Examining the Interplay of Classroom Learning Environment, Support, and Acquisition: Insights from Applied Undergraduate Education in China

Abstract

The classroom learning environment aids students in acquiring knowledge and improving their abilities, with learning acquisition serving as the cornerstone of curriculum evaluation. Traditional approaches to curriculum assessment predominantly rely on explicit indicators like university reputation, resource allocation, and academic performance, often neglecting the implicit measure of learning acquisition. A shift towards a student-centered perspective suggests that curriculum evaluation should prioritize students’ subjective experiences. In line with this perspective, this study endeavors to investigate the interplay among the classroom learning environment, learning support, and learning acquisition within applied undergraduate universities in China. Employing a descriptive research methodology through a survey, participants responded to a questionnaire. A total of 411 students majoring in law, art, and engineering from Henan CJ University in China were included in the study. Findings revealed no significant correlation between respondents’ gender, age, major, and the classroom learning environment, learning support, and learning acquisition. However, notable associations were identified between the classroom learning environment and learning support, the classroom learning environment and learning acquisition, as well as learning support and learning acquisition. This research underscores that an enhanced classroom learning environment corresponds to better learning support, resulting in improved learning outcomes.