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Psychometric properties of a Chinese version of the Constructivist Learning Environment Survey among secondary-school students in Hong Kong

Resource type
Author/contributor
Title
Psychometric properties of a Chinese version of the Constructivist Learning Environment Survey among secondary-school students in Hong Kong
Abstract
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.
Publication
Learning Environments Research
Volume
23
Issue
2
Pages
167-184
Date
2020-07-01
Journal Abbr
Learning Environ Res
Language
en
DOI
10.1007/s10984-019-09301-1
ISSN
1573-1855
Accessed
4/11/23, 2:13 PM
Library Catalog
Springer Link
Citation
Kwan, Y. W. (2020). Psychometric properties of a Chinese version of the Constructivist Learning Environment Survey among secondary-school students in Hong Kong. Learning Environments Research, 23(2), 167–184. https://doi.org/10.1007/s10984-019-09301-1
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