School Learning Environment Research Articles

Examination of Research on Out of School Learning Environments in Turkey Between 2012-2021: Document Analysis

Gelişen ve değişen Dünya şartları doğrusunda eğitim anlayışı da değişmektedir. Bu anlayışa göre eğitim dört duvarın aksine her yerde yapılabilir. Son dönemlerde sayıca artışa geçen okul dışı öğrenme ortamları konu çalışmaların bütüncül bir gözle incelenerek yönelimlerini belirlemek ihtiyacı oluşmuştur. Bu çalışmanın amacı 2012-2021 yılları arasında Türkiye adresli Social Science Citation Index (SSCI)’de taranan dergilerde ve Yükseköğretim Kurulu (YÖK) Başkanlığı Tez Merkezi veri tabanından erişilebilen, lisansüstü tezlerinde “okul dışı öğrenme ortamları” konulu yayımlanmış çalışmaları tespit ederek çeşitli kriterlere göre incelemektir. Söz konusu tez ve makalelerin yönelimlerini belirlemek, kuvvetli ve zayıf taraflarını ortaya koymak amaçlanmıştır. Araştırma, analitik araştırma çeşitlerinden biri olan doküman analizi yöntemi kullanılarak yürütülmüştür. Araştırmanın örneklemi amaçlı örnekleme yöntemlerinden biri olan ölçüt örnekleme yöntemi ile belirlenmiştir. Bu doğrultuda araştırmanın örneklemi 2012-2021 yılları arasındaki SSCI’de taranan dergilerdeki makalelerden ve Yükseköğretim Kurulu Başkanlığı (YÖK) Tez Merkezi veri tabanında taranan lisansüstü tezlerinden oluşmaktadır. Araştırmanın örneklemi “okul dışı öğrenme (ortamları), okul dışı eğitim, informal öğrenme, non-formal öğrenme ortamları” anahtar kelimeleri ölçüt olarak belirlenmiştir. Bu ölçüte göre 17 doktora tezi, 52 yüksek lisans tezi, 5 dergi makalesi olmak üzere 74 çalışmaya ulaşılmıştır. Ulaşılan çalışmalar yayın sınıflama formu kullanılarak incelenmiş ve veriler betimsel olarak analiz edilmiştir.%95,8 oranında Türkçe yazılan çalışmaların %62’ünün öğretim konu alanında, %73 fen bilimleri araştırma alanında yazıldığı tespit edilmiştir. Çalışmaların %39,2 oranında karma yöntemle yapıldığı, çalışma gruplarının %59,5 oranında uygun örnekleme yöntemine göre belirlenmiş olan %41,9 oranında 31-100 arasında ortaokul öğrenci sayılarından oluşan örneklemler tercih edildiği belirlenmiştir. Konu içerikleri bakımından %50 oranında tutum-ilgi belirleme-algı içerdiği belirlenmiştir. Veri toplama araçlarında oransal olarak %51,1 görüşme ve %50 algı/ ilgi/tutum testi ve %31,1 anket kullanıldığı belirlenmiştir. Veri analiz yöntemi olarak %60,3 t testi ve %60 içerik analizinin daha çok tercih edildiği belirlenmiştir. Araştırma sonunda okul dışı öğrenme ortamları konulu çalışmaların farklı kademe ve disiplinlerde uygulanabileceği ve benzer çalışmaların TR dizinli dergilerde farklı ölçütlerle yapılabileceği önerileri sunulmuştur.

Examining Teaching and Learning Environments among Kentucky Schools to Watch and Non-Schools to Watch Schools Using TELL Survey Data

In 2017, the state of Kentucky distributed the Teaching, Empowerment, Leading, and Learning (TELL) survey to gain an understating of the learning environments in Kentucky schools. Many of the items on the TELL survey addressed key components of the School to Watch criteria and rubric. Researchers were interested in the teaching and learning conditions in Kentucky middle schools that contributed to successful school environments as defined by the Schools to Watch criteria, and to use results from the TELL survey to see what high scoring schools were doing well according to the teachers and principals that completed the survey. Researchers compared the 12 STW schools in Kentucky to other top scoring schools using TELL survey and STW report data. Findings suggest Kentucky STW schools are performing slightly above average compared to all other middle schools in all areas of the TELL survey. However, only two STW schools scored in the top 10 of the survey and the top scoring schools performed much better on the survey. Researchers discuss the implications of these results and suggest areas for future research.

