Evaluation of 11th and 12 Graders' Classroom Environment in Nablus Governorate Public Schools

This study aimed at identifying the state of science classroom environment in Nablus Governorate public schools in the light of sex, academic specialization, location of school, type of school, and class level variables. The study endeavored to answer the following question: Are there any statistically significant differences in the Nablus Governorate Public Schools' 11th and 12th graders' Classroom present State and its sub-inventory which may be attributed to type of school, sex location of school, specialization, and grade? To answer the question, the researcher used Fraserr's My Classroom Inventory (MCI) (1993) after its translation into Arabic. The questionnaire was shown to a number of referees to provide their remarks on the scale. After making the necessary modifications, they approved it as an appropriate instrument for the purposes of the study in question. The reliability of the instrument was calculated according to Cronbach Alpha (α).The reliability, for each dimension of difficulty, homogeneity, friction, competition, satisfaction, relationship with teacher, was 0.50, 0.72, 0.69, 0.71, 0.80, and 0.87 respectively. A stratified random sample of 555 students of both sexes was chosen and was distributed among the study variables. Data were collected and statistically analyzed by using SPSS program to get the statistical results. After statistical processing of data, the researcher has arrived at the following findings: It was found that there were statistically significant differences in the evaluation of science classroom environment which may be attributed to sex variable. These differences were found on the degrees of satisfaction and friction variables, and they were in favor of males. It was found that there were statistically significant differences in the evaluation of science classroom environment which may be attributed to sex variable. These differences were found on the degree of satisfaction domain. These differences were found to be in favor of 11th grade. However, these differences were not found on other domains according to classroom variable. These domains were in competition, friction, difficulty, homogeneity and relation - ship with teachers. There were no statistically significant differences at (α = 0.05) in students' evaluation of science classroom environment, on domains of satisfaction, friction, competition, difficulty, homogeneity,relationship with teachers, which may be attributed type of school variable. There were, however, statistically significant differences at (α = 0.05) in students' evaluation of science classroom enviromnent, on satisfaction, friction, competition, friction, difficulty, homogeneity,and relationship with teachers domains, were favor of village students whereas on friction, difficulty and homogeniety domains, the differences were in favor of city students. There were no statistically significant differences at (α = 0.05) in students' evaluation of science classroom enviromnent, on domains of satisfaction, friction, competition, difficulty, homogeneity,relationship with teachers, which may be attributed to academic specialization variable.