• ISSN: 2010-0248 (Print)
    • Abbreviated Title: Int. J. Innov.  Manag. Technol.
    • Frequency: Quarterly
    • DOI: 10.18178/IJIMT
    • Editor-in-Chief: Prof. Jin Wang
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HOME > Archive > 2012 > Volume 3 Number 2 (Apr. 2012) >
IJIMT 2012 Vol.3(2): 171-180 ISSN: 2010-0248
DOI: 10.7763/IJIMT.2012.V3.216

Assessing Science Students’ Perceptions in Learning Activities Achievements in Physics Laboratory Classrooms in Udon Thani Rajabhat University

Toansakul Santiboon, Somchai Chumpolkulwong, Piyawadee Yabosdee, and Jutharatana Klinkaewnarong

Abstract—This research describes science student programs’ perceptions of their physics laboratory classroom learning environments in Udon Thani Rajabhat University, Thailand. Associations and relationships between these perceptions and students’ attitudes toward physics laboratory were also determined. The physics laboratory learning environment perceptions were obtained in 5 scales for using the 35-item Physics Laboratory Environment Inventory (PLEI), which was a modified from the original Science Laboratory Environment Inventory (SLEI) (Fraser, McRobbie, and Giddings, 1993) [1]. This questionnaire has the 2-Actual and a Preferred Forms. Students’ attitudes were assessed with the Test Of Physics-Related Attitude (TOPRA) modified from the Test of Science-Related Attitude (TOSRA) (Fraser, 1981) [2]. The questionnaires administered to a sample of 577 students in 13 science and technological program classes. Using the actual-1, actual-2 and preferred forms associated students’ perceptions of their physics laboratory attitudes were also administered with the TOPRA. Statistically significant differences were found (ρ<0.001). The factor structures were found to have factor loading over than 0.30 of the PLEI. The preferred perceptions were more favorable than actual perceptions on all scales of the PLEI. The multiple correlations R are significant and show that when the scales are considered the significant associations with the TOPRA (ρ<0.001). The R2 values indicate that 3.35%, 43.82%, and 57.91% of the variances in students’ attitudes to their physics laboratory classes were attributable to their perceptions of the actual-1, actual-2, and preferred physics laboratory classroom environments. Based on the finding, suggestions for improving the physics laboratory classroom environments with students' perceptions are provided.

Index Terms—Science students’ perceptions, learning activities achievements, actual and preferred forms, physics laboratory classrooms.

Authors are with the Physics Department, Faculty of Science; Udon Thani, Rajabhat University, Thailand. 41000(e-mail: toansakul35@yahoo.com.au; somchai.li@gmail.com; wade_yabosdee@yahoo.com; jutharatana@gmail.com).

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Cite: Toansakul Santiboon, Somchai Chumpolkulwong, Piyawadee Yabosdee, and Jutharatana Klinkaewnarong, "Assessing Science Students’ Perceptions in Learning Activities Achievements in Physics Laboratory Classrooms in Udon Thani Rajabhat University," International Journal of Innovation, Management and Technology vol. 3, no. 2, pp. 171-180, 2012.

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