scholarly journals LEARNING ATTAINMENTS AS A RESULT OF STUDENT ACTIVITY, COGNITION AND THE CLASSROOM ENVIRONMENT

2012 ◽  
Vol 41 (1) ◽  
pp. 75-86
Author(s):  
Harri Pitkäniemi ◽  
Petteri Vanninen
Keyword(s):  
Learning Environment ◽  
Learning Outcomes ◽  
Classroom Environment ◽  
Structural Equation ◽  
Goodness Of Fit ◽  
Structural Equation Models ◽  
Sixth Grade ◽  
Classroom Learning Environment ◽  
Classroom Learning ◽  
Cognition And Learning

The purpose of the study was to construct a model to comprehensively describe the relationships between the classroom learning environment, student’s cognition (student mediation) and learning outcomes. In studies of the learning environment, mostly direct (distal) connections have been in-vestigated in relationships between psycho-social properties and learning outcomes. Aspects of student mediation (proximal), such as student’s self-efficacy and metacognition, have also often been overlooked in traditional teacher effectiveness research. Using a model that includes mediation vari-ables and that allows for indirect connections between variables increases understanding of how these mechanisms interact. A questionnaire was used to collect data from 218 fifth- and sixth-grade students in Finnish comprehensive schools (girls, N = 116; boys, N = 102). Drawing on prior research findings, a conceptual model was first developed to identify the range of statistically significant relationships between the learning environment, student’s cognition and learning attainment. To further develop the model, a number of modification indices of the AMOS program were employed and then the revised model was tested. The goodness of fit indices for the re-specified model provided evidence for an adequate fit to the data. It was concluded that qualities of classroom learning, including metacognitive orientation, student-teacher relationships and conditions for studying, will have both indirect and direct effects on student’s cognition and participation and enhance student’s learning. Key words: classroom learning environment, instructional quality, structural equation models, student learning, student mediation.

Differences by Level of Technology Use on Students' Motivation, Anxiety, and Classroom Learning Environment in Mathematics

1996 ◽  
Vol 25 (1) ◽  
pp. 67-77 ◽  
Author(s):  
Hersholt C. Waxman ◽  
Shwu-Yong L. Huang
Keyword(s):  
Learning Environment ◽  
Achievement Motivation ◽  
Technology Use ◽  
Mathematics Anxiety ◽  
Sixth Grade ◽  
The United States ◽  
Eighth Grade ◽  
Classroom Learning Environment ◽  
Classroom Learning ◽  
South Central

This study examined whether students' 1) motivation, 2) anxiety, and 3) classroom learning environment in mathematics significantly differed according to the degree of implementation of technology in the mathematics classroom. The participants were 1955 sixth-grade and 1940 eighth-grade students who were randomly chosen from a multi-ethnic school district in the south central region of the United States. The sixth-grade results indicate that students in classes where technology was slightly used had significantly higher Involvement, Satisfaction, and Achievement Motivation than students in classes where technology was moderately or infrequently used. The eighth-grade results revealed that students in classes where technology was slightly used had significantly higher Affiliation, Parent Involvement, and Achievement Motivation, but students in classes where technology was moderately used had significantly higher Satisfaction and significantly lower Mathematics Anxiety.

scholarly journals Students’ Outcomes of Implementing Knowledge Exchange Teaching Method in the Classroom: An Action Research

sjesr ◽  
2020 ◽  
Vol 3 (2) ◽  
pp. 252-257
Author(s):  
Sheraz Khan ◽  
Dr. Amir Zaman ◽  
Dr. Abdul Ghaffar
Keyword(s):  
Action Research ◽  
Learning Environment ◽  
Teaching Methods ◽  
Classroom Environment ◽  
Teaching Method ◽  
Knowledge Exchange ◽  
Classroom Learning Environment ◽  
Classroom Learning ◽  
Exchange Method ◽  
Mathematics Classrooms

Knowledge exchange method teaching is a growing trend. The main objective of this work to see the effect of knowledge exchange method teaching in the mathematics classrooms and thus sees its outcomes in terms of learning and classroom environment. Action research was adopted for this study. Four cycles were implemented with the focus of different contents in each cycle. Each cycle lasted for a week. The data was collected through observation and students interview. The results showed significant improvement in their classroom learning environment as well as in learning. The students felt enthusiastic about the new teaching methods and were eager to participate. It is recommended that teachers should be trained to implement the knowledge exchange method in the classroom.

