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Class size effects in the perception...

Chu, Ju-chun.

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Class size effects in the perceptions of adult students of classroom social environments.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Class size effects in the perceptions of adult students of classroom social environments./
作者:	Chu, Ju-chun.
面頁冊數:	99 p.
附註:	Source: Dissertation Abstracts International, Volume: 61-01, Section: A, page: 0055.
Contained By:	Dissertation Abstracts International61-01A.
標題:	Education, Adult and Continuing. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9960110
ISBN:	0599642823

Class size effects in the perceptions of adult students of classroom social environments.
Chu, Ju-chun.

Class size effects in the perceptions of adult students of classroom social environments. - 99 p.

Source: Dissertation Abstracts International, Volume: 61-01, Section: A, page: 0055.

Thesis (Ed.D.)--Rutgers The State University of New Jersey - New Brunswick, 2000.

Although several studies have been conducted on adult classroom environments, most of them were focused on age and gender differences. Analyzing social climate dimensions of classes that vary by class size would add significantly to the body of knowledge on learning and program administration in adult education.

ISBN: 0599642823Subjects--Topical Terms:

626632
Education, Adult and Continuing.

Class size effects in the perceptions of adult students of classroom social environments.
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245 1 0 $a Class size effects in the perceptions of adult students of classroom social environments.
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500 $a Source: Dissertation Abstracts International, Volume: 61-01, Section: A, page: 0055.
500 $a Chairperson: Gordon G. Darkenwald.
502 $a Thesis (Ed.D.)--Rutgers The State University of New Jersey - New Brunswick, 2000.
520 $a Although several studies have been conducted on adult classroom environments, most of them were focused on age and gender differences. Analyzing social climate dimensions of classes that vary by class size would add significantly to the body of knowledge on learning and program administration in adult education.
520 $a This research was designed as a partial replication and extension of a study conducted by Darkenwald and Valentine (1986). The original research compared student perceptions of the ideal social environment to their perceptions of the actual or enacted climate in varied adult education classroom environments. This study sought to determine the relationship of class size to the perceptions of adult students on six factor-analytic dimensions of the classroom social environment: Organization and Support, Student Centeredness, Student Affiliation, Student Involvement, Student Influence and Task Orientation.
520 $a The data comprised 1.451 students in 71 classes at a community college in the Northeast. Data were aggregated for each class using individual student data obtained from questionnaire surveys of Adult Classroom Climate Scale (Darkenwald & Brandes, 1998). The class was the unit of analysis.
520 $a Multivariate Analysis of Variance (MANOVA) was applied to test the effects of class size and class type on adults, perceptions toward their classroom learning environments. Results suggested that class size had effects on Student Affiliation, Student Involvement and Task Orientation. Influence and organization revealed U-shape relationships between class size and these two variables. Student Affiliation and student involvement factors, on the other hand, had linear relations with class size. The larger the classes, the lower ratings the adult students granted. Subject matter effect was showed on Student centeredness dimension. Adult students perceived different degrees of curriculum centeredness in different types of classes (social science, humanities and natural science). Gender and age were also discussed in this research.
520 $a The issue of class size is essential to increasing our understanding of adult learning needs. Information about the social climate can be used to effect changes in program planning to make the classroom environment more supportive for adult learners. This could influence not only learning outcomes but also participation and satisfaction in educative activities.
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