2010

Investigation of Prospective Teachers’ Attitudes towards Classroom as a Learning Environment

In this study, the attitudes of teacher candidates towards the classroom as a learning environment was aimed to be examined. In order to determine the attitudes of teacher candidates towards the classroom as a learning environment, survey methods was used. The population of the research consisted of freshman and final grade students studying at the education faculty of a state university. The convenience sampling method was used while selecting the sample in the study. Accordingly, data were collected from 348 prospective teachers. The data of the research was obtained via the “Attitude Scale towards Classroom as a Learning Environment" developed by Çetin, Demirkan, and Çetin (2020). The data was analyzed with non-parametric tests. As a result of the research, it was determined that prospective teachers’ attitude scores towards the classroom as a learning environment were at a moderate level. Attitudes of female prospective teachers towards the classroom as a learning environment are more positive than those of males. Women find class less boring. The students of the fine arts education department see the classroom as indispensable in terms of the learning environment, in contrast to the students of the mathematics and science education department and the special education department. Students with a medium level perception of academic success have more negative attitudes towards the classroom as a learning environment than those with a good perception of academic success. Prospective teachers who are not satisfied with their department consider the classroom an indispensable learning environment compared to those who are partially satisfied. In light of the findings, it was suggested that classroom environments in education faculties should be improved in terms of classroom learning environment dimensions to help prospective teachers to develop positive attitudes.

Keywords:

Attitude learning environment, attitude towards classroom, classroom learning environment,

