Classroom Learning Environment Research Articles

Classroom Learning Environment and Action Research in a Science Methods Course for Preservice Elementary Teachers

ABSTRACT This study examined the impact of action research conducted by five science teaching methods course instructors on their students’ perceptions of the classroom learning environments at a large public university in Texas. The study analyzed the results from 133 students who completed two administrations of the What is Happening in this Class (WIHIC) questionnaire, one at the beginning of the semester and one at the end of the semester. Five sections served as a treatment group while two sections served as a control. Quantitative analyses, including one-way ANOVA, were conducted for each class section. Results showed that the perceived learning environment increased between the beginning of the semester and the end of the semester for all sections. However, the most significant gains in students’ perceptions were made in the treatment sections and were attributed to the action research interventions that were designed and implemented by the instructors based on the analyses of the first WIHIC administration.

Lecture-Based and Project-Based Approaches to Instruction, Classroom Learning Environment, and Deep Learning

<p style="text-align:justify">Institutions of higher education generally employ both lecture-based and project-based approaches to instruction. This study aims to investigate which aspects of lectures and project-based instructional environments contribute to “deep” and “surface” approaches to student learning. We collected and compared survey data from undergraduate students taking a civil engineering course in which they were assigned to a section taught with lecture-based instruction (n = 181) or with project-based instruction (n = 142). Data analysis was performed after controlling for the effects of the motivational goal orientations of students. A positive correlation can be found between deep learning and higher levels of investigative culture and student involvement in the project-based classroom. Additionally, we found that higher levels of task orientation in the project-based classroom had an inverse correlation with a “surface approach”. We discussed the value of an investigative and participatory learning atmosphere for student approach to learning and its curricular implications for the design of project-based and lecture-based instruction.</p>

The Importance of Setting the Classroom Learning Environment to Optimize its Function as a Learning Resource

The classroom is the main learning environment inschools where the learning process takes place. However, not only as a space where learning processes or activities take place, the classroom can actually be a source of learning if the learning environment (setting) is made in it. The purpose of this research is to examine how the learning environment (setting) in the classroom is able to maximize the potential of the classroom as a learning resource. The research method used is a literature study. The data used in this study came from textbooks, journals, scientific articles, literature reviews which contained the concepts studied. Data analysis was carried out by collecting relevant research results, sorting them, making notes, citations, and/or information which was then arranged systematically. The results of this study reveal that the arrangement of the learning environment (setting) in the classroom is able to maximize the potential of the classroom as a learning resource. Everything in the classroom should be used as a learning resource. Therefore, various equipment, objects, furniture, media and other items in the classroom should be managed, arranged, positioned and utilized appropriately and optimally as learning resources. Not only that, the arrangement of seating formations, access to various media and equipment in the classroom should also be made easier so that students can use them as learning resources more optimally. The learning environment (setting) in this class can be categorized into types of learning resources utilized (by utilization resources) and including environmental learning resources.

Design and evaluation of multimodal learning resources in blended teaching of college English

Higher Education (HE) is transforming towards embracing global pedagogical standards, particularly emphasizing student-centered learning models. In conjunction with these progressive initiatives, the incorporation of the Internet is aimed at enhancing course flexibility for both university instructors and students. Blended Learning (BL), a synthesis of online and face-to-face instruction, emerges as a methodology capable of leveraging the advantages inherent in both traditional classroom learning and online learning environments. The research being examined discovers the HE sector's application of globally recognized educational ethics and student-focused teaching. Online access has better-quality course flexibility. This type of education, which participates in classroom teaching with Online Education (OE), is being verified for communication skills. The research uses Moodle and a predictable informative setting to deal with several modes of education. The 49 HE pupils shared in a pre and post-test. Combining teaching improves communication skills, increasing the relationship between students and educators for a more practical education practice.

