Validation of learning environment inventory for secondary school contexts

Abstract

This study was conducted to describe the validation of learning environment inventory (LEI) for secondary school contexts. A survey method was used for data collection through the 20-item LEI. This study consists of two phases. In Phase 1, an exploratory factor analysis (EFA) was conducted using the Statistical Package for Social Sciences (SPSS 21) involving data collected from 150 students, which resulted in the extraction of four factors related to learning environment; (a) Learner-centered, (b) Knowledge-centered, (c) Assessment-centered, and (d) Community-centered. A confirmatory factor analysis (CFA) was carried out in Phase 2 with a new sample (N = 268) which resulted in strong model fit estimation. Such results confirmed the factor structure of Phase 1 and resulted in a final 12-item scale, which may be considered as an acceptable model.

Exploring Learning Environment in Online Learning

“…150 participants were purposely chosen from a public university in Malaysia. The instrument (refer to table 1) used is a survey adapted from (Hassan et al, 2020). Apart from the demographic profile in Section A, there are 4 different types of learning environment which are divided in Section B, Section C, Section D and Section E. Section B has 7 items measuring for Learned-Centred and Section C has 7 items on Community-Centred.…”

“…al., 2018). According to Hassan et al (2020), the learning environment began to be one of the main topics in educational study only after Lewin (1936); Murray (1938) created the concept of the learning environment. It implies a variety of elements including educational, physical, psychological, emotional, social, and that affect students' intellectual growth (Afari et.…”

“…Additionally, teachers have influenced over factors that have a direct impact on students in creative learning contexts (Lilly & Bramwell-Rejskind, 2004). Recent research by Hassan et al (2020) revealed that every element of their proposed Learning Environment Inventory (LEI) model (which includes the categories of learner, community, assessment, and knowledge) is consistent with the qualities of a learner-centred learning environment. The model is acceptable and can be considered as one of the valid instruments.…”

“…The model is acceptable and can be considered as one of the valid instruments. However, as it was only tested on secondary school students from one state as a sample, Hassan et al (2020) believed that the LEI model should be examined for a wider approach. Therefore, the purpose of this study is to examine the four types of learning environments for online learning, including learner-centred, community-centred, assessment-centred and knowledge-centred for the purpose of facilitating effective learning among diploma level students.…”

“…The learning environment can be knowledge-centred, assessment-centred, community-centred or even learner-centred. The framework of this study is rooted from Hassan et al (2020) learning environment who emphasizes four types of environments for effective learning. In the context of this study, the learning process traditionally begun as being (i) learner-centred.…”