School Learning Environment: Implications on Work Performance and Job Satisfaction of Secondary School Teachers

School Learning Environment: Implications on Work Performance and Job Satisfaction of Secondary School Teachers

Classroom-Integrated Movement and Music Interventions and Children’s Ability to Recognize Social Interaction Based on Body Motion

Music and movement activities have been found to be beneficial for learning in childhood. The current study was part of the Arts@School project examining the effect of classroom-integrated arts-based interventions (music, movement, music-movement) on various student outcomes. The outcome of interest in the current report is the ability to recognize social interaction, which is one aspect of social cognition, an important but often ignored factor contributing to well-being and learning. The ability to recognize social interaction was studied using a test with two human figures either interacting with each other or moving separately. Children aged 10–11 completed the test pre and post intervention. The intervention groups and an inactive control group were four classes in a school. The interventions were delivered by teachers. The music intervention included listening, singing, and joint music making. The movement intervention was based on a creative dance approach and contained developmental movement patterns. The music-movement intervention focused on bodily experiences arising through activities combining music and movement. All intervention groups improved at the test, whereas the difference between the pre and post measurement did not reach significance in controls. This trend suggests that music and movement interventions integrated in the school learning environment may support children’s ability to interpret body motion, an important aspect of social interaction.

Effective Learning Environments in Physical Education

Background. Physical education (PE) has been acknowledged as important by scholars all across the world. As a result, they have been looking for techniques to improve PE teaching and learning. There are various ways that may be used to improve PE teaching and learning. The most effective way identified in the research, however, is the classroom management approach. Furthermore, because the learning atmosphere in the classroom is inappropriate, PE teachers have been unable to regulate the class and handle students’ discipline problems.
 Study purpose. As a result, the goal of this study is to explore the impact of classroom management practices on the learning environment.
 Materials and methods. The Classroom Management Methods questionnaire and the Self-Evaluation of Teaching Effectiveness in PE questionnaire were used to collect data from 359 instructors in a high school in Indonesia.
 Results. The findings demonstrated that preventative and corrective techniques have a considerable impact on the learning environment. Meanwhile, the supporting approach has no discernible effect on the learning environment. These findings can help school administrators, such as the principal and PE teacher, choose suitable classroom management strategies to deal with misconduct.
 Conclusions. As a result, improving and sustaining a good learning environment in high schools also supports the teaching and learning process, hence increasing students’ learning efficiency.

Unearthing Constraints Experienced by Teacher Unions in Improving the Learning Environment in Schools in Zambia

The study unearths constraints experienced by teachers' unions in promoting a peaceful learning environment in selected schools of Lusaka, district, Zambia. A case study design was employed on a target population that comprised participants from primary and secondary schools and teacher unions. Expert purposive sampling technique was applied to sample 28 participants from teacher union officials in Lusaka District. Data generated was through interviews and Document Review which was analyzed using themes. Emergent findings revealed that the teachers’ unions faces a myriad of challenges such as inadequate resources, limited knowledge and skills, inaccessible leadership and inadequate financial support in their quest to contribute to a peaceful school environment. Thus, it is recommended among others that, Unions should consider building capacity on resource mobilization and optimal resource utilization, as well as enhancement of mutual consultations with the Ministry of Education and teachers to discuss matters relating to how they can contribute towards raising the standards of learning environment in schools.

Образовательная среда и образовательное пространство школы: особенности и различия

The modern school education is aimed at developing students’ personality, forming their traits and skills that can help them to cope with the challenges and changes in the content of education, as well as with educational technological advances (including information technology), forms of interaction (with all subjects of the educational process), new methods and means of education. The ultimate goal is to be ready for further self-realization in the conditions of constant changes in the surrounding society.
 The design of a new type of the learning environment that integrates all the resources and capabilities of the school educational space will contribute to achieving the desired goal.
 The article considers the features and differences between the concepts "learning environment" and "educational space", and discusses their impact on students. This paper also presents some approaches used to design the learning environment that was developed for the teaching staff of the school-kindergarten Educational Complex "Our School" (Novosibirsk): the mission of the school, the basic principles of organizing the educational space, the main system-forming approaches to the design of the school learning environment.

