This study examined the impact of classroom climate on students' population attitudes and behavior. The inquiry teaching method--which develops students' critical thinking and ability to use rational examination toward social problems--was assumed to shape an open-classroom climate. The study surveyed a sample of 685 students from 65 West Java public high schools coupled with observations of 35 classrooms. / The major findings showed that classroom climate, as the reflection of using both non-inquiry and the occasional practice of inquiry teaching methods in teaching population matters, affected students' population attitudes significantly but it had no effect on students' population behavior. The latter seems to be influenced largely by variables other than classroom climate. Students' place of residence, the size of family in which students are raised, access to sources of information, students' academic major and their family educational and occupational background affected students' population attitudes and behavior significantly. Access to sources of information about matters related to population had a meaningful effect on students' population attitudes and behavior. The role of persons (parents, relatives, peer groups, community leaders, teachers, and government officials) as the agents of population socialization have been replaced by the mass media, both the electronic and printed media. / The information gathered from classroom observations was in agreement with the results of the quantitative findings. Most social studies teachers used a one-way instructional method, frequently recited teaching materials and provided almost no chance to discuss population issues with students in an open classroom climate. Findings from the observations of 35 classroom activities showed that social studies teachers frequently used non-inquiry teaching method when they taught their students with matters related to population. The inquiry teaching method was occasionally practiced by a few social studies teachers in West Java public high schools. Therefore, if there was an influence of classroom climate on students' population attitudes, it was the effect of using both non-inquiry and the occasional practice of inquiry teaching methods in teaching population matters. / Source: Dissertation Abstracts International, Volume: 53-07, Section: A, page: 2231. / Major Professor: Byron G. Massialas. / Thesis (Ph.D.)--The Florida State University, 1992.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_76658 |
| Contributors | Suryawikarta, Bay., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 190 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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