Constructivist learning environments and forms of learning in Ethiopian public universities: testing factor structures and prediction models

Tadesse, Tefera; Melese, Wudu; Ferede, Bekalu; Getachew, Kinde; Asmamaw, Aemero

doi:10.1007/s10984-021-09351-4

Cited by 12 publications

(7 citation statements)

References 29 publications

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“…Berdasarkan kajian literatur, pengembangan instrumen pertama terkait lingkungan belajar konstruktivis yaitu Constructivist Learning Environment Survey (CLES) (Taylor & Fraser, 1991), diikuti oleh versi revisi CLES-30 (Taylor et al, 1997), Constructivist Learning Environments Design (Jonassen & Murphy, 1999), Constructivist Learning Environment Questionnaire (Tenenbaum et al, 2001), Constructivist Oriented Science Classrooms (Widodo, 2004), CLES-20 (Johnson & McClure, 2004), dan Constructivist Learning Environment Frameworks (Labudde, 2008). Instrumen CLES dan CLES-30 merupakan instrumen yang paling banyak ditranslasi dan dimodifikasi untuk kepentingan penelitian oleh peneliti kontemporer di berbagai negara (Kwan & Wong, 2014;Tadesse et al, 2022;Tunca, 2015;Uslu & Körükcü, 2020;Widodo et al, 2017;Zeidan, 2015).…”

Section: Pendahuluanunclassified

Sintesis Indikator Lingkungan Belajar Konstruktivis sebagai Instrumen Evaluasi Implementasi Kurikulum Ilmu Pengetahuan Alam

Amelia

Rusman

2022

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Sains sebagai pengetahuan ilmiah memiliki hakikat dan karakteristik khusus, sehingga memerlukan pendekatan tersendiri dalam membelajarkannya. Pendekatan pembelajaran berbasis konstruktivis telah lama disarankan untuk membelajarkan sains, karena merupakan pendekatan pembelajaran yang mampu mengakomodasi hakikat dan karakteristik sains sebagai ilmu pengetahuan. Pembelajaran yang berlandaskan pada sudut pandang konstruktivis sudah pasti memerlukan lingkungan belajar yang berbasis konstruktivis juga. Artikel ini bertujuan untuk mendeskripsikan proses, rasional, dan hasil sintesis indikator esensial Lingkungan Belajar Konstruktivis (LBK). Melalui systematic literature review dihasilkan 5 indikator inti dengan masing-masing indikator inti mengandung 3 hingga 4 subindikator. Validitas isi terhadap masing-masing indikator inti, subindikator, dan deskripsi perilaku dilakukan menggunakan metode pertimbangan ahli (expert judgement). Pertimbangan ahli (expert judgement) dilakukan oleh satu orang ahli bidang pedagogi Ilmu Pengetahuan Alam (IPA) untuk validitas logis (logical validity) dan oleh dua orang ahli bidang kurikulum dan pembelajaran untuk validitas rupa (face validity). Kelima indikator dan masing-masing subindikator serta deskripsi perilaku yang telah disintesis dinyatakan valid secara konten

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Section: Pendahuluanunclassified

Sintesis Indikator Lingkungan Belajar Konstruktivis sebagai Instrumen Evaluasi Implementasi Kurikulum Ilmu Pengetahuan Alam

Amelia

Rusman

2022

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“…Furthermore, the e cacy of an educational program can be determined by the level of quality of the learning environment (Arzuman et al, 2010). When students are motivated to learn, their knowledge and skills are promoted, and their sense of social well-being is stimulated, the learning environment can be deemed positive (Altemani & Merghani, 2017;Tadesse et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Student’s Perception of the Learning Environment in Ethiopian Medical Schools: Evidence from Jimma University Medical Centre

