Using Structural Equation Modelling to Investigate Associations Between Environment and Outcomes in Technology-Rich, Outcomes-Focused Classrooms in Australian Secondary Schools.

Abstract

This chapter describes the use of structural equation modelling to investigate associations between classroom environment and outcomes in Australian secondary schools. A new classroom environment instrument - the 80-item Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI) was used to assess I 0 classroom environment dimensions. A sample of 2, 178 high school students from Western Australia and Tasmania responded to the TROFLEI and three student outcome measures: attitude to the subject, attitude to computer use and academic efficacy. Confirmatory factor analysis using LIS REL supported the l 0 scale a priori structure of the instrument. Multiple regression identified particular classroom environment scales that were significant predictors of three outcome scales. Structural equation modelling using LISREL revealed that teacher support and equity predicted attitude to subject and that differentiation, task orientation, computer usage and young adult ethos predicted attitude to computer use. Academic efficacy mediated the effect of involvement and differentiation on attitude to subject. Task orientation had a direct effect and an indirect effect (via academic efficacy) on attitude to subject. Overall, the modelling indicated that improving classroom environment has the potential to improve student outcomes.