A comparison of the actual and preferred classroom learning environment in biology and chemistry as perceived by high school students

1986 ◽  
Vol 23 (3) ◽  
pp. 189-199 ◽  
Author(s):  
Avi Hofstein ◽  
Reuven Lazarowitz
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Environment ◽  
Classroom Learning Environment ◽  
Classroom Learning ◽  
School Students

scholarly journals Relationship between the perception of classroom learning environment and student academic emotions

2019 ◽  
Vol 7 (3) ◽  
pp. 104
Author(s):  
Lira Fessia Damaianti ◽  
Risda Awaliya ◽  
Ifa Hanifah Misbach
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Environment ◽  
Junior High School ◽  
Junior High School Students ◽  
Classroom Learning Environment ◽  
Classroom Learning ◽  
School Students ◽  
Academic Emotions ◽  
The City

Perception of classroom environment and academic emotions have an important role in the educational context. Both have a relationship that can not be separated from each other. This study aims to examine the correlation between perception of classroom learning environment and academic emotions in junior high school students in the city of Bandung. Using the quasy experimental method with a quantitative approach with a correlational design with a sample of 81 respondents aged 12-14 years who were selected using a purposive sampling technique. The instruments in this study consisted of academic emotions questionnaire (AEQ) and my class inventory (MCI) that had been translated into Indonesian. Data analysis was performed using the Pearson product moment. The results showed a positive correlation between the dimensions of competitiveness with negative academic emotions and a negative correlation between the dimensions of satisfaction with negative academic emotions in junior high school students in the city of Bandung.

scholarly journals The Influence of Classroom Learning Environment toward Students’ Vocabulary Acquisition: A Study on Second Semester Junior High School Students

2019 ◽  
Vol 6 (2) ◽  
pp. 710
Author(s):  
Ahmad Baihaqi ◽  
Sudirman Wilian ◽  
Nuriadi Nuriadi
Keyword(s):  
High School Students ◽  
Learning Environment ◽  
Junior High School ◽  
Vocabulary Acquisition ◽  
T Test ◽  
Control Group ◽  
Classroom Learning Environment ◽  
Classroom Learning ◽  
School Students ◽  
Equal Chance

The aim of this study was to determine whether or not classroom learning environment strategy is effective to increase students’ vocabulary acquisition. The research design was experimental study. There were four groups in this design; two groups for experimental group and two groups for control group. The sampling technique was random sampling which meant each subject or unit has an equal chance of being selected. The technique of data collecting in this research were documentation and testing. Data was analyzed by using t-test formula and t-table. The sample for this study consisted of one hundred and sixty-four (164) students. The data were collected through pre-test, treatment, and post-test where the experimental groups were treated by classroom learning environment strategy whereas the control groups were treated by using common teaching. The finding showed that the t-test value was higher than t-table. 5.3839 and 7.0249 > 1.990 at significant level .05 5.3839 and 7.0249 > 2.6386 and 2.6371 at significant level .01 in degree of freedom (df) 80. It showed that classroom  learning environment strategy gave significant effect on students’ vocabulary acquisition at grade VII of SMPN 7 Mataram in academic year 2018/2019.

scholarly journals Ghanaian public and private junior high school mathematics classroom learning environment: A look at students’ attitudes

2019 ◽  
Vol 15 (1) ◽  
pp. 89-99
Author(s):  
Richard Kyere Asomah ◽  
Hager Dennis ◽  
Mohammed Nurudeen Alhassan ◽  
Joseph Kofi Aseidu
Keyword(s):  
High School ◽  
Learning Environment ◽  
Junior High School ◽  
Classroom Environment ◽  
Junior High ◽  
Mathematics Classroom ◽  
Classroom Learning Environment ◽  
Classroom Learning ◽  
School Students ◽  
Students Attitudes

The public outcry about students’ poor performance in mathematics can be said to have gained currency in recent times, in the dailies in Ghana. The outcry has been fueled by the fact that Ghanaian eight graders have always been among the least performing in international assessments such as TIMSS. Since available literature is replete with the fact that students’ attitudes of their mathematics classroom environment influence their attitudes to their classroom activities and hence their mathematics achievement, this study was designed to determine the attitudes of junior high school pupils towards their mathematics classroom learning environment. A total of 350 eighth and ninth graders (i.e., forms two and three junior high school students) from four public and two private randomly selected schools in a metropolitan community in southern Ghana participated in the study. The study adapted the mathematics attitude questionnaire (MAQ) instruments, a questionnaire designed to measure students’ attitudes of their classroom environment on four different subscales. The results revealed that, though in general, the attitudes of students were positive, that of the private school students were relatively more positive than their public-school counterparts in each of the subscales. Implications of this are discussed and recommendations for classroom teachers and future research are also presented.

scholarly journals Analysing high school students' participation and interaction in an asynchronous online project-based learning environment

2010 ◽  
Vol 26 (3) ◽  
Author(s):  
Choon Lang Quek
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Environment ◽  
Primary School ◽  
Interaction Analysis ◽  
Computer Mediated Communication ◽  
Project Based Learning ◽  
Phase Iii ◽  
Future Research ◽  
School Students

<span>This study aims to replicate and extend a previous study which was conducted on primary school students' asynchronous online project-based learning. In this study, 276 high school students' participation and interaction in a project-based learning environment was mediated by an asynchronous computer-mediated communication (CMC) tool. The students' high participation revealed their adaptability to this teacher-facilitated learning environment. However, in terms of interaction, these students' notes were found congregating mainly in phase I (comparing and sharing information, 82.7%) but lesser extent in the subsequent phase II (the discovery and exploration of dissonance or inconsistency among ideas, concepts or statement, 13.5%), phase III (negotiation of meaning/co-construction of knowledge, 3.7%) and beyond when these notes were analysed using Gunawardena's Interaction Analysis Model (IAM) (1997). These findings were compared, discussed and referenced to the earlier research conducted in the primary school to surface gaps for future research that will focus on addressing obstacles to students' learning issues pertaining to participation and interaction socially and cognitively in such a learning environment.</span>

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