Student Perceptions Of Learning Environment Research Articles

HUBUNGAN PERSEPSI SISWA TENTANG LINGKUNGAN BELAJAR BERBASIS TEKNOLOGI TERHADAP HASIL BELAJAR SISWA PADA MATA PELAJARAN SISTEM KOMPUTER KELAS X BIDANG TEKNOLOGI DI SMK N 1 SIJUNJUNG

The aims of this study are know students' perceptions of the technology-based learning environment at SMK N 1 Sijunjung. Knowing how student learning outcomes in the subject of computer systems. Knowing the relationship between students' perceptions of the technology-based learning environment on student learning outcomes in computer systems subjects.This study used a quantitative research approach in the form of numbers and statistical analyzes which were carried out by collecting data and using a structured questionnaire (questionnaire) which was compiled based on measurements of the variables studied which then produced quantitative data. Results obtaineddata obtained from a questionnaire on student perceptions of the technology-based learning environment at SMK N 1 Sijunjung, that student perceptions of the learning environment on the learning conditions indicator were 64.79% in the good category. teaching method of 54.75%, teacher-student relations of 65.64% with a good category of student learning outcomes, the average student learning outcomes in the subject of computer systems is 75.92.

Burnout and Perception of Medical School Learning Environments Among Gay, Lesbian, and Bisexual Medical Students

The perspectives of gay, lesbian, bisexual (sexual minority [SM]) students about their medical school learning environment and how they relate to burnout is poorly understood. To understand SM medical students' perceptions of the medical school learning environment and how this is associated with reported burnout. This cross-sectional study included medical students graduating from Association of American Medical Colleges (AAMC)-accredited allopathic US medical schools in 2016 and 2017 and responding to the AAMC Graduation Questionnaire. Data analysis was conducted from June 2021 to March 2022. Sexual orientation, based on self-identification, and categorized as bisexual, gay or lesbian, or heterosexual or straight. Primary outcomes included burnout as measured by Oldenburg Burnout Inventory for Medical Students (OLBI-MS; two 24-point scales [range, 0-48], with higher scores indicating greater burnout) and student perceptions of the medical school learning environment (0-5-point scales for emotional climate [range, 0-20] and student-faculty interactions [range, 0-15], with higher scores indicating more positive perceptions). Logistic regression was used to model the association between burnout, SM status, and learning environment while controlling for demographic characteristics. A total of 25 757 respondents (12 527 [48.6%] women; 5347 [20.8%] Asian; 2255 [8.8%] underrepresented in medicine; 15 651 [60.8%] White; 10 726 [41.6%] aged ≤26 years) were included in the analysis: 568 (2.2%) self-identified as bisexual, 854 (3.3%) as gay or lesbian, and 24 335 (94.5%) as heterosexual or straight. Both bisexual students and gay or lesbian students reported less favorable perceptions of their learning environments than heterosexual students (mean [SD] emotional climate score, bisexual students: 8.56 [3.29]; gay or lesbian students: 9.22 [3.33]; heterosexual or straight students: 9.71 [3.20]; P < .001; mean [SD] faculty-student interaction score, bisexual students: 13.46 [3.69]; gay or lesbian students: 14.07 [3.45]; heterosexual or straight students: 14.32 [3.37]; P < .001). Bisexual and gay or lesbian students were more likely to be in the top quartile for burnout scores (bisexual: odds ratio [OR], 1.71; 95% CI, 1.42-2.07; P < .001; gay or lesbian: OR, 1.53; 95% CI, 1.31-1.79; P < .001). This association was attenuated when accounting for student perceptions of the learning environment (bisexual: OR, 1.37; 95% CI, 1.11-1.67; P < .001; gay or lesbian: OR, 1.42; 95% CI, 1.19-1.68; P < .001), with poorer perceptions of the medical school learning environment associated with higher burnout symptoms. In this cross-sectional study, SM students had less favorable perceptions of the medical school learning environment compared with heterosexual students. Results suggest the medical school environment may be associated with higher rates of burnout in SM students. Future research should explore interventions to improve the learning environment for SM students.

