A validation of the short-form classroom community scale for undergraduate mathematics and statistics students

Authors

  • Maria Tackett Duke University
  • Shira Viel Duke University
  • Kim Manturuk Duke University

DOI:

https://doi.org/10.53761/1.20.01.08

Keywords:

Sense of belonging, Classroom community scale, Online education, Data analysis and statistics, Instrument validation, Introductory undergraduate mathematics and statistics

Abstract

This study examines Cho & Demmans Epp’s short-form adaptation of Rovai’s well-known Classroom Community Scale (CCS-SF) as a measure of classroom community among introductory undergraduate math and statistics students. A series of statistical analyses were conducted to investigate the validity of the CCS-SF for this new population. Data were collected from 351 students enrolled in 21 online classes, offered for credit in Fall 2020 and Spring 2021 at a private university in the United States. Further confirmatory analysis was conducted with data from 128 undergraduates enrolled in 13 in-person and hybrid classes, offered for credit in Fall 2021 at the same institution. Following Rovai’s original 20-item CCS, the 8-item CCS-SF yields two interpretable factors, connectedness and learning. This study confirms the two-factor structure of the CCS-SF, and concludes that it is a valid measure of classroom community among undergraduate students enrolled in remote, hybrid, and in-person introductory mathematics and statistics courses.

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Published

2023-01-01

Issue

Section

Articles

How to Cite

A validation of the short-form classroom community scale for undergraduate mathematics and statistics students. (2023). Journal of University Teaching and Learning Practice, 20(1). https://doi.org/10.53761/1.20.01.08