Care-Based Pedagogy in the Saudi EFL Context: Possibilities and Challenges

The present study investigates the implementation of care-based pedagogy within the Saudi Arabian context of English as a second language of instruction. This study aims to examine the effects of cultivating caring connections, providing individualized support, and creating an inclusive learning environment on the language learning experience, in response to the increasing focus on student-centered approaches. By reviewing previous research on care-based pedagogy in EFL context, the findings of this study underscore the need to foster positive interpersonal connections, recognize and value cultural differences, and attend to the comprehensive growth of students. This study makes a valuable contribution to the current body of literature on pedagogical practices in Saudi Arabia. It offers valuable insights into the possible advantages and obstacles associated with the implementation of care-based approaches in English language instruction within the Saudi context. The purpose of these insights is to provide information to educators, policymakers, and curriculum creators who are interested in improving the quality of English language instruction and fostering a supportive learning environment in classrooms in Saudi Arabia.

A model of effective teaching of economics in higher education: the integral role of classroom learning environment, instructional practices, and teacher characteristics

Yidana and Darkwa explore university students’ perceptions of how the classroom learning environment and Economics teachers’ instructional practices promote learning in higher education. The researchers developed and empirically tested a framework that characterises quality Economics instruction. The outcomes of the study suggest that the conceptual framework is valid and reliable and can effectively be used to evaluate quality Economics instruction in higher education. The results indicate key areas that are beneficial concerning student perceptions of teacher effectiveness in promoting student learning. These include planning and preparation, scaffolding of instruction, classroom communication, classroom management, classroom learning environment, and teacher characteristics.

Impact of Teachers’ Behavior on Students’ Motivation and Learning at Elementary School Level in Tehsil Jampur District Rajanpur

This research was conducted to investigate the “impact of teachers’ behavior on students’ motivation and learning at the elementary school level." Teachers behave well to create a positive and supportive classroom learning environment. Teachers’ conduct can influence students’ motivation and learning in many ways. The objectives of the study were: 1) to identify the impact of teachers’ behavior on students’ motivation; and 2) to identify the impact of teachers’ behavior on students’ learning. The nature of the study was a mixed-methods design. The study was limited to the district of Rajanpur, male elementary schools, 6th, 7th, and 8th grades only. The target population of the study was all the elementary public school’s teachers and students in the district of Rajanpur. The sample of the study was 433 elementary school male students and 10 elementary school male teachers. The respondents were selected through a simple random sampling technique. A self-developed, closed-ended questionnaire for students and an interview protocol for teachers were developed by the researcher. The questionnaire and interview were finalized after conducting a pilot test. The students’ questionnaire was designed on a five-point Likert scale. The Cronbach alpha reliability was 0.885. The data was collected, organized, tabulated, and analyzed using percentage, mean, standard deviation, chi square, and Pearson correlation through SPSS version 29.0. The findings of the study were based on objectives. It was found that teachers positive and friendly behavior at the elementary school level impacted students’ motivation and learning positively. According to the salient conclusion of the study, teachers create an inclusive and positive learning environment through their kind behavior. Most students were more engaged and enthusiastic about their teachers’ cooperative classroom environment. Most of the teachers were well aware of the positive atmosphere in the classroom and provided standard teaching methodologies for elementary students. The study recommended that elementary school-level teachers show kind behavior in the classroom for better academic outcomes for the students. It was recommended that teachers create a positive classroom environment by paying extra attention to their students.

Mapping psychological safety in the nursing classroom

Because nursing education plays a role in meeting the current demand for registered nurses, it becomes important for educators to understand how prelicensure education can positively contribute to the nursing workforce. One specific aspect of prelicensure nursing education is the psychological safety of the classroom learning environment (LE). This study aimed to explore how associate degree nurse educators create psychological safety in the classroom. This study used situational analysis, a grounded theory approach, to uncover the elements of the classroom and instructional practices that link to psychological safety. Specifically, we uncovered how nurse educators allowed for wrongness, read the room, and leveled the balance of power to create a psychologically safe classroom LE.

