Supportive Classroom Environment Research Articles

Motivational factors and course difficulty as predictors of teaching evaluations: a study of U.S. undergraduates

ABSTRACT Student evaluations of teaching (SETs) are widely used in higher education to assess instructional effectiveness and inform faculty personnel decisions. However, the factors influencing SETs remain a topic of ongoing research. This study investigated the predictive role of students’ motivation-related perceptions, as conceptualised by the MUSIC model (eMpowerment, Usefulness, Success, Interest, and Caring), and course difficulty in explaining variability in course and instructor evaluations. Participants included 2,949 undergraduate students from 30 courses across various disciplines at a large public university in the United States. Hierarchical linear modelling analyses revealed that students’ perceptions of the MUSIC components were significant predictors of both course and instructor evaluations at the student and course levels. Perceived course difficulty was negatively associated with evaluations, but the effect was smaller compared to the motivation-related variables. The final models explained substantial proportions of variance in course (67.6%) and instructor (65.2%) evaluations at the course level. The findings highlight the importance of fostering a motivationally supportive classroom environment to enhance students’ perceptions of empowerment, usefulness, success, interest, and caring, which in turn, can lead to more favourable evaluations of teaching effectiveness. SETs should be used as a tool to inform instructors’ pedagogical decisions rather than for personnel evaluation. Limitations and future research directions are discussed, including examining the influence of student diversity on SETs and referencing more recent literature.

The Crucial Role of Teacher Support in Enhancing Willingness to Communicate, Professional, Communicative and Lexical Competences

Effective communication skills are essential in education as they significantly enhance student learning experiences and outcomes. This article explores the role of Willingness to Communicate (WTC) and communicative competence in language learning, emphasizing the importance of teacher support in fostering these competencies. Key factors influencing WTC, such as self-communicative competence, communication apprehension, and individual psychological traits, are discussed. The article highlights the pivotal role of teacher involvement, immediacy, and autonomy support in promoting student engagement, self-efficacy, and language proficiency. Furthermore, the development of lexical competence and the use of innovative teaching approaches, such as flipped classrooms and collaborative learning activities, are examined as effective strategies for improving communication skills. The article underscores the importance of creating supportive classroom environments that reduce communication anxiety and promote active participation. Ultimately, the integration of robust teacher support practices and ongoing professional development is critical for enhancing communicative competence and ensuring long-term academic and professional success for students.

Peer Tutoring Approach and Academic Performance of Pupils: An Experimental Study

This study examined the effectiveness of peer tutoring on the academic performance of Grade 2 pupils at Gabi Central Elementary School in Gabi, Compostela, Davao de Oro, for the school year 2023-2024. Utilizing a quasi-experimental one-group pre-test post-test design, the research focused on pupils who underwent a structured peer tutoring intervention in English. Initial assessments indicated a low proficiency level categorized as "Did Not Meet Expectation." Post-intervention, there was a significant improvement in proficiency, achieving a "Very Satisfactory" performance nearing the "Mastery Level." The statistical analysis revealed a significant difference in the academic performance of pupils before and after the intervention, underscoring the positive impact of peer tutoring. This improvement highlights the potential of peer tutoring to address learning deficiencies, foster engagement, and enhance academic outcomes among young learners. The study underscored the importance of adopting collaborative learning strategies to support diverse educational needs. The findings suggest that peer tutoring is an effective educational approach, benefiting both tutors and tutees by enhancing understanding, promoting active learning, and building a supportive classroom environment. This research contributes to the body of knowledge advocating for peer tutoring as a valuable tool in educational settings, particularly in regions with limited access to additional academic support at home. The study recommends further exploration of peer tutoring's long-term benefits and its application in other academic disciplines to generalize its efficacy.

