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High school students’ perceptions of their classroom learning environment, teachers’ communication behaviours; and their learning strategies

Güzel, Okan
The purposes of this study were to explore students’ perceptions of the extent to which constructivist approaches are present in chemistry classes at high school level in Turkey, to assess students’ perceptions of their chemistry teachers’ communication behaviours in their classroom learning environments and to investigate the learning strategies of students in chemistry classes considering school type, gender, and grade level differences. In this study, the Constructivist Learning Environment Questionnaire (CLES), the Teacher Communication Behaviour v Questionnaire (TCBQ) and the Motivated Strategies for Learning Questionnaire (MSLQ) were used as measuring instruments. In addition, the questionnaires included some questions for demographic characteristics of participants. The study was conducted in conveniently selected two schools (private and public) in Ankara with a total of 994 ninth and tenth grade students in the second term of 2006-2007 semesters. Data obtained from the administration of measuring instruments by using the analysis of multivariate analysis of variance (MANOVA) The results of the study indicated that school type, gender and grade level of the students had significant effect on perception of classroom learning environment, teacher’ communication behaviour and perceived use of learning strategies. For instance, students in private schools perceived their classroom-learning environment more constructivist than student in public school. In addition girls rated that, their learning environment and teachers’ communication behaviours more favourably than did boys. The study also showed that students use rehearsal-learning strategy mostly in their chemistry classrooms.