Date
8-9-2024
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Rebecca Lunde
Keywords
Learning climate, learning strategy, school context quality, high and low performing schools
Disciplines
Education | Social and Behavioral Sciences
Recommended Citation
Wungow, Jove A., "A Causal Comparative Study of Learning Climate and Learning Strategy Among Students of High- and Low-Performing Schools" (2024). Doctoral Dissertations and Projects. 5846.
https://digitalcommons.liberty.edu/doctoral/5846
Abstract
The purpose of this quantitative, causal-comparative study was to determine whether school context quality (SCQ) affects students' learning climate and learning strategies in high schools. From the target population of two groups, 702 students of high-performing schools (HPS) and 2,300 students from low-performing schools (LPS), 102 participants were recruited with random sampling. The instrument LCQ (Learning Climate Questionnaire) version-5 was utilized to assess the learning climate and the MSLQ (Motivated Strategies for Learning Questionnaire) part B was used to assess the learning strategies. The students of HPS had higher Learning Strategy scores (M = 249.03, SD = 22.69) than students of LPS (M = 231.63, SD = 26.06). The students of HPS had also higher Learning Climate scores (M = 30.52, SD = 5.36) than students of LPS (M = 29.65, SD = 5.22). The result of the MANOVA between the groups on the combined dependent variables were statistically significant and the null hypothesis was rejected at a 95% confidence level where F(2, 98) = 4.192, p = .018, Wilks' Λ = .921, partial η2 = .079, and the effect size as measured by partial eta squared was large. Suggestions for future research include developing SCQ designs in comparing students’ perspective on their school quality related to their LS and LC experiences through which would open various key academic researches accessible for developing the SCQ improvements.
