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Classroom Environment Scale Urdu

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Classroom Environment Scale Urdu

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About Classroom Environment Scale Urdu

Scale Name

Classroom Environment Scale Urdu

Author Details

Paul Kelly (English Author)

Sarwat Sultan and Muhammad Shafi

Translation Availability

Not Sure

Classroom Environment Scale Urdu
Classroom Environment Scale Urdu

Background/Description

The Classroom Environment Scale, comprising 52 items, employs a 5-point rating scale encompassing response options such as “Strongly Disagree,” “Disagree,” “Neither agree nor disagree,” “Agree,” and “Strongly agree.” Correspondingly, numerical values of 1, 2, 3, 4, and 5 are assigned to these rating scales. The cumulative score on the class environment is derived by summing the ratings across all 52 items, thereby producing a quantitative measure reflective of the prevailing classroom milieu. The potential score range extends from a minimum of 52 to a maximum of 260, encapsulating the spectrum of possible responses.

It is imperative to note that the items constituting the instrument for classroom investigation have undergone rigorous testing and validation during their original construction. Consequently, the necessity for a trial implementation of the instrument was obviated, as the items’ robustness had been ascertained through extensive testing procedures. Validation data for the classroom instrument was exclusively generated during the principal study, leveraging responses obtained from a substantial sample of 500 students.

The dataset from the 500 students was subjected to meticulous analysis, encompassing both factor analysis and item analysis to discern underlying patterns and characteristics within the classroom environment. The inter-observer reliability coefficients, an indicator of the consistency of observations across raters, exhibited commendable values ranging from 0.85 to 0.95. This substantiates the instrument’s reliability and consistency in capturing the nuances of the classroom setting.

Moreover, the Urdu version of the instrument demonstrated a commendable inter-item reliability coefficient of 0.74, attesting to the stability and internal consistency of the scale when adapted to the Urdu language context. This multifaceted validation process reinforces the credibility and applicability of the Classroom Environment Scale as a robust tool for assessing and comprehending the nuances of the learning environment within diverse educational settings.

Administration, Scoring and Interpretation

  • Read each question clearly and slowly. Encourage the participant to think about the past 4 weeks when responding.
  • Avoid prompting or influencing their answers. Remain neutral and simply repeat the question if needed.
  • Allow ample time for responses. Don’t rush them, but gently remind them to answer all questions if they seem to get lost.
  • Clarify any misunderstandings. If a question seems unclear, rephrase it in simpler Urdu or provide brief examples.
  • Respect their privacy. Thank them for their time and assure them that their responses will be kept confidential.

Reliability and Validity

The Urdu version of the instrument demonstrated a commendable inter-item reliability coefficient of 0.74, attesting to the stability and internal consistency of the scale when adapted to the Urdu language context. This multifaceted validation process reinforces the credibility and applicability of the Classroom Environment Scale as a robust tool for assessing and comprehending the nuances of the learning environment within diverse educational settings.

Available Versions

52-Items

Reference

Sultan, S., & Shafi, M. (2014). Impact of Perceived Teachers’ Competence on Students’ Performance: Evidence for Mediating/Moderating Role of Class Environment. Journal on educational psychology8(1), 10-18.

Kelly, P. (2010). School and classroom environment of a small Catholic secondary school (Doctoral dissertation, Australian Catholic University).

Important Link

Scale File:

Frequently Asked Questions

What is the Classroom Environment Scale Urdu?
The Classroom Environment Scale Urdu is a tool designed to assess the learning environment within educational settings. It consists of 52 items, each rated on a 5-point scale ranging from “Strongly Disagree” to “Strongly Agree.”

Who are the authors of the Classroom Environment Scale Urdu?
The scale was developed by Paul Kelly (English Author), Sarwat Sultan, and Muhammad Shafi.

What is the scoring system for the Classroom Environment Scale Urdu?
The scale employs a 5-point rating system, with numerical values assigned as follows: 1 for “Strongly Disagree,” 2 for “Disagree,” 3 for “Neither agree nor disagree,” 4 for “Agree,” and 5 for “Strongly Agree.” The cumulative score is obtained by summing the ratings across all 52 items, ranging from a minimum of 52 to a maximum of 260.

How was the reliability of the Urdu version of the instrument determined?
The Urdu version exhibited a commendable inter-item reliability coefficient of 0.74. This coefficient reflects the stability and internal consistency of the scale when adapted to the Urdu language context.

How was the Classroom Environment Scale Urdu validated?
The items of the instrument underwent rigorous testing and validation during their original construction. A validation process was conducted during the principal study, utilizing responses from a sample of 500 students. The dataset underwent factor and item analysis, confirming the reliability and consistency of the scale.

How should the Classroom Environment Scale Urdu be administered?
Participants should read each question clearly and respond based on their experiences in the past 4 weeks. Avoid prompting or influencing their answers, and allow ample time for thoughtful responses. If needed, clarify any misunderstandings, rephrasing questions in simpler Urdu or providing brief examples.

Are there different versions of the Classroom Environment Scale Urdu?
The scale is available in a 52-item version.

Can I find more information about the scale in academic literature?
Yes, additional insights into the scale and its application can be found in the article by Sultan and Shafi (2014) titled “Impact of Perceived Teachers’ Competence on Students’ Performance: Evidence for Mediating/Moderating Role of Class Environment” and Kelly’s (2010) work.

How should confidentiality be maintained during the administration of the scale?
Participants should be assured that their responses will be kept confidential. It is essential to respect their privacy and thank them for their time.

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