Survey on English Speaking Anxiety of English Majors and Analysis of Teaching Countermeasures

This study examines the anxiety encountered by English major students during English speaking practice and explores effective pedagogical strategies to address it. A questionnaire survey was conducted among first-year English major students at a university in Chengdu, Sichuan, and data analysis was performed using SPSS 28.0 to evaluate the students' self-efficacy in English speaking. Findings indicate that a majority of students experience moderate levels of anxiety in spoken English expression, primarily due to fear of errors, non-conformity to language contexts, and self-imposed pressure. Such anxiety negatively impacts learning outcomes, manifesting as diminished confidence and interest. To counter these issues, a range of pedagogical strategies are suggested, including the transformation of teaching philosophies, enhancement of instructional methods, guidance for students in embracing mistakes as part of the learning process, and support in adjusting learning expectations. The study highlights the importance of creating a supportive classroom environment through active student participation and cooperative learning to alleviate anxiety. Additionally, timely feedback from educators is emphasized to foster students' confidence and a sense of accomplishment. The conclusion suggests that the implementation of targeted teaching strategies can significantly mitigate students' anxiety in English speaking and enhance their proficiency. This research offers actionable insights for improving English speaking instruction, with the potential to boost students' learning efficiency and motivation(Liu, M., & Xiangming, L., 2019).

Breaking Down Barriers to Inclusion: Stories of Grade Four Teachers in Maintream Classrooms

This qualitative phenomenological study examined the experiences, coping mechanisms, and educational insights gleaned by eight elementary school teachers in Tibungco District, Davao City as they broke down barriers of inclusion in modern classrooms. Themes of their experiences that were identified included feeling overwhelmed and unprepared, facing resistance from parents and colleagues, and feeling like they are not making a difference. Coping mechanisms employed were building a supportive classroom environment, seeking professional guidance, and advocating for policy changes. Educational insights included promoting a supportive learning environment, differentiated instruction and learning materials, and collaboration with support services and stakeholders. These findings highlight the interconnectedness of diverse skills in handling and breaking down inclusion barriers. Furthermore, exploring teachers' experiences not only contributes to a nuanced understanding of modern teaching demands but also provides valuable insights for both educators and educational institutions, potentially leading to improvements in classroom management and inclusive teaching strategies.

FAMILY CONFLICTS AND STUDENTS DROP OUT IN PUBLIC PRIMARY SCHOOLS IN RWANDA, A CASE OF BUGESERA DISTRICT RWANDA

The effect of family conflicts on childrens education is significant and can affect various aspects of their educational outcomes.The Objective of the study was to assess the effect of family conflicts on student dropout rates in public primary schools in Bugesera District, Rwanda.. This research was supported with system theory and Maslows hierarchy of needs Theory. The researcher used descriptive research design for data collections. The participants were students, parents, teachers and Head teachers. All respondents was 960 including 30 headteachers 120 teachers,360 parents and 450 Students from 30 schools sampled schools from 15 sectors of Bugesera District, Rwanda. The Yamane formula was used to calculate the sample size of 282 respondents. The participants was chosen by using different methods where researcher was random sampling and purposive sampling. Researcher was questionnaire and interview guide as data collection instruments where Questionnaire was designed to parents and interview guide was designed for schools heads, teachers and students. Researcher used IBM.SPSS 22.0 in analysis procedure.Table 4.16 in the study revealed a strong relationship between family conflict and students drop out rate in public primary schools. This relationship was substantiated by a Pearson correlation coefficient (r) of 0.948, which was associated with a statistically significant p-value of 0.000 for a two-tailed test. This suggests a highly positive and statistically significant association between family conflicts and students drop out . The findings also found in table 4.17 that all variables are coherent and students drop out is caused by family conflict within the family as it is shown by the regression analysis model with Square of 0.898 means that the all kinds of family conflict affect significantly students schooling including students drop out. Government should enact policies that prioritize family well-being and address the underlying socioeconomic determinants of family conflicts, such as poverty, unemployment, and inadequate social services. The Ministry of Education should integrate family conflict resolution programs into the national curriculum, equipping students with conflict resolution skills and fostering familial cohesion. Headteachers should foster a supportive school environment that prioritizes the well-being of students and families. Teachers should Cultivate a safe and supportive classroom environment where students feel valued, respected, and empowered to express themselves.