Evaluating the effect of interventions for strengthening non-physician anesthetists\u2019 education in Ethiopia: a pre- and post-evaluation study

BackgroundAccess to safe surgery has been recognized as an indispensable component of universal health coverage. A competent anesthesia workforce is a prerequisite for safe surgical care. In Ethiopia, non-physician anesthetists are the main anesthesia service providers. The Government of Ethiopia implemented a program intervention to improve the quality of non-physician anesthetists’ education, which included faculty development, curricula strengthening, student support, educational resources, improved infrastructure and upgraded regulations. This study aimed to assess changes following the implementation of this program.MethodsA pre-and post-evaluation design was employed to evaluate improvement in the quality of non-physician anesthetists’ education. A 10-station objective structured clinical examination (OSCE) was administered to graduating class anesthetists of 2016 (n = 104) to assess changes in competence from a baseline study performed in 2013 (n = 122). Moreover, a self-administered questionnaire was used to collect data on students’ perceptions of the learning environment.ResultsThe overall competence score of 2016 graduates was significantly higher than the 2013 class (65.7% vs. 61.5%, mean score difference = 4.2, 95% CI = 1.24–7.22, p < 0.05). Although we found increases in competence scores for 6 out of 10 stations, the improvement was statistically significant for three tasks only (pre-operative assessment, postoperative complication, and anesthesia machine check). Moreover, the competence score in neonatal resuscitation declined significantly from baseline (from 74.4 to 68.9%, mean score difference = − 5.5, 95% CI = -10.5 to − 0.5, p < 0.05). Initial gender-based performance differences disappeared (66.3% vs. 65.3%, mean score difference = − 1.0, 95% CI = − 6.11-3.9, p > 0.05 in favor of females), and female students scored better in some stations. Student perceptions of the learning environment improved significantly for almost all items, with the largest percentage point increase in the availability of instructors from 38.5 to 70.2% (OR = 3.76, 95% CI = 2.15–6.55, p < 0.05).ConclusionThe results suggest that the quality of non-physician anesthetists’ education has improved. Stagnation in competence scores of some stations and student perceptions of the simulated learning environment require specific attention.

Preservice teachers' perceptions of learning environments before and after pandemic-related course disruption.

When the 2020 semester began in the USA in January, it was unimaginable that the near-total closure of educational system across the globe would become the new normal. To mitigate the spread of the COVID-19 virus, teaching faculty hastily converted to an online learning environment in order for instruction to continue. This mixed-methods study used the What Is Happening In this Class? (WIHIC) questionnaire and analysis of student course evaluations to explore changes in student perceptions of learning environments from before to after the switch to remote learning because of the pandemic. Students perceived a statistically-significant decline in student cohesiveness, teacher support, involvement, task orientation and equity, with the largest decline of 0.56 standard deviations occurring for student cohesiveness. Qualitative comments illuminated reasons for these declines and suggested ways to mitigate declines in the future.

Teachers’ Conceptual Perceptions and Thoughts about Learning Environment

The literature provides perspectives in relation to the links between student perceptions of learning environment and their cognitive and affective outcomes but falls short in qualitatively explaining what teachers’ perceptions are in relation to classroom learning environment and its various characteristics. Hence, this study aimed to investigate teachers’ perceptions about learning environment characteristics facilitative to students’ outcomes and their conceptualizations concerning the term “learning environment”. The study was designed as basic qualitative descriptive research and attempted to elicit qualitative data from eight social sciences teachers working at state secondary schools. The results revealed that teachers had a tendency to conceptualize learning environment as a physical construct at first. Some of them also mentioned the social and psychosocial connotations or dimensions of the term. Three group of factors in the learning environment (categorized as physical, social and classroom assessment-based) were reported to be facilitative to student outcomes by the participants of this study.

The learning environment of four undergraduate health professional schools: Lessons learned.