Wonde,

Tadesse,

Ferede

2024

Preprint

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This study investigated medical students’ perception of the quality of the learning environment at Jimma University Medical Centre (JUMC), Jimma, Ethiopia. For this, a cross-sectional survey design was conducted at the clinical attachment wards in JUMC. The authors used the Dundee Ready Education Environment Measure (DREEM) inventory tool, self-administered to 323 different clinical years of undergraduate medical students enrolled at the clinical attachment wards during the study period. The questionnaire consisted of five domains: student perception of learning (SPL), student perception of teacher (SPT), student academic self-perception (SAP), student perception of the atmosphere (SPA), and student social self-perception (SSSP). Mean, standard deviation, and one-way analysis of variance (ANOVA) were computed using the SPSS, IBM 20 software to analyse the data. The overall DREEM mean score was 111.35 ± 13.67 from the maximum score of 200. In this study, female students reported a significantly higher overall mean score than male students. In addition, Clinical year I students had a more positive perception of the learning environment than their senior batches. The overall mean score demonstrates that students had a more positive perception of their learning environment. However, some areas need to be revised across all five domains of the learning environment to make improvements.

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“…A study conducted by Tadesse et al among 1121 undergraduate students in 3 Ethiopian universities with the aim to investigate the relationship between the learning environment and students’ learning outcomes. They found that student’s perceptions of constructivist learning environments were significantly associated with learning outcomes [ 4 ].…”

Section: Introductionmentioning

confidence: 99%

“…Students are considered keystone in the learning process, and a shift towards a student-centred learning is now increasingly being adopted. Involving students in evaluating their learning environment is one of the steps towards achieving an education of higher quality [ 4 – 6 ]. 28 different tools are available to assess the learning environment, 15 are used in undergraduate schools and 15 in postgraduate programs.…”

Section: Introductionmentioning

confidence: 99%

Students’ perception of the educational environment at King Saud bin Abdulaziz University for health sciences using DREEM tool

Awawdeh,

Alosail,

Alqahtani

et al. 2024

BMC Med Educ

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Background Students’ learning results are influenced by the educational environment. The best learning environment is created when students are involved in the evaluation process of their education. The purpose of this study was to evaluate students’ perceptions of their learning environment at King Saud bin Abdulaziz University for Health Sciences (KSAU-HS) in Riyadh using the Dundee Ready Education Environment Measure (DREEM) instrument. Methods This observational cross-sectional study was conducted through an online questionnaire using the Arabic version of the DREEM tool. Students from six colleges at KSAU-HS Riyadh campus were asked to complete the questionnaire through emails. The study was carried out between November 2021 and April 2022. Descriptive statistics and inferential statistics were performed for DREEM as both a continuous (two-way ANOVA test) and categorical variable (Chi-squared and Monte-Carlo test). Results A total of 370 students completed the questionnaire. The overall DREEM score for the study was 125.88/200, with a standard deviation of 58.79. SSP items received the highest scores, while SAP items earned the lowest scores. The college and the academic level showed statistically significant differences in the DREEM overall score and the five subscales, whereas gender showed no significant difference. The college of pharmacy scored the highest total DREEM score (140.35 ± 27.75), and scored higher among the five subscales than both colleges of dentistry (114.13 ± 29.74) and medicine (113.87 ± 33.03). Students in their third year had the greatest overall DREEM score (132.23 ± 29.76), and scored higher in SPL, SPA and SSP compared to students in their sixth year, in which the total DREEM score was (111.65 ± 27.58). Conclusions Students of KSAU-HS generally perceived the educational environment as having more positive than negative. The educational level and college differed significantly in the overall DREEM score and the five subscales. Junior students had better perception of the educational environment and they differed significantly in the SPL and SPA subscales. The faculty of pharmacy had higher scores in the overall DREEM and the five subsequent scales than colleges of dentistry and medicine. Further research is needed in order to optimize the educational environment by investigating different solutions.

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Constructivist learning environments and forms of learning in Ethiopian public universities: testing factor structures and prediction models

Cited by 12 publications

References 29 publications

Sintesis Indikator Lingkungan Belajar Konstruktivis sebagai Instrumen Evaluasi Implementasi Kurikulum Ilmu Pengetahuan Alam

Sintesis Indikator Lingkungan Belajar Konstruktivis sebagai Instrumen Evaluasi Implementasi Kurikulum Ilmu Pengetahuan Alam

Student’s Perception of the Learning Environment in Ethiopian Medical Schools: Evidence from Jimma University Medical Centre

Students’ perception of the educational environment at King Saud bin Abdulaziz University for health sciences using DREEM tool

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