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Procedia - Social and Behavioral Sciences 171 (2015) 1353 – 1359

ICEEPSY 2014

Development of the classroom climate measurement model

Kanit Sriklauba,*, Suwimon Wongwanicha, Nonglak Wiratchaia
a
Department of Educational Research and Psychology, Faculty of Education, Chulalongkorn University, Bangkok 10330, Thailand

Abstract

A significant factor that enhances student engagement in learning, in addition to teachers’ instruction and classroom activities, is
the classroom climate. This study aims to develop the measurement model of the classroom climate as perceived by students.
Based on a theoretical and literature review, the measurement model of the classroom climate consists of three components:
managing the learning activity by teachers to respond to individual learning needs, encouraging students to participate in learning
activities and supporting students to achieve their learning. The classroom climate instrument was developed with 17 items.
Using data from 355 junior high school students, the reliability and validity of the instrument were examined. It was found that
the instrument had content validity (indices of item objective congruence range from 0.714 to 1.000), suitable discrimination
indices (item-total correlations range from 0.756 to 0.894) and high internal consistency reliabilities (Cronbach's α coefficients
range from 0.818 to 0.904). Confirmatory factor analysis was conducted by means of Mplus version 7.2 to examine the construct
validity of the instrument. Results suggest that the instrument has a high level of construct validity (χ2 = 0.001, df = 1, p = 0.985).
Evidence shows that the measurement model and instrument were appropriate and are recommended for use in further study of
teachers’ instructional designs to promote the classroom climate.

©
© 2015
2015TheTheAuthors.
Authors.Published
Published byby
Elsevier Ltd.Ltd.
Elsevier This is an open access article under the CC BY-NC-ND license
(http://creativecommons.org/licenses/by-nc-nd/4.0/).
Peer-reviewunder
Peer-review underresponsibility
responsibility of the
of the Organizing
Organizing Committee
Committee of ICEEPSY
of ICEEPSY 2014. 2014.

Keywords: classroom climate; measurement model; development

1. Introduction

Classroom climate is important for learners’ development. It helps students engage and succeed in learning
(Reyes, Brackett, Rivers, White, & Salovey, 2012). The classroom climate results from teachers’ management

* Corresponding author. Tel.: +668-3615-7722.

E-mail address: ksriklaub@gmail.com

1877-0428 © 2015 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license
(http://creativecommons.org/licenses/by-nc-nd/4.0/).
Peer-review under responsibility of the Organizing Committee of ICEEPSY 2014.
doi:10.1016/j.sbspro.2015.01.253
1354 Kanit Sriklaub et al. / Procedia - Social and Behavioral Sciences 171 (2015) 1353 – 1359

efforts and students’ participation (Brekelmans, Broken, Tartwijk, & Wubbels, 2005). The classroom climate can be
used as a method to enhance students’ knowledge.
For classroom management and classroom climate enhancement to be most effective, teachers must consider the
students’ needs and background (Land & Hannafin, 2000; Narum, 2004). This is consistent with the learner-centered
teaching concept (Khammanee, 2004). In Thailand, this concept has been prevalent in educational reform for over
10 years; however, present learning management has not changed (Sengdonpai, 2007), possibly because of teachers’
preference for traditional learning management, which is generally known as teacher-centered learning management
(Chaokiratipong, Namfa, & Thaithae, 2002).
Learner-centered learning management and classroom climate enhancement are different from the traditional
concept of teacher-centered learning management. For example, according to the traditional concept, the teacher’s
role is to teach whilst, according to the new concept, teachers give advice, mediate and learn together with the
students. Similarly, students in the past passively received knowledge whilst nowadays they create their own
knowledge. As a result, learning management has changed accordingly. In the past, teachers gave lectures and
assigned tasks but nowadays, students work and learn together. Evaluation in the past was based on student
performance that showed they had acquired new knowledge whilst nowadays, evaluation helps to develop and
diagnose student learning and identify components that need to be improved (Allen, 2004; Huba & Freed, 2000).
The two different concepts show that learning management and learner-centered classroom climate enhancement
are more important for effective, continuous and sustainable learning than traditional learning management.
This research is interested in developing a measurement model of the classroom climate based on a learner-
centered learning management concept. The results of this research are part of a study concerned with the
“development of a measurement model of effective classroom climate enhancement: design-based research and
MMSEM analysis”. The research results will be used as a guideline to study the classroom climate and enhance the
classroom climate in the future.