THE IMPACT OF TEACHER-STUDENTS RELATIONSHIP ON ENGLISH STUDENTS’ MOTIVATION (A SURVEY ON THE FIRST YEAR ENGLISH DEPARTMENT STUDENTS)

The impact of teacher-student relationships on the motivation of English language learners (ELLs) is a crucial topic in the field of language education, particularly in a multilingual and culturally diverse country such as Indonesia. This study aims to provide an evidence of the link between teacher and student relationships and the motivation among ELLs in Indonesia. The researcher collected, analyzed, and compared the data obtained for this study by using a survey study design. Moreover, the researcher conducted structured interviews with ELL first-year English students to gather additional data. The findings of this study show that teachers at the university investigated, as perceived by students, exhibit a wide range of positive attitudes that positively influence student motivation. The most preferred attitudes among students were Academic Support, Responsible, and Moral Support, which emerged as the most preferred attitude among students. The results of this research show that a supportive classroom environment can enhance learners' motivation throughout their language learning journey, ultimately enhancing their language acquisition and overall success in language learning. This study provides valuable insights for educators and policymakers seeking to create an inclusive, supportive learning environment for their students. The study suggests that further studies could broaden the scope to include students from other faculties or universities. This would provide a more comprehensive understanding of lecturer attitudes and their impact on student motivation across different academic settings.

Classroom Management Strategies and Their Influence on Student Social Behavior

This study investigated the impact of various classroom management strategies on student social behavior, employing thematic analysis to analyze qualitative data from teacher interviews and observations. The research aimed to identify which management techniques were most effective in promoting positive social interactions and reducing disruptive behavior. Key findings revealed that strategies such as setting clear expectations, using positive reinforcement, and integrating Social-Emotional Learning (SEL) were instrumental in enhancing students' social skills and fostering a supportive classroom environment. Additionally, the study highlighted the importance of ongoing professional development for teachers, with interactive workshops, coaching, and peer collaboration proving to be valuable in improving classroom management practices. The insights gained from this study offer practical recommendations for educators to create more effective and harmonious learning environments, ultimately contributing to better student behavior and academic outcomes.

Taktik Efektif Guru Guna Membangun Motivasi Belajar Siswa Kelas V Di SD Negeri Tempel Krian Sidoarjo

This research aims to identify and analyze effective tactics used by teachers in increasing the learning motivation of fifth grade students at Tempel Elementary School. Using a qualitative approach with a case study method, data was collected through classroom observations, in-depth interviews, and document analysis. The research results show that several effective tactics include: (1) Project-Based Learning Approach which involves students in practical and relevant activities, (2) Use of varied learning media such as educational videos and teaching aids to make lessons more interesting, (3) Providing Constructive Feedback that helps students feel valued and motivated, (4) Creation of a Positive and Supportive Classroom Environment that makes students feel safe to participate, and (5) Use of Interactive Learning Methods such as group discussions and educational games that increase students' active participation. These findings indicate that these strategies effectively increase students' learning motivation, which contributes to increasing their participation, interest and learning outcomes. This research provides practical implications for teachers in developing effective teaching strategies and becomes a reference for developing teacher training programs and educational policies that support the creation of a learning environment that motivates students.

Information Technology Integration and Classroom Learning Engagement in Selected Elementary Schools in Binangonan, Rizal

The objective of this study is to assess the correlation of information technology integration on the learning engagement of grade school pupils in selected elementary schools in Binangonan, Rizal. In an era where technological advancements are rapidly transforming educational landscapes, this study investigates how effectively integrating information technology (IT) into teaching practices impacts various dimensions of pupil engagement, including emotional, cognitive, motivational, behavioral, cognitive-behavioral, and social-behavioral engagement. The research sample consists of 655 pupils, highlighting a slight predominance of females over males and revealing significant socioeconomic diversity among the respondents. The study employs a comprehensive approach, evaluating teachers' proficiency in multiple domains of IT integration—Technological Knowledge, Content Knowledge, Pedagogical Knowledge, Pedagogical Content Knowledge, Technological Content Knowledge, Technological Pedagogical Knowledge, and Technological Pedagogical Content Knowledge. Findings indicate a consistently high level of IT integration across these domains, with slight variances based on factors such as sex, family income, and access to technology at home. Emotional and cognitive engagement among pupils are particularly influenced by these variables, while overall engagement levels remain robust across different demographics. The study also reveals significant positive correlations between teachers' IT integration and pupils' engagement across all dimensions, underscoring the critical role of proficient IT use in enhancing educational outcomes. Based on these insights, the study proposes an Enhanced Training Plan aimed at addressing the digital divide, empowering teachers through continuous professional development, fostering high levels of pupil engagement, and promoting collaborative and supportive classroom environments. This plan includes targeted activities, regular monitoring, and evaluation to ensure its effectiveness and adaptability to evolving educational needs. The findings highlight the necessity for ongoing support and professional development for teachers to maximize the benefits of IT integration, ultimately contributing to a more dynamic and inclusive educational experience for all pupils.

