t ionna i r e , w h i c h has b e e n widely used in classroom environ- ment research and is applicable in today’sclassroomsettings (Aldridge & Fraser, 2000; Dorman, 2003).

How Teachers Can Use the WIHIC To Improve Their Classroom Learning Environments Teachers often employ student feed- back from classroom environment surveys to reflect upon, discuss, a n d systematically improve their classroom environments, using the following five steps:

Asscssincirit of the preferred envi- ronment a n d actual environment, as perceived by students

Fwdbnck to teachers on students‘ responses R cf7wt io i I n I I d rliscziss io i I by t h e teacher o n s tudent responses in order to provide a basis for a deci- sion about whether to change the environment /I I t rodu c t io I I (?fir I t ( jrivi I f ioi I S by the teacher i n a n attempt to change the classroom environment Rcwsscssrric~rrt of the actual envi- ronment by students after inter- ventions, to determine whether students perceive their classroom environments differently (Fraser & Fisher, 1986).

This method has been applied suc- cessfully in action research in the United States, England, a n d Aus- tralia at the early childhood (Fisher, Fraser, & Bassett, 1995), elementary school (Sink&Spencer, 2005), middle

~~~ ~~ ~

DescriDtion and Samule Item for the Actual Form of Each WIHIC Scale Scale

Student Cohesiveness

Teacher Support

Involvement

Investigation

Task Orientation

Cooperation

Equity

Description Sample Item

Extent to which students know, help, and are supportive of one another

Extent to which the teacher helps, befriends, trusts, and is interested in students

Extent to which students have attentive interest, participate in discussions, do additional work, and enjoy the class

Emphasis on the skills and processes of inquiry and their use in problem solving and investigation

Extent to which i t is important to complete activities planned and to stay focused on the subject matter

Extent to which students cooperate rather than compete with one another on learning tasks

Extent to which students are treated equally by the teacher

I make friends with other students in this class.

The teacher helps me when I have trouble with the work.

My ideas and suggestions are used during classroom discussions.

I do investigations in this class.

Getting a certain amount of work done is important to me.

1 cooperate with other students when doing assigned work.

The teacher gives as much attention to my auestions as to other students’ auestions.

Teachers can select the WIHIC scales that address the aspects of the classroom environment in which they are most interested, or they can use all seven scales. Students indicate how often they perceive a classroom practice is occurring and respond to each item using the alternatives of Almost Never, Seldom, Sometimes, Usually, and Almost Always. The responses are scored on a five-point scale. However, some researchers (e.g., Pickett & Fraser, 2009) have used only three alternatives (Almost Never, Sometimes, and Almost Always) to make responding easier for elementary school students. The WIHIC has a parallel pr+rred form that assesses the classroom environment ideally preferred by students. Each form has seven 8-item scales.

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school (Sinclair & Fraser, 2002), and secondary school levels (Thorp, Burden, & Fraser, 1994). All of these studies reported improvements in the classroom en- vironments after implemention of interventions. Pre- service and inservice teachers also have been involved in action research on their teaching practice in their university teacher education classes and in their school classrooms in South Africa and Australia (Aldridge, Fraser, & Ntuli, 2009; Yarrow & Millwater, 1995).

One case study described a teacher's attempt at im- proving the learning environment of a science class of mixed-ability Grade 8 students at a British compre- hensive school (Thorp, Burden, & Fraser, 1994). When this teacher found large, actual-preferred discrepancies on all learning environment scales, she decided to try to improve all dimensions through an intervention introduced over a period of approximately one month. Because the teacher thought it was important to base the design of this intervention on further input from her students, she talked to them about her percep- tions concerning their interest in and commitment to her subject while, at the same time, admitting that many of their comments were valid. Aspects of the intervention included the class agreeing to be more willing participants in lessons, and the teacher agree- ing to mark books at least once per week, arranging a subject-based trip, encouraging cooperative work, and varying the lesson structure more. Re-admininistra- tion of the actual form of the questionnaire revealed large improvements of over one standard deviation on nearly all scales.

When Sinclair and Fraser (2002) used a modified ver- sion of the WIHIC to guide changes to the classroom environment in urban middle schools in northern Texas, males and females within the same class differed in their perceptions of actual and preferred classroom environment. Therefore, attempts to change the envi- ronment involved different interventions for students of both genders. For example, a teacher wanting to improve student involvement focused on her female students by making a concerted attempt to include them more in class discussions, question-and-answer sessions, and laboratory activities. To improve teacher empathy, the same teacher made a deliberate effort to target male students by selecting various males to help with laboratory preparations before school and labora- tory clean-up after school, and allowing other males to volunteer to help with taking care of the class pets before school. The success of these strategies was sup- ported by improvements on both the involvement and teacher empathy scales. Preservice teachers in Australia valued including the topic of learning environments in their preservice program and the opportunity to be involved in action research aimed at improving school classroom environments (Yarrow & Millwater, 1995).

