Effects of Course Content and Teacher Sex on the Social Climate of Learning

A multivariate analysis of covariance was used to examine the relationship of teacher sex and course content on 15 dimensions of the social climate of learning. Sixty-two high school classes in science, mathematics, the humanities and French comprised the sample and the Learning Environment Inventor...

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Bibliographic Details
Published in:American educational research journal 1971-11, Vol.8 (4), p.649-663
Main Author: Anderson, Gary J.
Format: Article
Language:English
Subjects:
Classroom environment
Course content
Discriminants
Educational environment
Educational research
Favoritism
Mathematical functions
Mathematics education
Statistical significance
Statistical variance
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Summary:A multivariate analysis of covariance was used to examine the relationship of teacher sex and course content on 15 dimensions of the social climate of learning. Sixty-two high school classes in science, mathematics, the humanities and French comprised the sample and the Learning Environment Inventory scales served as dependent variables. Neither teacher sex nor its interaction with course content produced a statistically significant effect on classroom social climate. Course content itself, however, revealed three statistically significant dimensions of discrimination. The first discriminant axis separated mathematics classes from the others; on the second axis, humanities were at one extreme with science at the other; French classes were separated from the rest on the third axis. Mathematics classes were characterized by high Friction, Favoritism, Difficulty, Cliqueness and Disorganization and low Formality and Goal Direction. Science classes were perceived as formal and fast-moving with little Friction, Cliqueness and Disorganization. Humanities classes were paced and "easy" as compared to classes in science and mathematics. French classes, on the other hand, were considered formal, fast-paced, goal directed groups without high levels of Friction or Disorganization.
ISSN:0002-8312
1935-1011
DOI:10.3102/00028312008004649