The classroom learning environment as perceived by students in Arab elementary schools

Abstract

In this study, students’ perceptions of the classroom learning environment in Arab elementary schools were investigated. The sample included 261 students from Grades 5 and 6. The questionnaire was developed at an Arab college of teacher education by 16 fourth-year student teachers who were completing their studies toward a BEd degree. Articles on classroom learning environment were distributed to the students, who then wrote items to assess learning environment. The items were evaluated for content validity in relation to the Arab school culture, language, teachers’ teaching, students’ learning styles, teacher–student relations, order and organisation, discipline and behaviours. The Classroom Learning Environment of Elementary Students (CLEES) questionnaire consists of 32 items in four scales: Teacher’s Image, Group Work, Students’ Participation, and Order and Organisation. The CLEES was used in a pilot study in two Grade 5 and 6 classes in order to validate it. The student teachers administered the questionnaire to students in elementary schools. Data were analysed using SPSS (e.g. factor analysis and one-way ANOVA) to validate the CLEES. No significant differences were found between boys and girls in classroom learning environment. However, significant differences in CLEES perceptions were found between students from different grades (Grade 5 vs. Grade 6), age groups and schools. The results are explained in the discussion section in relation to the characteristics of their schools.