What Teachers Have Learned From Using the WIHIC The WIHIC was used in a two-year science mentoring program for beginning elementary school teachers and their 573 school students in a large, culturally and ethnically diverse urban school district in the south- eastern United States (Pickett & Fraser, 2009). At the beginning of the school year, teachers administered a form of the WIHIC that had been modified for use with elementary school students (see the appendix) and analyzed the pretest results for their classes. Based on the feedback provided by their students' perceptions of the classroom environment, each teacher planned and implemented a program to address their concerns. The WIHIC was re-administered at the end of the school year so that any pretest-posttest changes in students' perceptions of the learning environment could be identified. Small improvements between pretest and posttest scores were noted for some WIHIC scales.

The beginning teachers also were asked to comment on their use of the WIHIC. One of the teachers reported: "The classroom environment questionnaire was really helpful to me, because it helped me to thinkmore about what I do every day." A second teacher commented: "The questionnaire really made me look at my class- room through the students' eyes. I put myself in their chairs and re-examined what I do." Another teacher shared the following example of how using the WIHIC helped her improve her classroom environment:

The classroom environment questionnaire made me analyze what I do, and I made changes based on the students' feed- back. For example, several students said that I didn't talk with them. When we discussed their responses, students explained that I did not come to their desks to talk with them. They said that they didn't like me talking to them or giving them directions from across the room. I did not know that they felt like that, because I made eye contact with them and talked with them daily. So, I changed my proximity to the students and made sure that I went to each child and talked personally with him/her some time during the day. Who would have thought that this could have made such a difference in my classroom?

A fourth teacher was concerned with student cohesive- ness in his classroom. In attempting to assess individual student perceptions, he asked students to use their names on their responses. The students reported only positive perceptions, and the teacher knew this was not an honest reflection of the students' feelings. When he re-administered the WIHIC, he required the students to respond anonymously and thus received more hon- est student feedback. In response, he made changes to the classroom seating arrangement, used a variety of groupings for different activities throughout the day,

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and allowed time for students to work individually. A mid-year assessment of the learning environment, again using anonymous student responses, yielded much more positive feedback. This teacher continued to use different student groupings for the rest of the school year. When he re-administered the WIHIC at the end of the school year, data in the form of students' perceptions of cohesiveness in the classroom provided support for the changes he had made.

Another teacher commented on how feedback from the WIHIC affected her instruction: "The questions about equity motivated me to change my questioning strategies. The questions on the survey reminded me to include everyone in my questioning. I also had the students start responding to many of my questions by using their dry-erase boards. This helped me include all of the students in our discussions."

These examples illustrate how classroom teachers can use feedback from the WIHIC to improve specific aspects of their classroom environments. This learning environment questionnaire can provide teachers with a means, other than high-stakes testing, to quantify the outcomes of their hard work and efforts in the classroom. Using the data to document changes in students' perceptions of the learning environment can be quite empowering to teachers, thereby helping them to create more "friendly" classroom environments.

Conclusion Supportive and friendly working environments are essential for retaining effective classroom teachers. In the current high-stakes testing atmosphere, many teachersbelieve that their success is controlled by factors outside their classrooms; this perception can contribute to low morale and teacher turnover. To overcome this perception, teachers must focus on the aspects of their work-usually found within their own classrooms- that they can more directly influence. The WIHIC can help teachers to assess their classroom environments, so that they can implement interventions to build on the strengths and improve specific aspects. In turn, these positive changes in students' perceptions of the learning environment are likely to lead to increased student achievement and more favorable attitudes (Fraser, 2007; Wubbels & Levy, 1993). After all, a truly "friendly" environment is one in which teachers feel that their hard work is appreciated and their students are happy, thriving, and meeting their academic and social goals. Their classrooms have "it."

Authors' note: Tlic W l H l C has been found to be zialid and useful in studies at various grade leziels for capturing tlze essence of the general " l~eal th" of the classroom. Studies hazie supported the validity oftlie W l H K in the United States (den Brok, Fisher, Rickards, 6 Bull, 2006; Pickett b Fraser, 2009) and in a tiumber of

Asian countries, usiizgvarioiis l a n p a g e s (AldridXe 6 Fraser, 2000; Khoo 6 Fraser, 2008; Koul b Fisher, 2005; Wahyudi b Treagust, 2004). Every study cited has reported extensive and iinpressioe 7lalidatioii cziiderzce for the W l H l C , based on large samples and using comiiz~ii statistical aiial?/sis techniques, s u c l ~ as factor analysis and Croiibnch's alpha reliability coefficient. The successful use of the W I H I C in diz~ersecultural andeducational settings throughout the z~iorld attests to its zwsatility and usefulness in a 7uide variety of learning enziiroiiinents, 7uith rniriiinal adaptation.