scholarly journals Quality University Education Through Conducive Classroom Learning Environment

2020 ◽  
Vol 1 (1) ◽  
pp. 76-84
Author(s):  
Dr. Nasir Shaheen ◽  
Dr. Nasir Ahmad ◽  
Dr. Rehmat Shah
Keyword(s):  
Learning Environment ◽  
Classroom Environment ◽  
Code Of Conduct ◽  
Quality Education ◽  
University Education ◽  
Instructional Materials ◽  
Classroom Learning Environment ◽  
Classroom Learning ◽  
Starting Point ◽  
University Level

Quality university education is the central aspiration of universities in the 21st century where different dimensions are explore as starting point including classroom learning environment. This classroom learning environment can boost or hinder students’ learning which covers the physical and psychological dimension shaving significant effects on classroom teaching learning process at university level. Promoting quality education therefore needs; supportive classroom environment, students’ confidence building, provision of learning facilities, its utilization, self-developed code of conduct and sense of responsibility among the stakeholders. This study explored students and teachers views about quality education through conducive’ classroom learning environment at university level following explanatory research design with a questionnaire and interview tools. The findings revealed that teachers took the learning responsibilities of students, impose external code of conduct for classroom business, rare utilization of classroom learning resources and scarcity of some important instructional materials for teaching in classroom. Therefore, it was recommended, that teachers may accept students’ potential, trust in them, respect their view point by engineering critical and creative thinking through authentic instructional approach.

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 Structural Equation Models with Unobservable Variables and Measurement Error: Algebra and Statistics

1981 ◽  
Vol 18 (3) ◽  
pp. 382-388 ◽  
Author(s):  
Claes Fornell ◽  
David F. Larcker
Keyword(s):  
Statistical Analysis ◽  
Measurement Error ◽  
Structural Equation ◽  
Goodness Of Fit ◽  
Structural Equation Models ◽  
Structural Equations ◽  
Testing System

Several issues relating to goodness of fit in structural equations are examined. The convergence and differentiation criteria, as applied by Bagozzi, are shown not to stand up under mathematical or statistical analysis. The authors argue that the choice of interpretative statistic must be based on the research objective. They demonstrate that when this is done the Fornell-Larcker testing system is internally consistent and that it conforms to the rules of correspondence for relating data to abstract variables.

scholarly journals EVALUATION OF STUDENTS’ PERCEPTION OF BIOLOGY CLASSROOM LEARNING ENVIRONMENT

2020 ◽  
Vol 5 (36) ◽  
pp. 94-113
Author(s):  
Loh Su Ling ◽  
Pang Vincent ◽  
Denis Lajium
Keyword(s):  
Learning Environment ◽  
Measurement Model ◽  
Female Students ◽  
Background Information ◽  
Classroom Learning Environment ◽  
Classroom Learning ◽  
Biology Teachers ◽  
Male And Female ◽  
Biology Learning ◽  
The Difference

Students’ feedback about their classroom learning environment can be used to provide information about the strengths and problems that need to be addressed. This study assessed the students’ perceptions of their biology learning environment. The difference between male and female students’ perceptions of their learning environment was also investigated. Learning environment instrument What is Happening in this Class (WIHIC) questionnaire was employed to evaluate the perception of 437 Form Four students who took Biology as one of their subjects in a local district. The data were analysed based on the Rasch (1961) measurement model using the Winsteps software. Overall, the students perceived quite favourably on their biology classroom learning environment. Apart from that, there is no difference between the boys and girls in their general perception of the biology classroom learning environment. Further analysis on each scale showed the scales of Students Cohesiveness and Cooperation were perceived positively in the Biology classroom. However, students find it difficult to agree on the scale of Investigation and Involvement. DIF analysis of the items revealed some differences in their perceptions in the scales as well as some of the items between male and female students. Several suggestions were given in the hope of improving and create an effective classroom learning environment. With such feedbacks, Biology teachers and the school administration can strive to improve and create an effective classroom learning environment, provide useful background information for further evaluation phases and inform on the best approach to carry out Biology lessons in the classroom.

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