Background and Objectives:Learning is an interplay between cognition and environmental factors. Any learning environment, that fulfills the intrinsic and extrinsic needs of the students will probably lead to better and more promising learning outcomes. This study aimed to investigate the student perceptions of Learning Environment (LE) in four health schools of a large university and compare between schools, years of study, and gender.Methods:Dundee Ready Education Environment Measure (DREEM) questionnaire and a socio-demographic questionnaire were completed by 1185 undergraduate students enrolled in the school of Medicine, Dentistry, Nursing and Applied Medical Sciences (AMS) of a large university during the academic year 2012-2013. Chi-square test was used to compare categorical variables. Independent student t-test or ANOVA (with Tukey post-hoc test) was used for continuous variables at a significance level of p≤0.05.Results:The mean total DREEM score was 89.23±33.3. The total DREEM mean scores for Dentistry (120.54±23.45) and Medicine (110.72±19.33) were higher compared with AMS (63.48±21.36) and Nursing (57.48±22.80) (p=0.000) (Post hoc Tukey p=0.000). First year students gave significantly higher positive perceptions ratings than the rest of the years (p=0.000). Total scores were significantly higher for male (92.78±33.86) than female students (84.70±32.25) p=0.000.Conclusion:The LE significantly differed by year and gender. The students from non-integrated curricula (nursing and AMS) perceived the LE less positively than their integrated curriculum counterparts (medicine and dentistry). A qualitative study is needed to investigate the variation in the perception of LE among these groups.

Impact of location and government funding on medical Students Perception of Learning Environment in Nigeria

0

Student perceptions of learning environment: disciplinary program versus general education classrooms

The purpose of this study was to examine student perceptions of the learning environment in their program major and general education classrooms. The participants were 870 undergraduate students majoring in engineering, fine arts, education, economics and nursing programs at a university in Thailand. We found significant differences in the perceptions of the classroom learning environment across various disciplines. Engineering and economics students perceived the learning environment in general education classrooms as more cooperative than the learning environment in program major classrooms. Fine arts and nursing students perceived greater involvement among students in the program major classrooms than in the general education classrooms. Our findings contribute to the body of research on inter-disciplinary differences in classroom learning environments in universities and the ways in which these differences may impact student learning outcomes.

Medical Student Perceptions of the Learning Environment in Medical School Change as Students Transition to Clinical Training in Undergraduate Medical School

ABSTRACTPhenomenon: The learning environment is the physical, social, and psychological context in which a student learns. A supportive learning environment contributes to student well-being and enhances student empathy, professionalism, and academic success, whereas an unsupportive learning environment may lead to burnout, exhaustion, and cynicism. Student perceptions of the medical school learning environment may change over time and be associated with students' year of training and may differ significantly depending on the student's gender or race/ethnicity. Understanding the changes in perceptions of the learning environment related to student characteristics and year of training could inform interventions that facilitate positive experiences in undergraduate medical education. Approach: The Medical School Learning Environment Survey (MSLES) was administered to 4,262 students who matriculated at one of 23 U.S. and Canadian medical schools in 2010 and 2011. Students completed the survey at the end of each year of medical school as part of a battery of surveys in the Learning Environment Study. A mixed-effects longitudinal model, t tests, Cohen's d effect size, and analysis of variance assessed the relationship between MSLES score, year of training, and demographic variables. Findings: After controlling for gender, race/ethnicity, and school, students reported worsening perceptions toward the medical school learning environment, with the worst perceptions in the 3rd year of medical school as students begin their clinical experiences, and some recovery in the 4th year after Match Day. The drop in MSLES scores associated with the transition to the clinical learning environment (−0.26 point drop in addition to yearly change, effect size = 0.52, p < .0001) is more than 3 times greater than the drop between the 1st and 2nd year (0.07 points, effect size = 0.14, p < .0001). The largest declines were from items related to work–life balance and informal student relationships. There was some, but not complete, recovery in perceptions of the medical school learning environment in the 4th year. Insights: Perceptions of the medical school learning environment worsen as students continue through medical school, with a stronger decline in perception scores as students' transition to the clinical learning environment. Students reported the greatest drop in finding time for outside activities and students helping one another in the 3rd year. Perceptions differed based on gender and race/ethnicity. Future studies should investigate the specific features of medical schools that contribute most significantly to student perceptions of the medical school learning environment, both positive and negative, to pinpoint potential interventions and improvements.