References Aldridge, J. M., & Fraser, B. J. (2000). A cross-national study of

classroom environments in Australia and Taiwan. Learnirz'y Eirz~ironments Research: An International Journal, 3, 101-134.

Aldridge, J. M., Fraser, B. J., & Ntuli, S. (2009). Using learning environment assessments to improve teaching practices among in-service teachers undertaking a distance-education programme. Sotrtli Africari ]ourirul of Education, 29, 147-170.

den Brok, P., Fisher, D.L., Rickards, T., &Bull, E. (2006). Califor- nian sciencestudents' perceptions of their classroom learning environments. Educational Research and Ez~aluation, 22, 3-25.

Dorman, J. P. (2003). Cross-national validation of the What is Happening in this Class? (WIHIC) questionnaire using confirmatory factor analysis. Lcarning Enrrironrnerrts Research: An Iiiteriiationnl \ournu/, 6 , 231-245.

Fisher, D. L., Fraser, B.J., & Bassett, J. (1995). Using a classroom environment instrument in an early childhood classroom. Australian Journal of Early Clrildliood, 20, 10-15.

Fisher, D. L., & Khine, M. S. (Eds.). (2006). Contemporary ay- yroaclres to research on learnins errviroiiments: World zl iez~ls.

Singapore: World Scientific. Fraser, B. J. (1999). Using learning environment assessments

to improve classroom and school climates. In H. J. Freiberg (Ed.), Scliool cliinatc: Mcmuring, i ~ n y ~ o ~ ~ i ~ r ~ y ~ ~ ~ r d s ~ ~ s t a i ~ r i ~ ~ E a l f l l y /wrtiin<y enuironrnmts (pp. 65-83). London: Falmer Press.

Fraser, B. J. (2002). Learning environments research: Yester- day, today and tomorrow. In S. C. Goh & M. S. Khine (Eds.), Studies in educntiorial learning cnz~ironrnents: A I I irrternafioiinl persprt izv (pp. 1-24). Singapore: World Scientific.

Fraser, B. J. (2007). Classroom learning environments. In S. K. Abell & N. G. Lederman (Eds.), Hairdbookofresc~arcli on science rducntion (pp. 103-124). Mahwah, NJ: Lawrence Erlbaum Associates.

Fraser, B. J., & Fisher, D. L. (1986). Use of actual and preferred classroom environment scales in person-environment fit research. ]ourrial of Ed~rcational Ps!ycholo~yy, 75, 303-313.

Fraser, B.J., Welch, W.W., & Walberg, H. J. (1986). Using second- ary analysisofnational assessment data toidentify predictors of junior high school students' outcomes. Alberta Iournal of Education Research, 32, 37-50.

Khine, M.S., & Fisher, D.L. (Eds.). (2003). Teclinolo~yy-rich learn- ilrg eriz~ironrnents: A fu ture prrspectizw. Singapore: World Scientific.

Khoo, H. S., & Fraser, B. J. (2008). Using classroom psychosocial environment in the evaluation of adult computer application courses in Singapore. Technology, Pedagogy and Education,

Koul, R. B., & Fisher, D. L. (2005). Cultural background and students' perceptions of science classroom learning environ- ment and teacher interpersonal behaviour in Jammu, India. Lt~arriing Ei i r~ ironm~i~ts Research: An Iiiterimtioilal Journal, 8,

Moos, R. H., & Trickett, E. J. (1987). Classrooin Eiiuironinent Scalc

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n~ariual (2nd ed.). Palo Alto, CA: Consulting Psychologists Press.

Pickett, L., & Fraser, B. J. (2009). Evaluation of a mentoring program for beginning teachers in terms of the learning environment and student outcomes in participants’ school classrooms. In A. Selkirk & M. Tichenor (Eds.), Teacher educa- tion: Policy, practice and research (pp. 1-51). Hauppauge, NY Nova Science Publishers.

Sinclair, B. B., & Fraser, B. J. (2002). Changing classroom envi- ronments in urban middle schools. Learning Enuironments Research: An lnternational ]otirrznl, 5, 301-328.

