The relationship between students ’ perceptions of classroom environment and their academic achievement in Korea

Baek, Sun-Geun; Choi, Hye-Jeong

doi:10.1007/bf03024926

Cited by 50 publications

(47 citation statements)

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“…The development of the various classroom environment inventories has resulted in studies that explored the contribution of the classroom climate in predicting students' academic success (Baek & Hye-Jeong, 2002;Lizzio, Wilson, & Simons, 2002;Wong & Watkins, 1998). Furthermore, the work of John Biggs (1989), in particular, involving the 3P theoretical model (presage, process, and product) has made substantial ground in the study of students' approaches to their learning (SAL) within the context of the classroom environment.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…In particular, our examination of the classroom context and its possible effects on achievement goals, reflective thinking, and academic performance is made in a multi-classroom context. The classroom milieu explored in previous research studies has been contextualised predominantly in Western and Eastern sociocultural contexts (Baek & Hye-Jeong, 2002;Dart et al, 1999;Lizzio et al, 2002;Wong & Watkins, 1998).…”

Section: The Present Studymentioning

confidence: 99%

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Achievement goals, the classroom environment, and reflective thinking: A conceptual framework

Phan

2017

EJREP

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Section: Theoretical Backgroundmentioning

confidence: 99%

Section: The Present Studymentioning

confidence: 99%

Achievement goals, the classroom environment, and reflective thinking: A conceptual framework

Phan

2017

EJREP

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“…In this way, well-being in the laboratory is a crucial aspect in the development of students' affectivity and attitudes towards their teachers, classmates, courses and the general educational system (Zedan 2010). In this sense, the learning environment is designed for student learning, and it is a critical factor in educational achievement (Baek and Choi 2002). Based on the above thinking, Fraser In science courses in general and cell biology courses in particular, laboratories are different environments from conventional classrooms.…”

Section: Learning Environmentmentioning

confidence: 99%

Student perceptions of the cell biology laboratory learning environment in four undergraduate science courses in Spain

Juan

Pérez-Cañaveras

Segovia

et al. 2015

Learning Environ Res

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Cell biology is an academic discipline that organises and coordinates the learning of the structure, function and molecular composition of cells in some undergraduate biomedical programs. Besides course content and teaching methodologies, the laboratory environment is considered a key element in the teaching of and learning of cell biology. The aim of this study was to determine students'opinions about the quality of the teaching and learning environment in cell biology laboratory practice. For this study, we used a short form of the Science Laboratory Environment Inventory (SLEI), which we adapted and translated into Spanish. The questionnaire, administered to students enrolled in four undergraduate programs, consisted of 24 questions divided into four scales: integration of content, clarity of laboratory rules, cohesion between students and teachers, and quality of laboratory infrastructures and materials. The results suggested that (1) students positively assessed the learning environment provided for cell biology practice, (2) the short Spanish form of the SLEI was a valid, reliable instrument for evaluating student satisfaction, laboratory activities, the degree of cooperation between students and teachers, and theoretical and practical organisation of content and (3) the questionnaire detected differential perceptions of the learning environment based on gender and the program studied.

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“…Academic achievement is closely related to how learners perceive the classroom they are in (Baek & Choi, 2002), expressed as the learning environment. The concept of environment in educational settings can be described as the atmosphere, ambience, tone, or climate of a particular setting (Dorman, Aldridge, & Fraser, 2006).…”

Section: Introductionmentioning

confidence: 99%

Measurement Invariance of the Student Personal Perception of Classroom Climate Scale (SPPCC) in the Turkish Context

Bahar¹,

Asil²,

Rubie-Davies³

2017

EUROPEAN J ED RES

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Among school psycho-social factors with considerable effect on student outcomes are both school and classroom climate. Because how students perceive the classroom climate strongly predicts achievement, measuring classroom climate gains importance and the need for testing the existing results across cultures persists. In this study, we assessed the validity and measurement invariance of the Turkish adaptation of the Student Personal Perception of Classroom Climate Scale (SPPCC) developed in English (US). Confirmatory factor analyses (CFA) and measurement invariance (MI) analyses by sex were performed on 629 students' data. CFA results confirmed the factorial structure of the SPPCC. Results of the MI analyses showed that the SPPCC measures the same construct for females and males in a non-English context. Latent mean comparisons revealed girls perceived the classroom climate more positively than boys. We concluded that this study in the Turkish context is a further step in developing evidence of the extent to which SPCC provides psychometrically sound scores.

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The relationship between students ’ perceptions of classroom environment and their academic achievement in Korea

Cited by 50 publications

References 10 publications

Achievement goals, the classroom environment, and reflective thinking: A conceptual framework

Achievement goals, the classroom environment, and reflective thinking: A conceptual framework

Student perceptions of the cell biology laboratory learning environment in four undergraduate science courses in Spain

Measurement Invariance of the Student Personal Perception of Classroom Climate Scale (SPPCC) in the Turkish Context

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