EXPLORING THE SOCIAL AND EMOTIONAL ASPECTS OF TEACHING AND LEARNING ENGLISH AS A FOREIGN LANGUAGE

Social-emotional learning has become crucial in fostering well-rounded individuals who possess not only academic knowledge but also essential skills such as self-awareness, empathy, and effective communication. Through prioritizing the development of social and emotional competencies, we equip individuals with the tools to navigate complex social dynamics, build meaningful relationships, and contribute positively to both their personal and professional communities. This journal article aims to explore the critical yet often underinvestigated social and emotional aspects inherent in the teaching and learning of English as a Foreign Language (EFL). Recognizing the multifaceted nature of language teaching and learning, this article aims to emphasize the importance of integrating Social and Emotional Learning (SEL) strategies into EFL pedagogy. The study conducted a comprehensive observation of Social-Emotional Learning practices which were used in a Grade 10 English classroom, utilizing the Social-Emotional Learning Classroom Observation Sheet adapted from the Rubric for 10 Teaching Practices that Support SEL, developed by Yoder and Gurke (2017). The observation spanned three weeks, covering eight periods of 45 minutes each, with a focus on ten common practices for promoting SEL. The findings reveal the teacher’s strengths in student-centered disciplines, teacher language, warmth and support, showcasing positive classroom environment. However, areas for improvement are identified, including inconsistent implementation of responsibility and choice, self-assessment and balanced instruction. Implications include the need for consistent positive practices, explicit SEL incorporation, and a balanced approach for a dynamic learning environment in EFL classrooms.

From High Discipline Referrals to High-Engagement Classrooms: A Design-Based Approach to Creating a Campus-Wide Culture of Positive Learning Support for At-Risk Student Populations through Transforming Educators’ Instructional Teaming Practices

Instructional leaders in many school districts throughout the United States are increasingly confronted with spiraling numbers of discipline referrals from teachers who are unable to manage the off-task behaviors and discipline infractions of the growing percentages of diverse, academically at-risk students populating their classrooms. Many of these at-risk students, who come from families that are economically disadvantaged and have culturally rich and linguistically diverse backgrounds, have become stigmatized and minoritized by an education system whose curricula are often woefully inadequate in being able to meet the unique social and academic support needs of these diverse learners. This article profiles how one high school principal and his instructional turnaround leadership task force colleagues working in a high diversity urban school district utilized multi-leveled data analysis investigative thinking and innovative professional learning program design strategies derived from the education improvement science literature to implement a comprehensive intervention program for ninth through twelfth grade teams of core content teachers and their instructional supervisors. The specific goals of the intervention program were to: 1) change educators’ entrenched pedagogical thinking and instructional planning mindsets regarding the motivation levels and learning capabilities of the high discipline referral students who regularly engage in off-task disruptive behaviors in their classrooms; and 2) transform teachers’ instructional data teaming practices to better serve the academic learning support needs of the campus’s minoritized students. The design-based approach to instructional improvement employed in the high school case study leveraged the use of multiple cycles of new knowledge and skills acquisition, critical self-reflection, and immersive professional learning to assist educators in exploring how to engage together in authentic data teaming and data analysis–informed differentiated instructional planning to craft high-engagement classroom learning environments and interactive instructional units to effectively address the academic development and support needs of the campus’s diverse, at-risk learners.

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

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.

Guidelines for culturally and linguistically responsive instruction in higher education

AbstractGiven the internationalization of higher education and the increasingly diversifying student population in higher education institutions worldwide, it is critical to reevaluate the teaching and learning environment in higher education classrooms. Although inclusion and inclusive pedagogy emerged as essential orientations in education, gaps in educational opportunities, access, and achievements persist. This practical guide is intended to inform and promote inclusive pedagogy, specifically for culturally and linguistically diverse students in higher education settings across various disciplines. The guidelines for culturally and linguistically responsive instruction in higher education offer a brief outline of the theoretical foundation and practical self‐reflective questions with recommended strategies to implement in curriculum, assessment, and instructional designs. With the hope of providing a welcoming classroom for culturally and linguistically diverse students where their knowledge and experiences are valued, the article ends with discussions to establish a more inclusive higher education learning ecology.

Effect of Classroom Learning Environment on Students’ Academic Performance of Mathematics Subject in Public Day Schools in Rwanda: A Case of Musanze District, Rwanda

This study aimed to determine the effect of classroom learning environment on students' academic performance in Mathematics subject in public day Schools in Rwanda: A case of Musanze district. The study has a correlational research design, with both quantitative and qualitative research. The target population of the study consisted of education officers in the area, including students, teachers and school headmasters. Therefore, the total number of population was 1,600. A sample size of 320 respondents was selected using random sampling techniques. Quantitative data were analyzed using descriptive statistics. Qualitative data were analyzed using content analysis. Data analysis was supported by Statistical Package for the Social Sciences (SPSS) version 21. Pearson correlation analysis showed that the classroom learning environment (r=0.714, p=0.000) was positively and significantly correlated with students' academic performance. This correlation was also statistically significant as the p-value was less than 5%. In conclusion, the study provided recommendations to improve students' academic performance. The study recommends that the management of schools should frequently visit classrooms to assess participation, involvement, and understanding of the students and offer support to those teachers who lack the competencies required to improve the learning situation and environment in mathematics classrooms due to the size of the class.

