This thesis reports the findings of a study of the influence of the classroom learning environment on students cognitive and affective outcomes among 2,498 third-year computing students in 50 university-level classes in Indonesia. Students perceptions of the classroom environment were measured using a modified Indonesian version of the What Is Happening In This Class? (WIHIC) questionnaire. To assess students affective outcomes, a scale derived from the Test of Science Related Attitudes was adapted for use in higher education computing classes and translated into Indonesian. Students' final scores in their mathematics course (either linear algebra or statistics) were used as a measure of cognitive achievement. Secondary aims of the present study were to examine whether differences exist between (a) students perceptions of the actual and preferred classroom learning environment, (b) the perceptions of male and female of the actual and preferred classroom environment and (c) students' perceptions of the actual learning environment in linear algebra and statistics courses. The results of this study make important contributions towards explaining why Indonesian students are achieving at less than desirable levels in their computing courses.

Thesis (Ph. D.)--University of Idaho, 2006. / Also available online in PDF format. Abstract. "February 28, 2006." Includes bibliographical references (leaves 185-195).

TEACHER PERCEPTIONS OF THE IMPACTS OF ENVIRONMENTAL EDUCATION ON THE TEACHING PROCESS AND ON STUDENT LEARNING Angela Nicole Castelli December 2004 (48) Directed by: Terry L. Wilson, Steve L. Spencer, and Raymond A. Poff Department of Physical Education and Recreation Western Kentucky University The Mammoth Cave National Park Environmental Education Partnership (EEP) has worked with schools and teachers to provide the students with curriculum-based environmental education programs on a regular basis throughout the school year. Because of this environmental education partnership, this study addresses the following questions: What are teacher perceptions of the impacts of environmental education on student learning and what are teacher perceptions of the impacts of environmental education on the teaching process? Such impacts included students’ enthusiasm, motivation, and attitudes towards learning. The study also addresses the impact on skills such as thinking skills, language skills, and math skills. The study addresses the impacts on teachers such as enthusiasm, lesson planning and design, instructional strategies, as well as scheduling and restructuring of curriculum in the classroom or schools. The methods of investigation included a survey and interview instrument that was administered by the researcher to 35 teachers that participated in the EEP. After gathering the information from the teachers, the researcher then analyzed the data using descriptive statistics such as mean, standard deviation, and frequency. This information was presented in the forms of tables and graphs. viii The conclusions to this research show that environmental education had a significant perceived impact on student learning and teaching process. The aspects that showed the most impact were on the students’ enthusiasm, motivation, and attitudes towards learning, as well as the teachers’ enthusiasm and lesson planning.

Thesis (M. Ed. (Curriculum Studies))--University of Pretoria, 2002. / Includes bibliographical references.

Thesis (EdD)--Open University.

Thesis (Ph. D.)--Open University. BLDSC no. DX222119.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2009. / Title from title screen (site viewed January 5, 2010). PDF text: vi, 174 p. : ill. ; 2 Mb. UMI publication number: AAT 3360496. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (Ph. D.)--University of Oregon, 2000. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 226-238). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ph. D.)--University of Oregon, 2000. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 170-183).

Thesis (M.S.)--Florida State University, 2002. / Advisor: Dr. Nancy T. Davis, Florida State University, School of Education, Dept. of Middle and Secondary Education. Title and description from dissertation home page (viewed Sept. 25, 2003). Includes bibliographical references.