Students’ perception of learning environment: A Base Line Study for identifying areas of concern at a Private Medical College, Bangladesh

Background: The importance of learning environment in teaching institution is increasingly being appreciated in terms of its effect on learning and outcome. Objective: The objective of this study was to explore students’ perception of learning environment for identifying measures to improve it of a private medical college, Bangladesh. Method: Two phase cross-sectional study combining quantitative and qualitative components was conducted among the students of a private medical college. In Phase I part the Dundee Ready Education Environment Measure (DREEM) inventory was used to obtain data for base line quantitative information on a total of 204 medical and final professional examinee students. Purposive sampling method was employed in this phase and the Item that scored &gt;3 was categorised as highest and &lt; 2 was categorised as lowest scored item. In Phase II part the highest and lowest score items were explored further by qualitative method of focus group discussions among teachers and students on two separate occasions. For focus group discussion a combination of 10 (clinical and preclinical) teachers and 10 students (2x5 =10) except the examinee batch were selected by convenience sampling method. The purpose and method of the focus group was clearly stated to the participants and a consent form was signed by one participant on behalf of the respective group. Results: The response rate was 100% in Phase I part of the study with a perceived global DREEM mean score was 120/200 (22.984) which indicated students’ positive perception towards the learning environment of ISMC. The global score for year 1, 2, 3, 4, 5 and examinee students were 133/200 (12.959); 134/200 (15.678); 127/200 (9.895); 112/200 (17.205); 67/200 (22.623) and 14/200 (22.984) respectively. The 1st year and 2nd year had highest global score whereas 5th year students had lowest score. The perceived Domains mean scores for Students Perception of Learning (SPoL) was 29.35/48 (8.189); Students Perception of Teacher (SPoT) 27.24/44 (5.195); Students Academic Self Perception (SASP) 18.69/32 (6.726); Students Perception of Atmosphere (SPoA) 28.09/48 (6.844) and Students Social Self Perception (SSSP) 14.65/28 (2.952) which indicated students’ positive perception in all five Domains of DREEM as well. Out of 50 items three scored &gt;3 and 7 items scored &lt;2 which were explored further by focus group discussions among teachers and students to know the underlying causes for such scores. many similar issues were identified by both the groups in focus group discussion. Conclusion: The combination of a quantitative and qualitative method revealed students’ positive perception and the strong and weak areas of the learning environment of ISMC. The findings were used in recommending remedial measure for creating an encouraging learning environment of ISMC which is one the main ingredient for effective learning.Bangladesh Journal of Medical Science Vol.15(2) 2016 p.234-242

Associations between baccalaureate nursing students' perceptions of educational environment and HESI™ scores and GPA

Students' perceptions of their educational environment have been found to be related to their approaches to learning and learning outcomes. Educational environment is just beginning to be researched in nursing education with the vast majority of studies focusing on the clinical educational environment. Perception of educational environment has been shown to influence student implementation of a specific learning style and influences educational outcomes such as program completion and GPA. There is a need for sound research that explores the relationship, if any, between perceptions of environment and outcomes. To explore the relationship between baccalaureate nursing student (BSN) perception of educational environment (SPEE) and objective learning outcomes. Retrospective correlational descriptive study. Private School of Nursing in the Southwest. Convenience sample of 62 graduating baccalaureate students. All graduating BSN students were invited to complete the Dundee Ready Education Environment Measure (DREEM) through the online survey application Qualtrics. A total of 62 students completed the DREEM survey. These results were compared with each student's GPA and HESI score. A total of 62 students completed the survey for an overall response rate of 57%. There was no correlation between total SPEE and nursing grade point average (NGPA) or HESI exit scores. Based on this study at this institution, it appears that students' performance was not influenced by SPEE. One of the major implications of this study is the possibility that an "acceptable" SPEE (one that is neither exceptional nor terrible) may not significantly influence student outcomes. Exploring this relationship has theoretical as well as practical implications as educators seek to determine the effectiveness of educational interventions. Student perception of learning environment is measured in various ways at the majority of institutions. It has been assumed that an educational environment that is ranked high by students result in increased learning. However, as the science of nursing education advances, educators need to determine if and how these perceptions relate to actual learning outcomes. As academicians, we need to be concerned with the relationship between learning outcomes and environment in order to create the most effective learning environment.