Influence of Instructional Methods on Child Friendly School Environment in ECDE Centers in Uasin-Gishu County, Kenya

Education is fundamental to improving children's social and economic outcomes worldwide. The study sought to establish the influence of instructional methods on a child-friendly school environment among ECDE centres in Uasin-Gishu County, Kenya. The study was informed by Constructivism instructional theory and Reggio Emilia's philosophy of educating young children. The study targeted 2151 Early Child Development Education (ECDE) teachers and heads in the 576 public ECDE centers in Uasin-Gishu County, Kenya, comprising 1728 ECDE teachers, 422 head teachers, and one County Quality Assurance and Standards officer. A sample size of 271 respondents was used for the study. A multistage sampling technique was used to select the respondents. A questionnaire was used to collect data. Descriptive and inferential statistical analyses were carried out using Pearson's correlation coefficient on the quantitative data. It was used to determine the relationship between the effect of Instructional methods on supporting a child-friendly school environment in public ECDE Centres in Uasin-Gishu County, Kenya. The findings further revealed that instructional style was positively and significantly associated with the school learning environment (r=.431, n=271, p<0.01), indicating that instruction style influences the school learning environment by 18.61%. Therefore, teachers should create an enabling learning environment that is inclusive to all learners and take care of social interactions among learners. The finding informs the best practices that could be employed to enhance the child-friendly learning environment.

Educational Stakeholders Perceptions on the Provision of Pre-Primary Education in Zanzibar

This study explored educational stakeholder’s perceptions on the provision of PPE in Zanzibar, using the case study design. The target population was pre-primary school teachers, pre-primary school head teachers, quality assurance officers from the Ministry of Education and parents. A total number of 20 participants participated in the study: 6 pre-primary school teachers, 3 pre-primary school head teachers, 5 quality assurance officers from the Ministry of Education and 6 parents. The study employed the semi structured interviews which were conducted to PPE teachers, head teachers and quality assurance officers and Focus group discussions with teachers. The study established that PPE plays important roles to young children as it enables them to lay their educational foundation for future development, improving self-confidence and providing strong base for lifelong learning and cognitive, physical and social development. However, the quality between one PPE school to another differ in terms of teachers qualification, resources and facilities, school management and learning environment. The study recommends that professional development training for pre-primary school teachers be conducted and maintained. Such trainings should be handled by PPE experts. This would improve the knowledge, skills and performance of teachers on pedagogical skills to ensure the supportive teaching in PPE for better learning of children. Finally, Quality Assurance Officers should constantly monitor the quality of pre-primary education in order to ensure that schools meet the required standards for better teaching and learning in PPE.

Principal Preparation

Newly employed school site principals are thrust into a socio-political learning environment where whiteness and institutional racism exist. Thus, it is critically important that embedded throughout principal preparation, enrolled teachers learn, experience, and “see” race and the intersectionality of race and educational justice in the public school learning environment.

A Bibliometric Analysis of out of School Learning Environments: Science Mapping

The aim of this study is to understand and analyze the status, development and current trends of out-of-school learning by evaluating scientific studies published in the field of out-of-school learning environments in terms of various parameters. The bibliometric analysis method and Web of Science (WoS) database were used to carry out the research and achieve the determined goals. The research was limited to the years 1982-2021 and 3101 studies were evaluated. In this study scientific studies published on out-of-school learning were examined within the framework of the annual number of publications, keyword analysis, citation analysis, active researchers, journals and countries. In the results of the study, it was determined that the publication trend about out-of-school learning started in 2008 and has continued until today, with the most references occurring in the last 10 years. In addition, it was determined that the most cited author was “Nada Dabbagh”, the co-author was “Micheal Eraut”, the active journal was “Educational Technology & Society”, the most cited and co-cited journal was “Computer & Education” and the active collaborator country was “United States”. In this context, it is recommended that researchers increase their studies depending on needs. Furthermore, with the disappearance of the effects of the Covid19 epidemic over time, it is thought that many studies can be conducted in out-of-school learning environments.

Perspectives of EFL learners and teachers on self-efficacy and academic achievement: The role of gender, culture and learning environment.

The Omani socio-cultural context, the mono-gender educational system in schools, and the learning environment at the higher educational institutions significantly affect learners' self-efficacy and academic achievement in the mixed-gender EFL classroom. Different studies have revealed both positive and negative implications of mixed-gender classrooms, especially for those who came from a mono-gender learning environment. The adjustment phase for the tertiary learners from school to the university is not only crucial but also significant for the continuation of higher education. The effects of socio-cultural factors on self-efficacy and academic achievement have not been studied in depth, particularly in eastern countries. So, the current study aimed at investigating the role of gender, learning background, socio-cultural circumstances, and the effect of the learning environment on EFL learners' self-efficacy and their academic achievement within the scenario of the prevailing culture and traditions in the Dhofar Region. To conduct this study, mixed research methods (qualitative and quantitative) have been adopted to investigate the perceptions of both teachers and learners. The sample of the study consists of 117 EFL learners ranging between 18-22 years of age and 25 EFL teachers ranging between 35-60 years of age. We used separate surveys for students and the teachers and interviewed students and teachers on a random basis. The results demonstrate that both genders were comfortable in segregated classes. The results also reveal that female learners were active learners and better performers than male learners in the school learning environment. The students reported that social restrictions discouraged them from mixing with the opposite gender in classroom activities and oral discussions. Most teachers believe that, compared to male learners, female learners performed better and were more engaged and responsive to different learning situations. The study found that there were statistically significant differences between both genders in terms of the effects of socio-cultural environment, self-efficacy, and the learning environment. Female learners were better than male learners in mono-gender schools, and they have higher self-efficacy than male students at the university. In conclusion, EFL teachers should consider the socio-cultural context, learners' learning background, and other challenges of learners to bring out positive outcomes in a mixed-gender classroom.