The technology of "Debate" in history lessons: the conditions of occurrence, the technique of conducting, educational opportunities.

The integration of debate as a pedagogical technology in educational settings has gained significant attention for its potential to enhance critical thinking, communication skills, and student engagement. This paper examines the historical development of the "Debate" methodology in classroom settings, focusing on the conditions that facilitated its emergence and the management techniques required for its successful implementation. It explores the educational opportunities provided by debate, including fostering a deeper understanding of subject matter, promoting active learning, and encouraging diverse perspectives. Through a comprehensive analysis of case studies and existing literature, this study identifies best practices for managing debate technology in lessons and highlights the impact of debate on student learning outcomes. The findings underscore the importance of structured debate formats, teacher facilitation, and supportive classroom environments in maximizing the educational benefits of this interactive teaching approach.

The Correlation Between Language Anxiety And Foreign Language Achievement Among Undergraduate Students At The University Of Tabuk

English language learning attracts individuals from diverse linguistic backgrounds due to a global demand and is seen as a gateway to academic and professional success. Language anxiety is seen as a reoccurring issue among these learners of foreign languages. This research paper examines the relationship between language anxiety and foreign language achievement of learners by conducting a quantitative study with a sample of 80 undergraduate students at the University of Tabuk-Haql College using a scale (FLCAS) to measure the levels of anxieties induced in the process of foreign language learning. A survey questionnaire was developed using Achievement Emotions Questionnaire (AEQ). The results of the research revealed a negative correlation between the two variables, stressing that language anxiety is a hindering factor in language achievement. There was no statistical difference found in FLA and its effect on language achievement based on gender among the students. The findings of the present research emphasize the significance of equipping educators with the tools to assess language anxiety among learners effectively. Foreign language anxiety can be reduced in learners by creating a supportive classroom environment, fostering encouragement, and developing interventions for situation specific anxiety such as fear of making mistakes and classroom participation can lead to more successful and confident language learners.

Pola penerapan social emotional learning dalam pembelajaran matematika di sekolah dasar

<p class="Abstract">This research aims to describe the pattern of implementing Social Emotional Learning (SEL) in mathematics learning for fifth grade students at SD Djama'atul Ichwan Surakarta. This research uses a qualitative approach with a case study method. The subjects of this research were class teachers and 28 students. This research uses observation, interviews, questionnaires and document study techniques. Testing the validity of the data uses triangulation of time and techniques. The data analysis model uses the Creswell model. Results showed teachers utilized supportive classroom environment approaches, integration of SEL and Academic Instruction, and explicit SEL Instruction. The teacher carries out several activities that have become routine, thus forming a clear pattern. The approach used can shape students' SEL competencies, including self-awareness, self-management, social awareness, relationship skills, and responsible decision making. The use of the SEL approach in mathematics learning indirectly influences mathematics learning outcomes. Therefore, it is important for teachers to integrate SEL into mathematics learning. The implication of this research is that it can increase scientific insight regarding the application of SEL to both teachers and students. The recommendation from researchers is that SEL can be further optimized in its implementation in a massive and structured manner.</p><strong>Kata kunci:</strong> social emotional learning, approach, competencies, mathematics, academic achievement, and elementary school

Artificial intelligence in EFL speaking: Impact on enjoyment, anxiety, and willingness to communicate

Drawing on Positive Psychology, this quasi-experimental study investigated the influence of an AI-speaking assistant, Lora, on Chinese EFL students' foreign language enjoyment (FLE), foreign language anxiety (FLA), and willingness to communicate (WTC) in English. To this end, 131 Chinese EFL university students participated in this study and were placed into the experimental group (EG, n = 65) and control group (CG, n = 66) respectively. Both groups completed pre- and post-intervention surveys before and after a six-week intervention. Results showed significant enhancements in FLE and WTC, accompanied by a noteworthy reduction in FLA among the EG. In contrast, the CG exhibited no significant changes in those variables. These findings highlight the positive role of AI-speaking assistants in enhancing EFL students' FLE and WTC while mitigating FLA. The study concludes with implications for teachers and teacher educators, calling for the integration of AI-driven technologies, the creation of diverse language-learning opportunities, and the application of AI features to foster a supportive classroom environment. Such efforts aim to increase students’ language enjoyment, confidence, and English communication willingness, aligning with the principles of Positive Psychology.

