Student perceptions of a positive climate for learning: a case study

Abstract

This study examines students’ perceptions of factors they consider important in creating a positive classroom climate for learning. It investigates preferred learning environments and explores the associated elements identified by students. Four initial focus groups were employed with an inductive thematic analysis being undertaken to identify themes from these discussions. Based upon the results, a questionnaire was constructed and administered to 116 students in Year 7 and Year 8. Thematic analysis of focus group transcripts identified 11 themes pupils perceive as important in creating a positive learning climate. These themes reflect five dimensions of classroom climate (physical aspects, order and organisation, lesson content and delivery, peer relationships and staff/student relationships). Questionnaire analysis using a t‐test demonstrated that these factors were considered to be important by Year 7 and 8 students as a whole, with no significant gender differences. Implications for practice in creating a positive climate for learning are identified and questions for future research are raised.