Flipped Classroom; Inovasi Pengaturan Lingkungan Belajar dalam Pembelajaran Matematika

Innovation in learning can be done by changing the paradigm of mathematics teaching and inspiring teachers to provide alternative learning environment settings and gain new experiences. The flipped classroom (FC) is currently an innovative pedagogical approach that has the opportunity to transform mathematics learning in the future. The tasks given by teachers, teacher feedback and scaffolding, as well as the changing teaching and learning environment at FC provide a new paradigm for mathematics teachers in learning to meet student characteristics that are different from previous times. The aim of this research is to theoretically and conceptually reveal the Flipped Classroom as a learning environment setting in mathematics learning with a blended form of learning that reverses the traditional classroom learning environment by delivering teaching content, via video or other sources outside the classroom. This research uses a conceptual literature review with a descriptive approach. FC-based learning environment settings, students will watch learning material via videos on online platforms or other, students can collaborate in discussions or individually, or carry out experiments at home and be actively involved in applying concepts in the classroom guided by a teacher. Well-designed FC offers great opportunities to improve students' mathematical thinking and understanding. In this regard, FC is recommended for teachers to use as a setting for a mathematics learning environment in the future, which is appropriate to the characteristics of students in the digital era.

Knowledge Mapping of Blended Learning Classroom Environment Studies (1996-2023)

The classroom environment has undergone a fundamental shift since the era of information and communication technologies, with blended learning (BL) gaining increasing attention in recent years. In light of the limited number of studies that have reviewed the integration of BL and classroom environments in scientific publications, the present study analyzed a total of 283 publications from the WOS database. This analysis provides a comprehensive bibliometric analysis, which reveals the following key findings: Firstly, research in this area has shown progressive development, indicating its maturation over time. Secondly, Garrison emerged as the author with the highest number of citations in 67 records, while Kim stood out as the most prominent author citing Garrison. Thirdly, the top three countries and journals that have made the most significant contributions to these studies are the United States, China, and Spain, along with the journals Computers & Education, Internet and Higher Education, and the British Journal of Educational Technology. Fourthly, the most cited articles are Boelens et al. (2017), O’Flaherty et al. (2015), Abeysekera et al. (2015), Bernard et al. (2014), Thai et al. (2017), and Rasheed et al. (2020). Finally, it was not until 2008 that more keywords such as “computer-mediated communication” (related to the technological environment), “cooperative or collaborative learning” (related to the social environment), “engagement,” and “selfefficacy” (related to the cognitive environment) began to receive more scholarly attention. The research on engagement is considered to be an emerging trend.

Research on Interdisciplinary Progressive Questioning Teaching Focused on Core Disciplinary Literacy: A Case Study of the Law of Conservation of Mass in “The Song of the Red Cliff”

This study examines the cultivation of students’ core competencies across various disciplines and investigates the knowledge background in relation to classroom learning environments. Utilizing the layered questioning teaching method, the study aims to foster an interdisciplinary, innovative learning environment for students. The primary focus is junior high school chemistry instruction, specifically the teaching of the “Law of Conservation of Mass.” By employing “The Song of the Red Cliff” as the learning context, the study integrates knowledge from the realms of Chinese literature, physics, and chemistry, facilitating an inclusive classroom teaching strategy. This approach not only enriches students’ interdisciplinary thinking but also enhances their learning capabilities. The findings offer invaluable insights for middle school educators seeking to improve student learning outcomes.