Teachers’ competencies to effective support emotional intelligence development of deaf students in Secondary Schools in North Eastern, Kenya

Deaf students may not have exposure to rich emotional vocabulary in their first language, Kenyan sign language, which may result in difficulty in identifying their own and others’ emotions, thus hinder their social interactions and academic success. The main aim of this study was to assess teachers’ competencies in supporting the development of emotional intelligence in deaf students in secondary schools in North Eastern, Kenya. The study embraced a quantitative descriptive design approach and was based on the foundation of Bar-On model. The target population were teachers of secondary schools for the deaf in North-Eastern, Kenya. A sample size of 17 participants was selected through census sampling. Data was collected through a structured questionnaire with reliability coefficient 0.767 and analyzed descriptively. Findings revealed that the levels of participants’ competence in development of emotional intelligence of deaf students was moderate (M=3.45 and SD=0.275). Participants recorded high levels (M=4.35 and SD=0.493) of competencies in creating a supportive classroom environment that allows students to express their emotions. However, it came out that participants had low levels (M=1.41 and SD=0.712) of competencies in integrating activities on emotional intelligence into the curriculum. The paper recommends that teachers for deaf students be regularly provided with adequate training on skills and competencies to effectively support the development of emotional intelligence of their learners.

Creativity and Innovation: Current Practices through Teaching Methods in Secondary Schools

Creativity involves creating something new, such as a new problem solution, method, or artistic object or form. Creativity in the curriculum is a student-centred, thematic approach to teaching that supports natural curiosity and stimulates creativity, enhancing learning through imaginative methods. Effective teaching necessitates flexibility, creativity, and responsibility to create an educational environment that caters to the individual needs of the learner. Despite the implementation of various teaching and learning approaches, 21st-century education still faces numerous challenges in Sri Lanka. However, the younger generations and teachers are advancing by incorporating creativity and innovation into their teaching and learning activities. The major goal of this study was to identify the current practices of creativity and innovation through teaching methods in secondary schools. The mixed method was used as a research method. The sample was comprised of 10 teachers and 115 students in secondary schools in Colombo District. Data were collected through questionnaires and interviews. Qualitative material was thematically analysed by hand and quantitatively through SPSS. The research found that most of the teachers used interactive lessons, problem-solving methods, peer teaching, project-based learning, blended learning, and peer feedback for the development of their creativity in the classroom. Furthermore, creativity can be fostered through direct instruction in a supportive classroom environment, focusing on powerful questions and problems rather than group work with a teacher as a facilitator. This study suggests that teachers should make an effort to educate students using student-centred learning rather than traditional teaching methods in order to ensure that students’ creativity and innovation skills improve.

The Relationship Between Senior Learners’ In-Class Willingness to Communicate in English, Intrinsic Motivation, Foreign Language Enjoyment, Classroom Environment, and Teacher Immediacy

The primary objective of this paper is to explore age-advanced learners’ in-class willingness to communicate (WTC) in English, as well as to determine the relationship between WTC, intrinsic motivation (IM), foreign language enjoyment (FLE), classroom environment (CE), and teacher immediacy (TI). The instrument used was a questionnaire comprising biodata items and five adapted scales. The statistical analysis revealed that the third age students’ WTC was higher in meaning-focused tasks than in form-focused, which indicates that the older adults paid due attention to dyadic activities based on authentic communication. The strongest and most positive correlation was found between CE and TI, suggesting that the teacher played a crucial role in creating a supportive classroom environment. Moreover, the data showed a moderate correlation between WTC and FLE, WTC and CE, as well as WTC and TI. This basically means that, in order to boost the older learners’ WTC, a language instructor ought to provide room for establishing bonds between their students, which, in turn, may produce positive emotions that encourage learners to engage in active classroom interactions.

