Influence Of Classroom Environment Research Articles

Influence of Classroom Environment on the Academic Performance of Students in English Language

The classroom environment plays a pivotal role in the academic performance and engagement of students, particularly in the realm of English language learning. This study explored the perceived influence of various classroom environmental factors on the academic performance of students in English language. Factors such as the physical environment, teacher-student interactions, peer interactions, teaching strategies, and assessment techniques were examined. A mixed-method approach, encompassing surveys and focus group discussions, were employed to gather perceptions from both students and teachers in a diverse urban secondary school. The findings suggest that a conducive physical environment, positive interpersonal relations, innovative teaching strategies, and fair assessment practices significantly impact students’ motivation and performance in English language. Recommendations for improving the classroom environment to foster better language acquisition and academic performance were made. This study contributes to the broader understanding of how the classroom environment shapes the learning experiences and academic outcomes of students in the context of English language education.

Moderating effect of classroom sociable norm on the relations between unsociability and internalizing problems in Chinese adolescents.

The goal of the present study was to examine the moderating effect of classroom sociable norm on the relations between unsociability and internalizing problems (the indicators included depression, loneliness and self-esteem) in Chinese adolescents. Participants were N = 1,160 adolescents in Grade 4-8 from Shanghai, People's Republic of China. They completed questionnaires about unsociability, sociability, and social preference via peer nominations, while depression, loneliness, and self-esteem were collected via self-report. It was found that unsociability was positively associated with depression and loneliness, and negatively associated with self-esteem. Moreover, the relations between unsociability and indicators of internalizing problems were moderated by classroom sociable norm. More specifically, the significant positive associations between unsociability and depression and loneliness were stronger in classrooms with high sociable norm, and the negative association between unsociability and self-esteem was only significant in such classrooms. The findings suggest that classroom sociable norm plays an important role in unsociable adolescents' psychological adjustment in China. Researchers should focus more on the influence of classroom environment on adolescents' development in future.

Students’ Perception of Classroom Environment in China and its Relationship to Creativity of Students Who Have Visual Impairments

This study aimed to investigate the perceptions of students with visual impairments (VIs) about their classroom environments; the creativity level of students with VIs; and the influence of classroom environments on the development of students’ creativity. This study used the “Creative Classroom Environment Scale for School for The Blind” (CCES-SB) to investigate students’ perceptions of their classroom environment from five dimensions: teacher leadership, teacher support, student relationship, student communication, and student participation. The verbal sub-tests of “Evaluation of Potential Creativity” (EPoC) was used to investigate students’ creativity level. A total of 189 students with VIs from 10 Schools for the Blind in China participated in the CCES-SB. Among these samples, a total of 32 students were chosen to participate in the EPoC. The results showed that students’ perceptions of the English classroom environment were significantly lower than those of Chinese and Math classroom environments. With increasing grade levels, students’ convergent thinking scores increased accordingly, while divergent thinking scores showed an upward tendency in the fourth to the fifth grade, but declined in the fifth to sixth grade. The divergent thinking of students with low vision was significantly lower than that of students who are legally blind. The “student relationship”, one dimension of the CCES-SB, has shown a significantly positive correlation with students’ convergent thinking level. It suggested that teachers could develop classroom environments to promote students’ creativity level, especially by establishing positive student relationships. More attention should be paid to the divergent thinking of students with low vision.