Winnie M. Mucherah, Ph.D.
Department of Human Development, College of Education 1999
This study examined dimensions of classroom climate in social studies classrooms using technology as measured by the Classroom Climate Questionnaire (CCQ), classroom observations, and teacher interviews. The questionnaire was administered to 306 students in 3 public urban middle schools, in 14 classrooms. Exploratory factor analysis conducted on the student data revealed six classroom climate dimensions: Teacher Support and Structure, Rule Clarity and Teacher Control, Involvement in Teacher Structured Activities, Involvement with Computers, Competition with Computers, and Innovation,. Analyses of variance permitted subscales based on these dimensions to be examined by school, class, and gender. There were significant differences between schools in the subscale mean scores of Involvement in Teacher Structured Activities, Innovation, and Involvement with Computers. Significant class differences were found in the subscale mean scores of Involvement in Teacher Structured Activities, and Rule Clarity and Teacher Control. There were also significant gender differences in the subscale mean scores of Involvement with Computers, and Competition with Computers, with boys scoring higher on both subscales.
The qualitative data provided interpretive information regarding students' responses, and also helped to explain the observed patterns and differences in the mean scores between and within the three schools. Implications of the study findings and future research are discussed.
KEY WORDS: classroom climate, computers, dimensions, technology, social studies