Digital Dashboards for Summative Assessment and Indicators Misinterpretation: A Case Study

Over the last decade, teachers in France have been increasingly pressured to use digital learning environments, and to shift from grade-based to skill-based assessment. Educational dashboards, which measure student input electronically, could foster such a transition by providing insights into learners’ performances. However, such dashboards could also foster data misinterpretation during the summative assessment process, should the indicators that they display be used without a proper understanding of what they reflect. This article presents a methodology to detect potential mistakes in the interpretation of the indicators in the context of inquiry-based learning. During the design of a learning environment, we analyzed, through analytics and classroom observations in primary and middle schools, the issues that could arise from the use of a dashboard. Our data suggest that the amount of information practitioners needed to collect to make indicators relevant was burdensome, making the dashboard unfit for assessment purposes at the scale of a classroom.

The Analysis of Middle School Science Course Contents of Out-of-School Learning Environment Guidebooks

In this study, it was aimed to examine the science contents of "Out of School Learning Environments Guidebooks (OSLEGs)” developed in the 2018-2019 academic year and to compare them. The research was carried out by the document analysis method, one of the qualitative designs. Science content in the OSLEGs, selected randomly from seven provinces (Trabzon, Bursa, Denizli, Osmaniye, Erzurum, Sivas ve Diyarbakır), were analyzed in terms of units / subjects, learning outcome and learning environment. The findings indicated that the most qualified guidebook in terms of relations between unit / subject - learning outcome and learning outcome - learning environment is Denizli’s OSLEG. In addition, it has been determined that the science contents in many OSLEGs do not contain sufficient relations of unit / subject, learning outcome, and learning environment. Based on the results; it is recommended that the OSLEGs should be reorganized at all grades with addressing more unit/subjects, and learning outcomes.

Exploring the Accountability Relationships of Turkish School Principals: A Qualitative Study

In developed countries, accountability mechanisms, external control and standardized testing to increase student academic achievement have fundamentally influenced school principals and their management styles. On the other hand, much is unknown about the Turkish principals’ experiences in their accountability environment. This is significant because accountability relationships might be even destructive for principals and the school learning environment despite the intended formative and supportive purposes. Therefore, the purpose of this study is to explore the accountability relationships of Turkish K12 school principals. The data of seventeen purposefully-sampled Turkish school principals were collected through in-depth phenomenological interviews. Data analysis yielded five major themes with supporting sub-themes: bureaucratic accountability environment, market accountability environment, professional accountability environment, accountability intensity, and accountability impacts on principals, teachers, schools, students and parents. Knowing the nature of context-dependent accountability environments can help principals adopt new roles and help policymakers improve their ill-natured accountability relationships, principal preparation and development programs.

Pedagogical Challenges of Architectural Education in Nigeria; Study of Curriculum Contents and Physical Learning Environment

The current curriculum design, program and the state of the physical learning environment in the Nigerian schools of architecture seem inadequate and ineffective. The study examined the teaching of architecture in Nigerian tertiary institutions. The aim is to ascertain the state of the present curriculum contents and learning facilities. Major Challenges identified in this study include dearth of learning facilities, inability to reform the curriculum contents and limited financial resources allocation to run the schools. Also increasing unemployment for architecture graduates and unskilled nature of practicing graduates were also included. Highlighted in the discussion for necessary intervention by stakeholders of Nigerian tertiary institutions includes review and upgrading of existing curriculum, efficient time-management skills and collaborative teaching and learning techniques. For physical learning environment, literature points that a clean, bright, organized and open-plan ventilated space strengthens learning by motivation. The result from the survey carried out on physical classroom environment among students of tertiary institutions, indicates that the level of satisfaction was fairly satisfactory and that the students expressed that large halls, large corridors were the most available facilities (63.2% and 52.8% respectively). The major equipment in the classroom were whiteboards (100%), personal computers (47.2%) and digital projector or smart board (30.4%), while the available facilities for pleasant environment were attractive surroundings (100.0%). Adjustment of training methodology, improving training skills, retraining the trained, upgrading infrastructure and facilities; expansion of the curriculum and training program were recommended in order to comply with the current global trends.