The impact of classroom climate on emotional development in childhood

This research article examines the crucial role of a healthy classroom climate in the social-emotional development of students during childhood. A positive classroom climate has been associated with several positive outcomes, including increased academic success, development of intrapersonal skills, and improvement in the quality of interpersonal relationships. The main objective is to explore the impact of the classroom climate on the comprehensive development of children. The study employs a qualitative approach, using multiple case studies to collect rich and detailed data. Data analysis is carried out using computer-aided qualitative data analysis (CAQDAS) software, specifically the ATLAS program, to generate categories that allow for in-depth analysis. The findings underscore the importance of considering the classroom climate as a key factor in promoting general well-being and positive social-emotional outcomes among young learners, and the importance of creating a nurturing and supportive classroom environment to foster optimal emotional development in children.

OPPORTUNITIES FOR PEDAGOGICAL SUPPORT OF THE PROCESS OF INCREASING THE SOCIAL ACTIVITY OF STUDENTS IN LEARNING ENGLISH

This abstract explores the pedagogical opportunities for enhancing the social activity of students in the context of learning English. In an increasingly interconnected and diverse world, the importance of English proficiency extends beyond linguistic competence it encompasses effective communication, cross-cultural understanding, and the ability to participate actively in social and professional networks. This study delves into the various strategies, methods, and approaches that educators can employ to foster greater social engagement among English language learners. The literature review section of this abstract examines seminal theories such as Vygotskys sociocultural theory and Krashens input hypothesis, emphasizing the pivotal role of social interaction in language acquisition. Additionally, it discusses the influence of technology, including social media and virtual platforms, in reshaping language learning and promoting social activity. The pedagogical strategies section highlights the practical classroom methods to facilitate social engagement, including collaborative learning, group activities, and project-based learning. Creating an inclusive and supportive classroom environment emerges as a crucial factor in encouraging students to engage socially in English learning. Furthermore, this abstract underscores the impact of technology-enhanced learning, addressing the use of online forums, language learning apps, and virtual reality simulations in fostering social interaction among learners. It also considers the significance of cultural awareness and diversity, advocating for multicultural classrooms and culturally relevant content integration to enhance social activity. Assessment and evaluation methodologies for measuring students social activity in English language learning are explored, including rubrics, self-assessment, peer evaluation, and teacher feedback. In conclusion, this abstract highlights the multifaceted nature of pedagogical support in increasing the social activity of students learning English. It calls for a comprehensive and dynamic approach that combines traditional pedagogy with technology, cultural sensitivity, and effective assessment strategies to equip learners with not only language skills but also the social competence needed in a globalized world.

Exploring the relationship between teacher talk supports and student engagement from the perspective of students’ perceived care

ABSTRACT It is still a challenge for students to engage in classroom dialogue actively and realize effective dialogue-based learning, as classroom dialogue are influenced by a multitude of factors. It is reasonable to believe that by delving into a specific variable (perceived care) to gain insights into its potential impact on dialogue engagement, which deepen the understanding of teacher–student relationships in the classroom. This study investigated dynamic teacher–student dialogues and their association with students’ perceived care by adopting a mixed method. In WSZ-AI System developed by our research group, 71 students and a teacher from Grade Seven were selected in the research firstly. A coding scheme for student discourse engagement was developed and the coding scheme for teacher talk support was employed. Based on these two coding schemes and technology-assisted coding, all teacher–student dialogues are coded in every turn-taking. Finally, lag sequence analysis and state space grid analysis are used to analyze dynamic dialogues and its relationship with student perceived care, and interviews are used to verify the results of quantitative analysis and understand students’ perception of classroom dialogue. In addition, we also analyze the differences between various achievers in high perceived care (HC) group and low perceived care (LC) group. Quantitative results demonstrated that teacher–student dialogue patterns are related to the students’ perceived teacher care. The interaction patterns were more stable in students who perceived high teacher care as well as their discourse engagement status over the semester. The follow-up qualitative results show that the teachers’ talk supports affect students’ perceived care and students with high perceived care are more willing to engage in their dialogue. Concerning the importance of student-perceived teacher care, this study provides a unique perspective for educators to establish a safe and supportive classroom environment which promotes the students’ dialogue engagement and provides scaffolding and support to help students complete knowledge construction.