2. Objectives of the study

The objectives of this study were to develop the measurement model of the classroom climate as perceived by
students.

3. Concepts of learner-centered classroom climate enhancement

The classroom climate is a combination of the feelings of teachers and students during a learning session as a
result of teacher behavior (i.e., teaching methods, expressions) and student behavior (e.g., cooperation, continuous
involvement in activities, etc.) whilst learning activities are practiced. The construction of the classroom climate is
an ongoing process. At the beginning of a learning activity, the teacher who organizes the activity triggers the
classroom climate. Later, the teacher controls the classroom climate by stimulating student behavior. Following this,
students contribute to the classroom climate so student learning is effective (Brophy-Herb, Lee, Nievar, & Stollak,
2007; McCombs & Whisler, 1997; Saft & Pianta, 2001, cited in Buyse, Verschueren, Doumen, Damme, & Maes,
2008).
Another factor in addition to teacher and student behavior creating the learning climate is the classroom
environment (such as light, sound, space, etc.). However, sometimes teachers cannot control the environment due to
limited budgets or because of school policy (Allodi, 2002; Sprott, 2004). Therefore, this measurement model of the
classroom climate focuses on the emotions and behavior of teachers and students that enhance the learning climate.
As stated above, the classroom climate is partially a result of the organisation of the learning processes of
teachers and students. The learning concept guidelines recommended for teacher implementation recommend the
learner-centered learning concept, which has been used in Thailand since 1999. However, research results published
in 2007 revealed that only a small number of teachers applied this method (Sengdonpai, 2007). When the learner-
centered learning concept is implemented, the classroom climate will change accordingly, i.e., when teachers place
importance on the needs, differences and feelings of students, opportunities for students to participate in making
decisions on designing learning activities, the learning activities and the learning plan, evaluation and assessment
(Burton, 2012). The classroom climate enhances positive interaction amongst students and between students and
teachers. This results in students paying attention to their studies and being engaged in the learning process at all
 Kanit Sriklaub et al. / Procedia - Social and Behavioral Sciences 171 (2015) 1353 – 1359 1355

times.
Actual learning conditions focus on the fact that students in each class differ in their ideas, intelligence,
knowledge, behavior, desires and attitudes towards learning. Therefore, the above factors should be taken into
consideration when designing learning plans. Teachers must organise a learning process and create a classroom
climate that responds to each student’s needs, encourage student participation and support students’ learning at all
times (Attard, Iorio, Geven, & Santa, 2012; Bennett, Davis, & Weddel, 2010; Bista, 2011; Garrett, 2008; Gregory &
Chapman, 2007; Jones, 2007; McCombs & Whisler, 1997; Norman & Spohrer, 1996; Schiller, 2009). Additionally,
the learner-centered learning concept has been formulated in different ways that are independent of or do not depend
on what subject is being taught (Ambrose et. al., 2010, cited in Cornell University, 2012; Brophy-Herb, Lee, Nievar,
& Stollak, 2007; Zahn, Kagen, & Widaman, 1986). This concept derives from the self-learning concept by taking
into consideration the interaction between students and content, contexts, understanding of subject matter and
knowledge creation (James & Pollard, 2006; Land & Hannafin, 2000; Narum, 2004).
Based on the theoretical and literature review, it was found that learner-centered learning enhancement refers to
the arrangement of classrooms and the emotional and social conditions of teachers and students in order to facilitate
student learning. Three components of classroom climate enhancement are: managing the learning activity by
teachers to respond to individual learning needs, encouraging students to participate in learning activities and
supporting students in their learning.