Comparative Study: Learning Environment of Pakistani Public and Private Secondary Schools

The objective of the study was to investigate the learning environment of public and private schools at secondary level. five public and five private secondary schools were the sample of this stusy in Lahore district. In addition, 100 male and female students of public and private schools was the sample of this research. The data was collected through self-developed instrument by the researcher. Major findings of the research were that students of public schools were more motivated toward studies as compared to students of private schools. In addition, public school teachers created the friendly learning environment as compared to private school teachers. Moreover, learning environment of private schools was free from noise and threats than public school. Furthermore, students of private school are satisfied from the teaching methodology as compared to the students of govt. schools. Finally, treatment of private schools teachers with the students is biased in the class rooms.

Teachers’ Interpersonal Behaviour in Classroom: An Assessment of Teachers’ Leadership and Attitudes in Malaysian Secondary Schools

Teachers use a seemingly limitless array of interpersonal attitudes to achieve academic goals. The broad conceptualization of behavioral characters of teachers in the classroom could be narrowed down to what is essential and existing in a positive learning environment. This research aims to evaluate school teachers’ leadership skills and their interpersonal attitudes with the students in a conducive classroom learning environment. In addition to the qualitative data from the interviews, this study sought the perception of 199 students on classroom environment and teacher’s leadership skills from national-type secondary schools in Kuala Lumpur. A sequential 36-item survey questionnaire was used to collect the data from students, and SPSS v23 was used for data analysis. The descriptive statistical analysis found that students perceive their teachers to have strong leadership skills, as well as high levels of understanding, friendliness, openness, and strictness. Inferential statistics rendered that teachers’ leadership has a significant relationship with teachers’ interpersonal attitudes. To further explore the quantitative results, qualitative findings from interviews with students revealed that being caring, humorous, patient, and fair were crucial aspects of teachers’ attitudes to consider in enhancing classroom learning environment. Hence, this study hopes to inspire schoolteachers to improve their attitudes and practices to create a better learning environment in multicultural urban schools to improve student learning outcomes. Keywords: teachers’ attitudes; classroom learning environment; multicultural; secondary schools; Malaysia

Performance of Income Generating Activities in Secondary Schools in Muleba District, Kagera Region, Tanzania

The purpose of the study was to establish the performance of income generating activities (IGAs) in secondary schools in Muleba District of Tanzania. The study adopted the Resource Dependency Theory (RDT) which was proposed by Pfeiffer and Salancik in 1978. Qualitative research approach was adopted and multiple case study design was employed. The study involved 18 purposefully selected participants from six study schools in the district. There were 6 heads of schools, 6 teachers and 6 students. The teachers and students included only those who were supervising IGAs’ projects in schools. Data was collected using in-depth interview, observation and documentary review methods and was analysed thematically. The findings indicate that different income generating activities performed differently. The income generating activities which performed well included bananas, horticulture, forestry, fish and cow farming, poultry project and stationery services. Others were school shops and petrol station activities. The study revealed that there were different factors that contributed to better performance which included, among other things, the hiring of skilled personnel and close monitoring of the projects. On the other hand, goat farming and coffee farming did not do well due to diseases and fluctuation of prices in the market, respectively. Hence, the study recommends the need for provision of knowledge and skills on IGAs to students, heads of school and teachers for a fruitful operation, hence improving teaching and learning environment in schools.

Development of 3D Simulation Application for Production Multimedia Subject

The development of 3D simulation applications for Production of Multimedia Subjects is intended to provide exposure and convenience to teachers, especially prospective teachers of Universiti Pendidikan Sultan Idris in exploring the 3D virtual world of the classroom and school environment in the context of learning and facilitate teachers to obtain daily information in finding relevant information. 3D. The objective of this study is to identify the 3D elements needed to build a school environment, design and develop a virtual reality application simulation application program that can be developed and evaluate the function of this 3D simulation application can help teachers teach and learn in schools. In addition, the use of applications such as simulators is basically for research and educational purposes. This study uses the ADDIE model used in the development of a 3D simulation application for this Multimedia Production subject. Simulation is capable of producing a virtual world of the surrounding atmosphere and a real environment. This Multimedia Production subject learning simulation can give students an idea of the learning environment in school. There is no denying that the use of simulation applications is not widespread as most of the available applications mostly focus on skills such as aeroplane piloting. With this, applications such as simulators are developed to give students an experience of the virtual learning environment.