Abstract
Classroom climate refers to the prevailing mood, attitudes, standards, and tone that teachers and students feel when they are in the classroom. A negative classroom climate can feel hostile, chaotic, and out of control. A positive classroom climate feels safe, respectful, welcoming, and supportive of student learning. The study aimed to examine the class room climate in relation to academic achievement among students at higher secondary levels. The investigator adopted survey method to study the class room climate in relation to academic achievement among students at higher secondary levels. For this study a sample of 300 higher secondary students from five Govt and Private schools which are situated in and around Coimbatore district in Tamil Nadu were selected by the investigator using simple random sampling technique. The findings reveal that there is no significant relationship between class room climate and academic achievement among selected students at higher secondary levels.
Highlights
Education has become highly competitive and commercial in many countries
According to the table totally 28% of the students at secondary level belong to low level of academic achievement, 45.66% of the students at secondary level belong to moderate level of academic achievement, and 26.33% of the students at secondary level belong to high level of academic achievement
HYPOTHESIS 3: There is no significant mean score difference in class room climate of students at secondary level between the group based on gender
Summary
Education has become highly competitive and commercial in many countries It is on the basis of high academic performance that students get selected to good secondary schools, better courses of study, and eventually better jobs. Teachers are continually looking to create a "positive" classroom climate in which student learning is maximized (Bilbo et all, 2012) It is having an environment where students feel safe, nurtured, and intellectually stimulated. Positive classroom climates characterized by positive and supportive teacher-child relationships and interactions have been shown to influence students’ psychosocial adjustment in preschool and later grades (Hamre & Pianta, 2005), and to improve student’s social competencies with peers (Pianta, 1999). Academic achievement represents performance outcomes that indicate the extent to which a person has accomplished specific goals that are the focus of activities in instructional environments such as school, college, and university. HYPOTHESIS 1: There is no difference in the level of class room climate in relation to their academic achievement of students at secondary level
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