An Analysis of the Correlation between the Classroom Learning Environment and Student Performance of High School Students

The classroom environment has a direct constraint on the teaching process and plays a crucial role in improving learners' English grades. All teaching activities should be carried out in a certain environment, and the classroom is the main place for teaching activities. The classroom environment is an important factor affecting students' grades. In fact, domestic and foreign scholars research results indicate that in the same specific environment, the classroom environment has the most direct and close connection with learning of students. In a positive and comfortable classroom learning environment, the student’s academic performance will be greatly improved. Therefore, there is a close relationship between the students' learning outcomes and classroom environment, and a positive classroom environment can enhance students' learning outcomes. Based on the research results of the former, the author aims to optimize task settings, improve students' application strategies, and propose relevant teaching suggestions in order to create a harmonious classroom environment and improve students' academic performance.

Level of students' academic integration in the physical environment of the classroom

Purpose This study aimed to identify the level of students' academic integration in the physical environment of the classroom.Design/methodology/approach This study used an experimental approach. The study sample consisted of 60 students, who were divided into an experimental group (n = 30) and a control group (n = 30) in two classrooms (classes 9 and 13). To verify the equivalence of the two groups, an ANOVA test was performed to determine the level of academic integration, and identify any statistically significant differences between the two groups before separating them and controlling all the other variables, except for the classroom environment variable.Findings The results revealed no statistically significant differences in the mean of pre-application academic integration. Ten days later, the lecturer explained the topic within the academic course and redistributed the scale of academic integration. The results of the second application revealed differences in the average mean of academic integration in favour of the experimental group (class 13). To identify statistically significant differences, a t-test was used for independent samples. The results showed statistically significant differences in the level of academic integration of the experimental group attributed to the variable of physical environment in favour of class 13.Originality/valueThis study recommend to proposing future physical learning environments in classrooms by improving physical aspects. These new learning environments can enhance the cooperation between teachers and students, allow for easier conveyance of ideas and promote students' ability to solve problems more effectively. The use of Metaverse technology in education may create an appropriate virtual physical environment that solves the problem of the physical environment and raises the level of academic integration of students.

THE CLASSROOM ENVIRONMENT'S MEDIATING EFFECT ON THE RELATIONSHIP BETWEEN TEACHER CREATIVITY AND STABILITY OF STUDENT

This study explored the moderating influence of the classroom environment on teacher creativity and academic stability in 400 Filipino students in Davao del Sur. Using Slovin's formula, respondents were determined. Employing a quantitative non-experimental design and descriptive-correlation method, data collection utilized a modified questionnaire via Google Forms. The classroom learning environment acted as a mediating variable between teacher creativity and student academic resilience. Results indicated high levels of teacher creativity, student academic stability, and the classroom learning environment, supported by mean values. Pearson-r analysis revealed significant relationships between the classroom learning environment and teacher creativity, as well as its impact on students' academic stability. Additionally, findings suggested a partial mediating effect of the classroom environment on the association between teacher creativity and student academic stability, as demonstrated by the medgraph Sobel z-test.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0021/a.php" alt="Hit counter" /></p>

Comparative Study of School Discipline and Environment Regarding Student Personality : A Case Study of Governments Schools in Punjab, Pakistan

This study explores the intricate interactions that exist between learning parameters, student personality development, and school discipline in government schools located across the Punjab, Pakistan. With a case study approach, the research uses a mixedmethods technique to investigate in detail the formal and informal components of disciplinary actions as well as the educational environments that shape students personalities. In an effort to clarify the nuances of disciplinary strategies, the study examines both official disciplinary regulations and routines in government schools. It also explores the many aspects of the educational setting, such as extracurricular engagement, teacher-student relationships and interactions in the classroom. Through the use of psychological frameworks, the study seeks to evaluate the impact of various instructional strategies and disciplinary settings on student’s personalities, including resilience, self-worth and social skills. It is anticipated that the results of this comparison study would provide important new perspectives on the situation of classroom management and learning environments in Punjab government schools at the moment. Moreover, the study provides actionable suggestions to improve the effectiveness of disciplinary tactics and encourage supportive learning environments that support the development of students' whole personalities. This study has consequences that go beyond the local environment, giving rise to evidence-based practices and policies in education that may be implemented in a variety of contexts. The results of this study are intended to provide complex understandings that are relevant not just to Punjab but also to guide educational policies and practices in many international contexts.