PDF

___

Açıkgöz, K. (1989). Liselerdeki sınıf atmosferi üzerine bir araştırma. Eğitim Bilimleri Sempozyumu Bildiriler Kitabı, 15-17 Haziran, İnönü Üniversitesi Eğitim Fakültesi, (s. 93-111), Malatya.
Bursalıoğlu, Z. (1991). Okul yönetiminde yeni yapı ve davranış. Ankara: Pegem Yayıncılık.
Baek, S. G., & Choi, H. J. (2002). The relationship between students’ perceptions of classroom environment and their academic achievement in Korea. Asia Pacific Education Review, 3(1), 125-135.
Büyüköztürk, Ş. (2013). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem Akademi.
Becton, L. (2021). Strategies for Building a Productive and Positive Learning Environment: Retrieved 4/4/2021 from: https://www.educationcorner.com/building-a-positive-learning-environment.html
Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2017). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi.
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. London, UK: Routledge.
Cetin, F., Demirkan, O. & Cetin, S. (2020). A validity and reliability study of the scale for attitude towards classroom as a learning environment. Educational Policy Analysis and Strategic Research, 15(3), 233-248. DOI: 10.29329/epasr.2020.270.11
Dorman J. & Adams J. (2004) Associations between students' perceptions of classroom environment and academic efficacy in Australian and British secondary schools, Westminster Studies in Education, 27(1), 69-85, DOI: 10.1080/0140672040270106
Daemi, M. N., Tahriri, A. & Zafarghandi, A. M. (2017). The relationship between classroom environment and EFL learners’ academic self-efficacy. International Journal of Education & Literacy Studies, 5(4): 16-23
Dorman, J. P., Aldridge, J. M., & Fraser, B. J. (2006). Using students’ assessment of classroom environment to develop a typology of secondary school classrooms. International Education Journal, 7(7), 906-915. Retrieved from: https://files.eric.ed.gov/fulltext/EJ854348.pdf
Dönmez, B. (2008). Okul ve sınıf ergonomisi ya da insanı öncelemek. Eğitime Bakış: Eğitim Öğretim ve Bilim Araştırma Dergisi, 11, 10-15.
Erez, A., & Isen, A. M. (2002). The influence of positive affect on the components of expectancy motivation. Journal of Applied Psychology, 87, 1055-1067.
Field, A. (2009). Discovering statistics using SPSS. Sage Publication
Fraenkel, J., Wallen, N., & Hyu, H. (2012). How to design and evaluate research in education. Newyork: McGraw-Hill.
Fauth, B., Decristan, J., Rieser, S., Klieme, E., & Buttner, G. (2014). Student ratings of teaching quality in primary school: Dimensions and prediction of student outcomes. Learning and Instruction, 29, 1–9.
Fraser, B. J. (1998a). Science learning environments: Assessment, effects and determinants. In: B. J. Fraser & K. G. Tobin (Eds.), International handbook of science education. Boston: Kluwer.
Fraser, B. J. (1998b). Classroom environment instruments: Development, validity and applications. Learning Environments Research, 1, 7–33.
Fraser, B. J., Rennie, L. J. & Tobin, K. (1990). The learning environment as a focus in a study of higher-level cognitive learning. International Journal of Science Education, 12(5), 531-548
Fraser, B. J. (1994) Research on classroom and school climate, in: D. Gabel (Ed.) handbook of research on science teaching and learning (pp. 493-541). New York, Macmillan.
Friedel, J. M., Cortina, K. S., Turner, J. C., & Midgley, C. (2010). Changes in efficacy beliefs in mathematics across the transition to middle school: Examining the effects of perceived teacher and parent goal emphases. Journal of Educational Psychology, 102, 101–114. Doi: 10.1037/a0017590
Hogg, M., & Vaughan, G. (2005). Social Psychology (4th edition). London: Prentice-Hall.
Jones, V. F., & Jones, S. J. (1995). Comprehensive classroom management: creating positive learning environments for all students (4th Ed.). Needham Heights, MA: Allyn and Bacon.
Kline, N. (2002). Time to think: Listening to ignite the human mind. Kwinana, WA: Gracwood Business
Khalil, M., Saar, V. (2009). The classroom learning environment as perceived by students in Arab elementary schools. Learning Environments Research 12, 143–156. https://doi.org/10.1007/s10984-009-9058-7
Köse, E., & Küçükoğlu, A. (2009). Evaluation of class learning environment in faculties of education in terms of some variables. Journal of Kirsehir Education Faculty, 10(3), 61-73
Lim, T. K. (1995). Perceptions of classroom environment, school types, gender and learning styles of secondary school students. Educational Psychology, 15(2), 161-169.
Marzano, R. J. (1992). A different kind of learning: Teaching with dimensions of learning. Alexandria, VA: Association of Supervision and Curriculum Development
Gall, M., Gall, J., & Borg, R. (2003). Educational research and introduction. Allyn & Bacon,
Gouri S., Mitashree, M., & Meeta, J. (2015). Classroom environment as a predictor of academic achievement. Asian Man (The) - An International Journal, 9(1), DOI: 10.5958/0975-6884.2015.00006.7
Pallant, J. (2016). SPSS survival manual: A step by step guide to data analysis using IBM SPSS (6th edition). Sydney: Allen & Unwin
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students’ self regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37, 91-105.
Riah, H., & Fraser, B. J. (1999). Secondary school students' perceptions of learning environment: Gender Differences. In M.A. Clements & Leong Yong Pak (Eds.), Cultural and language aspects of science, mathematics and technical education (pp. 95-102). Brunei Darussalam: University Brunei Darussalam.
Rickards, T. W., Fisher, D. L., & Fraser, B. J. (1997, March). Teacher-student interpersonal behaviour, cultural background and gender in science classes. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Chicago, Illinois.
Rivard, L. P. (1994). A review of writing to learn in science: Implications for practice and research. Journal of Research in Science Teaching, 31(9), 969-983.
Russell, J. A., & Barrett, L. F. (1999). Core affect, prototypical emotional episodes, and other things called emotion: dissecting the elephant. Journal of Personality and Social Psychology, 76(5), 805-819
Waxman, H. C., & Huang, S-Y. L. (1998). Classroom learning environment in urban elementary, middle and high schools. Learning Environment Research, 1(1), 95-113.
Wang, M., & Holcombe, R. (2010). Adolescents’ perceptions of school environment, engagement, and academic achievement in middle school. American Educational Research Journal, 47, 633–662.
Toraman, C., & Demir, E. (2016). The effect of constructivism on attitudes towards lessons: A meta–analysis study. Eurasian Journal of Educational Research, 62,115-142, http://dx.doi.org/10.14689/ejer.2016.62.8
Uysal, İ., & Kılıç, A. F. (2022). Normal dağılım ikilemi. Anadolu Journal of Educational Sciences International, 12(1), 220–248. https://doi.org/10.18039/ajesi.962653
Yıldırım, V. Y. (2020). Aile, sınıf ve okul öğrenme ortamlarının öğretim programlarında yer alan bilişsel, duyuşsal, psikomotor kazanımlar açısından yeterliği. E-Uluslararası Eğitim Araştırmaları Dergisi, 11(1), 1-19.

International Journal of Educational Research Review-Cover

Yayın Aralığı: Yılda 4 Sayı
Başlangıç: 2016
Yayıncı: Sakarya Üniversitesi

Arşiv