• << eFellows
• Introduction
  • Background & Context
  • Personal Significance
  • Research Questions
  • Theoretical Perspectives
  • The Process of Education
  • The Learning Environment
  • The Physical Environment
  • Different Learning Styles
• Methodology for a case study
  • Quantitative data
  • Qualitative data
  • Standards for validation
• Data Collection
• Data Sources & Analysis
  • Quantitive data sources
  • Standardized test results
  • Qualitative data sources
  • Data Analysis and Interpretation
• Creating a user friendly classroom environment
  • Teacher Training
  • Lifelong learning
  • The learning journey
  • Fitting policy into practice
• Conclusion
• References
• Appendix 1
• Appendix 2
• Appendix 3

Quantitative Data Sources

Having been introduced to the WIHIC questionnaire (What Is Happening In this Classroom) last year, I felt it would be an appropriate measure of students' perceptions of their learning environment to use in this situation (Fraser, 1981).

It enabled me to compare several aspects of the SLD students' perceptions:

1. The first questionnaire, the actual form, gave an indication of how the students perceived their classroom environment to be at that time. From this data I could find out if the SLD students perceive their classroom environment differently to their peers.
2. The second questionnaire, the preferred form, indicated how they would like their learning environment to be. I wanted to see if there is a more noticeable difference between the actual and preferred versions for the SLD students than for their peers.
3. A comparison of the seven scales of the actual and preferred classroom environment of the SLD students against those of their peers, using the random group's results to compare, showed any deviations from the class norm.

© Karen Newbrook 2004