A study on student perceptions of higher education classrooms: Impact of classroom attributes on student satisfaction and performance

Exploring how classroom attributes affect student satisfaction and performance in higher education classrooms continues to be a critical initiative among educators and researchers. Although specific classroom attributes and their impacts on student satisfaction and performance have been investigated independently, a holistic investigation of many of these attributes and their individual and cumulative impacts on student perceptions of their learning environments is missing. This paper takes a statistical approach to assess ambient, spatial, and technological attributes that can be found in higher education classrooms through an online survey conducted in six classrooms in a university. The paper provides insight for future evaluation of higher education learning environments by linking two Likert scales: one rating student satisfaction with classroom attributes and the other rating the impact of these attributes on student performance, and by analyzing the relationships between reported perceptions and student evaluations of different conditions. The results revealed that student perceptions rely heavily on spatial attributes, specifically visibility and furniture, and ambient attributes, specifically air quality and temperature, which are highly impacted by the design, management and maintenance of classrooms. The paper also investigated the impacts of non-classroom factors, including gender, seating location, cumulative GPA, college year and expected course grade, on student perceptions of learning environments. Results showed that perceptions of visibility, acoustics and furniture were more sensitive to non-classroom factors, followed by temperature, air quality, artificial lighting, room layout and software.

Cause or effect? The relationship between student perception of the medical school learning environment and academic performance on USMLE Step 1

Background: A school's learning environment is believed to influence academic performance yet few studies have evaluated this association controlling for prior academic ability, an important factor since students who do well in school tend to rate their school's environment more highly than students who are less academically strong.Aim: To evaluate the effect of student perception of the learning environment on their performance on a standardized licensing test while controlling for prior academic ability.Methods: We measured perception of the learning environment after the first year of medical school in 267 students from five consecutive classes and related that measure to performance on United States Medical Licensing Examination (USMLE) Step 1, taken approximately six months later. We controlled for prior academic performance by including Medical College Admission Test score and undergraduate grade point average in linear regression models.Results: Three of the five learning environment subscales were statistically associated with Step 1 performance (p < 0.05): meaningful learning environment, emotional climate, and student–student interaction. A one-point increase in the rating of the subscales (scale of 1–4) was associated with increases of 6.8, 6.6, and 4.8 points on the Step 1 exam.Conclusion: Our findings provide some evidence for the widely held assumption that a positively perceived learning environment contributes to better academic performance.

The Australian DREEM: evaluating student perceptions of academic learning environments within eight health science courses

The purpose of this cross sectional study is to investigate student perceptions of learning environments at a major Australian University. Various aspects of environment are compared between courses, year levels, educational backgrounds and gender.

Learning opportunities to support student self-regulation: comparing different instructional formats

Background Secondary vocational schools are engaged in a process of innovation and improving their instructional formats to help students acquire the necessary skills in occupational settings. Teachers in vocational education are increasingly being required to offer instructional environments that stimulate students to organize their own learning and take responsibility for extending their knowledge and skills. Among these skills, self-regulated learning strategies have become basic for both school and work. Purpose In this study, we analysed learning environments for self-regulation in secondary vocational schools in The Netherlands. Student perceptions of learning environments were related to their motivation and learning strategies used for self-regulation. Sample Data for this study were collected based on a sample of 623 students participating in five differently arranged programmes of vocational education in The Netherlands. Design and methods Questionnaires were used and partly developed to measure student motivation, perceived teaching behaviour and use of self-regulation strategies. A categorization scheme to analyse learning environments was developed for the purpose of this study. Results Our findings indicate that some types of learning environments presently offered in secondary vocational schools do offer positive experiences for self-regulation of students. Positive relationships were found between students' motivation for learning and the strategies used for self-regulated learning. Conclusions Based on a categorization of design features of learning environments, we suggest some directions on how to create powerful learning environments in vocational schools.

Relationships between Perceived Learning Environment and Intrinsic Motivation in Middle School Physical Education

In this article, a study focusing on the perceptions and motivations of middle school students in physical education classes is described. The Physical Education Learning Environment Scale (PELES) was developed to measure student perceptions of learning environment, or class climate, in physical education on dimensions of perceived challenge, perceived threat to sense of self, perceived competitiveness, and perceived control. The PELES was administered, together with the Intrinsic Motivation Inventory (IMI) to a sample (N = 622) of middle school students. Exploratory factor analyses provided evidence of adequate construct validity for the PELES, following elimination of the perceived control subscale. Multiple regression analyses indicated that perceived threat and perceived challenge predicted intrinsic motivation for both males and females. These findings are discussed in terms of their implications for practicing teachers and for future research.