Managing Encouraging
learning activity students to
by teachers to participate in
respond to learning
individual activities

learning needs

Supporting students
to achieve their
learning

Fig. 1. Classroom climate Enhancement Principles

Each learner is different in terms of ideas, behavior and learning ability. This makes each learner different. Their
internal feelings refer to emotions, desires, perception of strengths, ability, their preferred methods of learning and
their desire for attention from teachers (Jones, 2007; Ledesma, 2012; Massouleh, 2012; Wolf, 2012). Teachers must
organize the classroom climate that it corresponds to the feelings of each learner. One important component of
learner-centered learning enhancement is teaching without definite formulas. Students must have options and
opportunities to choose several learning activities (Attard, Iorio, Geven, & Santa, 2012; Garrett, 2008; Jones, 2007;
Schiller, 2009), which will motivate them to engage in the classroom. As well as student engagement, teachers also
have to encourage learning outside the classroom. However, teachers must consider the individual capacities of
students so they can support them in the most appropriate way. Teachers must try to collect information about each
student in their classroom in order to identify their weaknesses and strengths and give them appropriate support
(Jones, 2007; Maher & Kellaher, n.d.; McCombs & Whisler, 1997).
1356 Kanit Sriklaub et al. / Procedia - Social and Behavioral Sciences 171 (2015) 1353 – 1359

From the above statement, a measurement model of the classroom climate as perceived by students can be
created using the following research concept:

Managing learning activity by teachers

to respond to individual learning needs

Encouraging students to participate in

Classroom Climate learning activities

Supporting students to achieve their

learning

Fig. 2. Measurement Model of Classroom Climate

4. Scope of the study

Classroom management based on the learner-centered teaching concept includes many elements, such as the
learning management process, classroom climate enhancement and learning process evaluation, etc. However, this
research studied only classroom climate enhancement because it is a significant factor in enhancing students’
learning engagement (Buyse, Verschueren, Doumen, Damme, & Maes, 2008). Since previous research found that
the contents of different subjects create a different classroom climate (Ambrose et. al., 2010, cited in Cornell
University, 2012; Brophy-Herb, Lee, Nievar, & Stollak, 2007; Zahn, Kagen, & Widaman, 1986), this research,
therefore, focused on the classroom climate in science lessons only, due to the difficulty of the content that the
students encountered.

5. Research methods

The sample of this study were 355 Grade Eight students (men = 192 and women = 163), who were acquired by
simple random sampling. Their favorite subjects in descending order were: Mathematics (26.00%); Sciences
(24.20%); Physical Sciences (15.40%), and; English (14.10%), respectively.
The instrument used to measure classroom climate was a questionnaire with a scale from 1-5 including 17 items
The three components of classroom climate were: 1) Managing learning activity by teachers to respond to individual
learning needs, 2) encouraging students to participate in learning activities, and 3) supporting students to achieve
their learning. Sample of items measuring classroom climate are as follows:
Managing learning activity by teachers to respond to individual learning needs
• The teacher prepared appropriate materials for me. (For example, the materials are not too difficult and not too easy; they responded
to my needs; the teacher showed confidence that I could learn from them).
• The teacher used appropriate learning materials. (For example, the technological media that the teacher used are up to date, not
boring, exciting and different from textbooks; teachers’ teaching materials made me understand complicated lessons better).
Encouraging students to participate in learning activities
• I felt a friendly relationship between teachers and students in the classroom. (For example, feel comfortable, familiar, unafraid to ask
questions and can seek assistance or express opinions that are different from those of teachers or friends).
• I liked the way the teacher paid attention to me, realised when I didn’t understand lessons or noticed my problem and helped me
before I asked questions.
Supporting students to achieve their learning
• The teacher helped solve problems that occurred whilst I was doing activities. (For example, the teacher gave me recommendations
when I was faced with problems; when I could not finish activities in time, the teacher extended the time for me).
• The teacher gave useful information to develop my learning ability. (For example, the teacher gave me suggestions or added
knowledge to where my weaknesses were; the teacher let me do additional activities so I had a better understanding).