Sink, C. A,, & Spencer, L. R. (2005). My Class Inventory-Short Form as an accountability tool for elementary school coun- selors to measure classroom climate. Professional School

5. I work well with other students in this class. 1 2 3

7. Students in this class like me. 1 2 3 6. I help other students in this class who are having trouble with their work. 1 2 3

8. In this class, other students help me with my work. 1 2 3 Teacher Support Almost Sometimes Almost

Never Always 9. The teacher takes a personal interest in me. 1 2 3 10. The teacher tries very hard to help me. 1 2 3

The teacher cares about my feelings. 1 2 3 ~ it: The teacher helm me when I have trouble with mv work. 1 2 3

Counselirig, 9, 37-48. Thorp, H., Burden, R. L., & Fraser, B. J. (1994). Assessing and

improving classroom environment. Sclzool Science Review,

Wahyudi, & Treagust, D. F. (2004). The status of science class- room learning environments in Indonesian lower secondary schools. Learning Environments Research, 7, 43-63.

Wubbels, T., & Levy, J. (Eds.). (1993). Do you knozu zuhat you look like? Znterpersonal relationships in education. London: Falmer Press.

Yarrow, A,, & Millwater, J. (1995). SMILE: Student modification in learning environments: Establishing congruence between actual and preferred classroom learning environment. Journal of Classroom Interaction, 30(1), 11-15.

75, 107-113.

Appendix: What Is Happening in This Class? (WIHIC) Student Cohesiveness Almost Sometimes Almost

Never Always 1. I make friends with other students in this class. 1 2 3 2. I know other students in this class. 1 2 3

4. Other students in this class are mv friends. 1 2 3 3. I am friendly to students in this class. 1 2 3

13. The teacher talks with me. 1 2 3 14. The teacher is interested in my problems. 1 2 3 15. The teacher comes to my desk to talk with me. 1 2 3 16. The teacher’s questions help me understand my work. 1 2 3

Involvement Almost Sometimes Almost Never Always

17. I participate in discussions in this class. 1 2 3

18. I give my opinions during class discussions. 1 2 3

19. The teacher asks me questions. 1 2 3 20. My ideas and suggestions are used during classroom discussions. 1 2 3 21. I ask the teacher questions. 1 2 3 22. I explain my ideas to other students. 1 2 3 23. Other students in this class talk with me about how to solve 1 2 3

problems with my class work. 24. I am asked to explain how I solve problems. 1 2 3

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Investigation Almost Sometimes Almost Never Always

25. I do investigations in this class. 1 2 3 26. My teacher asks me to think about the evidence to support statements. 1 2 3 27. I do investigations to answer questions that we talk about in class. 1 2 3 28. I explain what different statements, pictures, and graphs mean. 1 2 3 29. 1 do investigations to answer questions that interest me. 1 2 3 30. I do investigations to answer the teacher's questions. 1 i 3 3 31. I find out answers to questions by doing investigations. 1 2 3

32. I answer questions by using ititormation I get trom my o\vn 1 2 3 investirzations.

Task Orientation Almost Sometimes Almost Never Alwavs

33.

34.

35. 36.

37.

38. 39.

40.

Getting a certain amount of work done is important to me.

I tinish my assigned work in this class.

I know the goals for this class.

I am r c d y to start this class on time.

I know what goals I am trying to achieve in this clCiss.

I pay attention during this class.

I try to understand the work in this class.

I know how much work 1 have to do.

Cooperation Almost Sometimes Almost Never Always

41. I cooperate \vith other students when doing assigned work. 1 2 3

42. I share m y Lmoks, materials, and supplies with other students ~7heti 1 2 3

43. When I work in groups i n this class, we w o r k as a team. 1 2 3 34. 1 Lvork with other students on assignments in this class. 1 2 3

cl o i t i g ass i g t i m e ti ts.

45. 1 learn f r o m other students in this class. 1 2 3

46. I urork iv i th other students in this class. 1 - 7 3 47. I cooperate with other students on class activities. 1 2 3 48. Students m.ork with me to achieve class Eo'ils. 1 2 3

Equity Almost Sometimes Almost Never Always

49. The teacher gives as much attention to my questions as to other 1 2 3

50. I get the same amount ot help from the teacher as other students. 1 2 3

51. I have the same amount of say in this class as other students. 1 2 3 52. I am treated the same as other students in this class. 1 - 3 3

53. I receive the same encouragement from the teacher as other 1 2 3

54. I get the same opportunity to contribute to class discussions as 1 2 3

S5. M y work receives as much praise as other students' work. 1 - 7 3

56. I get the same opportunity to answer questions as other students. 1 2 3

s t CI den ts' quest i o m .

students do.

other students do.

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