1. What have the authors contributed in "Field-study science classrooms as positive and enjoyable learning environments" ?
The authors investigated differences between field-study classrooms and traditional science classrooms in terms of the learning environment and students ' attitudes to science, as well as the differential effectiveness of field-study classrooms for students differing in sex and English proficiency.. A sample of 765 grade 5 students from 17 schools responded to the learning environment and attitude scales in terms of both their traditional science classrooms and classrooms at a field-study centre in Florida.
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2. What future works have the authors mentioned in the paper "Field-study science classrooms as positive and enjoyable learning environments" ?
Once the validity of the WIHIC questionnaire was established, data were further analysed to answer another research question about the effectiveness of fieldstudy classes.. In a future study, and to minimise the Hawthorne effect, there are several steps that the researcher could take.. Because the questionnaire containing three WIHIC scales and one attitude scale was found to be valid and reliable, it could be used in further research ( e. g. comparing traditional classrooms and non-traditional classrooms ).. Analyses of the data suggested that the BNCEE Field Study Class was differentially effective for students differing in English proficiency.
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3. What is the widely accepted cutoff value in factor analysis?
A loading of 0.40 is a widely accepted cutoff value in factor analysis (Fraser, Aldridge and Soerjaningsih 2010; Quek, Wong and Fraser 2005).
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4. What is the breakdown of the Miami-Dade County public schools?
According to 2004‒2005 Florida Department of Education (FDOE) statistics, the racial/ethnic breakdown of the Miami-Dade County Public Schools (M-DCPS) is approximately 60% Hispanic, 28% African-American, 8% White, non-Hispanic and 4% other.
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