scholarly journals Classroom Learning Environment and Self-Efficacy in Mathematics of Freshmen Engineering Students of the University of Eastern Philippines

2021 ◽  
pp. 94-101
Author(s):  
Ramil E. Salazar ◽  
Riza C. Basierto
Keyword(s):  
Learning Environment ◽  
Goal Orientation ◽  
Significant Relationship ◽  
Self Efficacy ◽  
Student Interaction ◽  
Classroom Learning Environment ◽  
Classroom Learning ◽  
Teacher Student ◽  
Teacher Student Interaction ◽  
College Of Engineering

Aims: To determine the classroom learning environment in terms of goal orientation, physical facilities, student-student interaction, teacher-student interaction, method of teaching, and the degree of self-efficacy in mathematics; and establish if there is a significant relationship between their classroom environment and the degree of self-efficacy in mathematics.  Study Design: Descriptive correlational research design.            Place and Duration of Study: College of Engineering, University of Eastern Philippines, Catarman, Northern Samar in the school year 2012-2013. Methodology: Complete enumeration of 260 freshmen students from the College of Engineering courses: Bachelors of Science in Agricultural Engineering, Civil Engineering, Electrical Engineering, and Mechanical Engineering enrolled in Mathematics were surveyed using the 50-item Learning Environment Schedule developed by Sunitha and Mathematics Self-efficacy Survey developed by Betz and Hackett. The data gathered were tabulated, analyzed, and treated statistically using the Statistical Package for Social Sciences (SPSS 16.0 Version). Results: With the total score of 50594 out of 65000 and a mean of 3.89, the respondents found the classroom learning environment in terms of goal; orientation, physical facilities, student-student interaction, teacher-student interaction, and methods of teaching to be favorable; that the total score of 17634 and a mean of 3.61 showed that respondents had much confidence or had high self-efficacy in Mathematics; and that the Pearson r of .187 with the respective significant value of .001, ,000, ,011, and,000, goal orientation, student-student interaction, teacher-student interaction and methods of teaching were found to have a significant relationship with self-efficacy in mathematics; and only physical facilities was not significantly correlated to self-efficacy in mathematics. Conclusion: Classroom learning environment variables are significantly related to self-efficacy in mathematics.

scholarly journals Exploring the Influence of Teacher-Student Interaction on University Students’ Self-Efficacy in the Flipped Classroom

2021 ◽  
Vol 10 (2) ◽  
pp. 84
Author(s):  
Lin Li ◽  
Shanshan Yang
Keyword(s):  
Undergraduate Students ◽  
Self Efficacy ◽  
Flipped Classroom ◽  
Positive Impact ◽  
Teaching Quality ◽  
Student Interaction ◽  
Student Centered Learning ◽  
Teacher Student ◽  
Teacher Student Interaction ◽  
The Impact

The purpose of this study is to explore the impact of teacher-student interaction on undergraduate students’ self-efficacy in a Chinese university setting. Students came from natural science, management, economics, medicine, engineering and humanities. The empirical results demonstrate that teacher-student interaction has positive impact on students’ self-efficacy and their preference of the flipped classroom. Furthermore, the positive relationship between teacher-student interaction and students’ self-efficacy is partially mediated by students’ preference of the flipped classroom. Educators should focus on student-centered learning and motivate students’ preference of the flipped classroom. Students should be encouraged to actively participate in the flipped learning as well. It contributes to the reform of the flipped classroom and improvement of teaching quality in the universities.

PECULIARITIES OF TEACHER- STUDENT INTERACTION IN E-LEARNING ENVIRONMENT

2018 ◽  
Vol 2 (7) ◽  
pp. 144
Author(s):  
Mārtiņš Spridzāns
Keyword(s):  
Best Practices ◽  
Learning Environment ◽  
Learning Outcomes ◽  
Student Interaction ◽  
Traditional Learning ◽  
Teacher Student ◽  
Teacher Student Interaction ◽  
Teachers And Students ◽  
E Learning ◽  
The Republic

While implementing e-learning courses at the State Border Guard College of the Republic of Latvia, the author of this article has discovered several differences in communication between students compared to traditional learning. Since the e-learning is going to expand in the future it is essential to explore theoretical and practical concepts on teacher student interaction peculiarities in e-environment. The author has gathered suggestions and proposals on best practices of teacher student interaction in order to improve e-learning outcomes. The goal of the article is to explore the peculiarities of the interaction between teachers and students in e-learning environment and provide suggestions on improving the efficiency of teacher-student interaction in e-learning.

scholarly journals Teacher's Emotional Support and Math Performance: The Chain Mediating Effect of Academic Self-Efficacy and Math Behavioral Engagement

2021 ◽  
Vol 12 ◽  
Author(s):  
Yanfei Yang ◽  
Guangzheng Li ◽  
Zhanguo Su ◽  
Yuan Yuan
Keyword(s):  
Middle School ◽  
Emotional Support ◽  
Self Efficacy ◽  
Student Interaction ◽  
Math Performance ◽  
Behavioral Engagement ◽  
Teacher Student ◽  
Teacher Student Interaction ◽  
The Relationship ◽  
Academic Self Efficacy

Positive teacher-student interaction can exert a positive influence on student engagement and math performance. As an important part of teacher-student interaction, emotional support of a teacher plays an indispensable role in the math performance of junior middle school and elementary school students. This study aimed to explore the effects of teacher's emotional support on math performance, and examine the mediating role of academic self-efficacy and math behavioral engagement. A total of 1,294 students in grades 3–5 and 7–8 from 14 junior middle and primary schools in China took part in the web-based survey. Results showed the following: (1) academic self-efficacy mediated the relationship between teacher's emotional support and math performance of Chinese primary and middle school boys and girls; math behavioral engagement mediated the relationship between teacher's emotional support and math performance of Chinese primary and middle school boys and girls; (2) The relationship between teacher's emotional support and math performance of Chinese junior middle school boys and girls was mediated by the chain of academic self-efficacy and math behavioral engagement.

Teacher-student interaction and management practices in Pakistani English language classrooms

2019 ◽  
Vol 7 (3) ◽  
pp. 115-134
Author(s):  
Muhammad Ahmad ◽  
Aleem Shakir ◽  
Ali Raza Siddique
Keyword(s):  
Classroom Management ◽  
English Language ◽  
Management Practices ◽  
Wait Time ◽  
Student Interaction ◽  
Teacher Talk ◽  
Teacher Student ◽  
Language Classroom ◽  
Teacher Student Interaction ◽  
Language Classrooms

Abstract This study aimed to investigate the amount and type of teacher-talk, frequently asked questions and feedback provided by the teacher on learners’ performance in a language classroom. For this purpose, a lecture was recorded from a secondary level English language classroom of a public sector school and interpreted in the light of teacher-student interaction and classroom management model by David Nunan. Results revealed that the maximum amount of time (i.e. 80.1%) was consumed by the teacher which was appropriate. However, certain deviations from classroom management principles were also observed regarding frequently asked questions (i.e. 50% of the total questions were elicitation questions) and the feedback (it was ‘romantic’ in nature). Moreover, wait-time was sufficient but it was of no use to the learners. The study concluded that classroom practices did not conform to the principles therefore, it proposed to ask questions and provide feedback appropriately.

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