Angela F. L. Wong

Computer anxiety and its correlates : a meta-analysis

Abstract In this study we report results from a meta-analysis of relationships between computer anxiety and its three correlates—age, gender, and computer experience. Only studies published between 1990 and 1996 were included in the analysis. Findings of this meta-analysis are: (1) female university undergraduates are generally more anxious than male undergraduates, but the strength of this relationship is not conclusive; (2) instruments measuring computer anxiety are generally reliable, but not compatible with one another; and (3) computer anxiety is inversely related to computer experience, but the strength of this relationship remains inconclusive. Limitations of the methodology and implications of the findings are discussed. Directions for future studies are suggested.

Environment-Attitude Associations in the Chemistry Laboratory Classroom.

Abstract Associations between students’ perceptions of their chemistry laboratory classroom environment and their attitudes towards chemistry were investigated using a sample of 1592 final year secondary school chemistry students in 56 classes in 28 randomly‐selected coeducational government schools in Singapore. Students’ perceptions of their chemistry laboratory learning environment were assessed using the Chemistry Laboratory Environment Inventory (CLEI), which is a modified version of the Science Laboratory Environment Inventory (SLEI). The Questionnaire on Chemistry‐related Attitudes (QOCRA), a modified form of the Test of Science‐Related Attitudes (TOSRA), was used to assess the students’ attitudes to chemistry. Environment‐attitude associations were explored using three methods of correlational analysis (simple, multiple and canonical) and two units of statistical analysis (the individual and the class mean). Significant associations were found between the nature of the chemistry laboratory classro...

Singapore Students' and Teachers' Perceptions of Computer-Supported Project Work Classroom Learning Environments

Abstract The computer-supported Project Work classroom learning environment discussed in this paper represents a paradigm shift from teacher-centered to student-centered teaching and learning in Singapore schools. Besides the face-to-face weekly lessons in existing Project Work classrooms, the students engaged in computer-supported online forum discussions. Two hundred and sixty students and 26 teachers from seven high schools participated in this study. Their perceptions of this new learning environment were assessed using a modified version of the Web-based Learning Environment Instrument (WEBLEI). In addition, the instrument was also validated. The WEBLEI exhibited satisfactory internal consistency reliability and discriminant validity. Comparing the actual and preferred perceptions of the students and teachers revealed that there were differences between the actual and preferred perceptions for both students and teachers. With these in mind, the implications for using technology to support the face-to-face teaching and learning in Project Work classrooms are discussed in this paper.

CROSS-VALIDATION IN SINGAPORE OF THE SCIENCE LABORATORY ENVIRONMENT INVENTORY '

This paper reports the cross-validation in Singapore of the Science Laboratory Environment Inventory, which assesses students perceptions of psychosocial aspects of their science laboratory classroom environments. The sample consisted of 1,592 final year secondary school, i.e., Grade 10, chemistry students from 56 intact classes from 28 randomly selected coeducational government secondary schools in Singapore. This instrument, which has separate forms measuring students perceptions of the actual and ideal (preferred) learning environment, comprises five scales: Student Cohesiveness, Open-endedness, Integration, Rule Clarity, and Material Environment. The study provided cross-validation support for use in Singapore in either its actual or preferred form and with either the individual student or the class mean as the unit of analysis. Each scale exhibited satisfactory internal consistency reliability, discriminant validity, factorial validity, predictive validity, and ability to differentiate among classes.

Student Teachers' Intentions and Actions on Integrating Technology into Their Classrooms during Student Teaching: A Singapore Study

Abstract The purpose of the study is to explore student teachers’ intentions and actions in technology integration in their classrooms. A postgraduate teacher education cohort of 118 Singapore student teachers participated in the study. The results suggested that student teachers in Singapore showed positive intentions to integrate technology to facilitate student-centered learning in their future teaching. However, they reported that they were more likely to use technology as a supporting and instructional tool during their student teaching rather than using technology to promote student-centered learning. Qualitative findings from 10 purposefully selected participants showed consistency with the quantitative results. The results of the study helped to better exemplify the student teachers intentions and their actions in integrating technology into their classrooms.

Assessment of Chemistry Laboratory Classroom Environments

Abstract The Science Laboratory Environment Inventory (SLEI) is a recently developed classroom environment instrument for assessing students or teachers perceptions of their science laboratory classroom environment. This paper describes its development and reports on the validation and application of its modified form, the Chemistry Laboratory Environment Inventory (CLEI), with a Singapore secondary school sample. The sample consisted of 1 592 final-year secondary school (i.e. tenth grade) chemistry students from 56 intact classes from 28 randomly selected co-educational government secondary schools in Singapore. Various item and factor analyses supported the reliability and validity of the instrument for assessing students perceptions of their chemistry laboratory environment specifically in Singapore.

Singapore's primary schools

In this paper from Singapore, the authors first provide some background to their countrys success in the recent TIMSS study, including the manner in which the system of initial teacher training is organised. They then go on to point out some of the key determinants of this high achievement, including the investment made by many parents in private tuition because of the ‘high stakes’ element in examination success.

Redesigning and Reconceptualising of Field Experience for Teacher Accreditation

The National Institute of Education’s (NIE) TE21 Model, as mentioned in the earlier chapters (for more details, see Chap. 1), is one that aims to prepare teachers who are able to think in context and are adept in skilful teaching, reflective teaching and innovative teaching (Tan et al. 2012). We want our teachers to be able to reflect on their roles, think systematically about their own practice, draw on theories and research to deepen their understanding and adapt and innovate their teaching in ways that most effectively support student learning (e.g. Cochran-Smith and Lytle 1999; Darling-Hammond 2006a; Labaree 2003; Norlander-Case et al. 1999; Rodgers 2002). In addition, we want them to have the commitment and drive to take responsibility for their own learning and to continuously strive to increase their competencies and better their practice so that they can reach and teach every child.