The measurement model of the classroom climate was validated to show the quality of the instrument. The
validity of the content was reviewed by seven experts based on indices of item objective congruence (IOC),
discrimination indices as examined by analysis of item-total correlations, internal consistency reliability by analysis
of Cronbach's α coefficient and construct validity by confirmatory factor analysis.
 Kanit Sriklaub et al. / Procedia - Social and Behavioral Sciences 171 (2015) 1353 – 1359 1357

6. Research results

The classroom climate instrument consists of three components. Each component was designed to have 5, 7, and
5 items, respectively.
Managing learning activity by teachers to respond to individual learning needs. Indices of item objective
congruence (IOC) ranged from 0.714 to 1.000. Each question had an item-total correlations range from 0.449 to
0.701. Internal consistency reliability of this component was 0.818.
Encouraging students to participate in learning activities. Indices of item objective congruence (IOC) ranged
from 0.856 to 1.000. Each question had an item-total correlations range from 0.682 to 0.745. Internal consistency
reliability of this component was 0.904.
Supporting students to achieve their learning. Indices of item objective congruence (IOC) ranged from 0.714 to
1.000. Each question had an item-total correlations range from 0.602 to 0.782. Internal consistency reliability of this
component was 0.818.
Construct Validity
Every component positively related with statistical significance. The correlation was at medium level (0.702-
0.777). The pair with the highest correlation was “encouraging students to participate in learning activities” and
“supporting students to achieve their learning”. Variance accounted for 60.373% and the pair with the least
correlations was “managing learning activity by teachers to respond to individual learning needs” and “encouraging
students to participate in learning activities”. Variance accounted for 49.421%.
Table 1 Descriptive statistics and correlations of components
 





    
1. Managing learning activity by teachers to respond to individual learning needs 1.000
2. Encouraging students to participate in learning activities .712* 1.000
3. Supporting students to achieve their learning
.703* .777* 1.000
M 3.328 3.413 3.424
SD 0.719 0.681 0.745
* p < .05

Results of construct validity using confirmatory factor analysis showed that the measurement model of the
classroom climate fitted with empirical data (χ2 = 0.001, df = 1, p = 0.985). The component “encouraging students
to participate in learning activities” had the highest level of factor loading (β = 0.887), followed by “supporting
students to achieve their learning” (β = 0.876), and “managing learning activity by teachers to respond to individual
learning needs” (β = 0.830), respectively. The details are presented in Fig. 3.

Managing learning activity by teachers

0.830* to respond to individual learning needs

0.887* Encouraging students to participate in

Classroom Climate learning activities
0.876*
Supporting students to achieve their
learning

χ2 = 0.001, df = 1, p = 0.985
* p < .05

Fig. 3. Linear structural analysis of the classroom climate model

1358 Kanit Sriklaub et al. / Procedia - Social and Behavioral Sciences 171 (2015) 1353 – 1359

7. Discussion and recommendations

The constructed 17 items of the classroom climate instrument were appropriate in terms of content validity,
examined by experts who have experience in learning management. Discrimination indices were suitable. Each
component had high internal consistency reliabilities. This means that items of each component measure the same
objective.
It was also found that the measurement model of the classroom climate had construct validity (Wiratchai, 1998
cited in Kaemkate & Boonsorn, 2012). The component with the highest factor loading was “encouraging students to
participate in learning activities”. The items under this component were constructed in a different way when
compared to the other two components. The second component, “encouraging students to participate in learning
activities”, emphasized that students’ feelings were more affected by teachers’ behavior than the other two
components, which emphasized the perceptions of students towards learning activities and teachers’ behavior
(Djigic & Stojiljkovic, 2011; Fraser, Aldridge, & Adolphe, 2010, cited in Patrick, Kaplane, & Ryan, 2011; Reyes,
Brackett, Rivers, White, & Salovey, 2012).
The research showed that the measurement model of the classroom climate could be used to study the classroom
climate, as well as the causes and consequences of the classroom climate. It could also suggest a guideline for
developing the learning process of students. The classroom climate should be improved to motivate and support
students’ learning. Research results indicate that teachers should organize learning activities that respond to
individual needs and the differences of students. Students should be continuously encouraged to participate in
learning activities in order to enhance the classroom climate and to encourage them to continue learning.

Acknowledgements

This research was supported by “The 90th Anniversary of Chulalongkorn University Fund” Ratchadaphisek-
somphot Endowment Fund.

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