  This study examines Cho and 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.
