Abstract
In the research, it is aimed to investigate the classroom environment perceptions of the third and fourth graders in terms of some variables. Accordingly, `What is happening in this class?` scale has been adapted into Turkish and validity and reliability studies have been conducted as well. Then, the scale was administered to 526 students at the third and the fourth grades of primary school in the fall semester of the 2016-2017 academic years. The data was analyzed terms of gender, class level and socio-cultural status of the school. The findings indicate that the students' perceptions of classroom environment in the factors of Student Cohesiveness, Teacher Support, Participation, Investigation, Task Orientation, Cooperation and Equity are Always. Additionally, there is a significant difference between students’ classroom environment perceptions in favour for girls. According to grades, there is a significant difference between students’ classroom environment perceptions in favour of the third grade students. Based on the school socio-cultural status, there is a significant difference between students’ classroom environment perceptions towards very good.
Highlights
Classroom environment in which educational objectives are transformed into behaviours is special and has a dynamic structure (Özkan & Arslantaş, 2013; Terzi, 2002)
Examining the international literature revealed that there are many studies conducted about learning environment, classroom climate or classroom atmosphere (Barth, Dunlap, Dane, Lochman, & Wells, 2004; Burnett, 2002; Church, Elliot, & Gable, 2001; Dart et al 2000; Dorman, 2001; Feldlaufer, Midgley, & Eccles, 1988; Fraser, 2015; Fraser, 1998; Fraser & Fisher, 1992; Goh & Fraser, 1998; Holley & Steiner, 2005; Martin, 2002; Werthamer-Larsson, Kellam, & Wheeler, 1991)
For example; Burnett (2002) investigated the relationship between teachers' feedback and students’ perceptions of their classroom climate in which he indicated that students who are happy with their classroom climate receive more praise and positive feedback than teachers
Summary
Classroom environment in which educational objectives are transformed into behaviours is special and has a dynamic structure (Özkan & Arslantaş, 2013; Terzi, 2002). Ilkokul üçüncü ve dördüncü sınıf öğrencilerinin sınıf iklimi algıları kız öğrencilerin lehine anlamlı farklılık göstermektedir.
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