Associations between students' perceptions of classroom environment and academic efficacy in Australian and British secondary schools

This digest found in

Pupil grouping and organisation of classes
Pupil Voice
Self evaluation
Mathematics

Authors

Dorman, J. and Adams, J., Anglia Polytechnic University, UK.

Publisher

Westminster Studies in Education, Vol. 27, No. 1, April 2004

Introduction

Do particular elements of classroom environment help students develop a “can-do” attitude in mathematics?

There has been increasing interest in the field of classroom environment recently. Many readers will be aware of the Hay McBer website ‘Transforming Learning’, which offers an interactive tool that teachers can use to measure and improve the climate in their own classrooms. This study of the links between classroom environment and students’ beliefs in their ability to succeed is therefore topical for many schools.

Both the environment of the classroom and student beliefs about their capacity to achieve their academic goals (academic efficacy) have been found to have an effect on student learning. The researchers in this study set out to explore relationships between the two fields and to determine what specific aspects of classroom environment had the strongest effect on student academic efficacy in mathematics. They showed that equity, task orientation and teacher support were all linked to students’ confidence that they could learn well (academic efficacy) in mathematics.

The researchers used statistical analysis to compare measurements of student academic efficacy in mathematics with their perceptions about various aspects of their classroom environment. They investigated attitudes to mathematics held by over 2,600 students aged 12 to 18 in British and Australian schools and compared their belief in their mathematics ability with their perceptions of classroom climate.

The digest provides further information about how different classroom environments seem to be linked to student academic efficacy.

Keywords:
United Kingdom; Australia; Key Stage 3; Secondary schools; Pupils; Mathematics; Classroom organisation; Classroom environment; Beliefs; Attitudes; Teacher-pupil relationship; Self evaluation

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction What does it mean to gather evidence about classroom environment? What did the study find out about the relationship between classroom environment and student self-belief? What did the researchers conclude from the findings? The study aims and design What are the implications for head teachers and teachers? Where can I find out more? Send us your feedback Collated digests To find out more about collated digests click here Get Word Reader Associations between students' perceptions of classroom environment and academic efficacy in Australian and British secondary schools This digest found in Pupil grouping and organisation of classes Pupil Voice Self evaluation Mathematics Send to a friend Word doc 90KB Printer friendly Collate for later Authors Dorman, J. and Adams, J., Anglia Polytechnic University, UK. Publisher Westminster Studies in Education, Vol. 27, No. 1, April 2004 Introduction Do particular elements of classroom environment help students develop a “can-do” attitude in mathematics? There has been increasing interest in the field of classroom environment recently. Many readers will be aware of the Hay McBer website ‘Transforming Learning’, which offers an interactive tool that teachers can use to measure and improve the climate in their own classrooms. This study of the links between classroom environment and students’ beliefs in their ability to succeed is therefore topical for many schools. Both the environment of the classroom and student beliefs about their capacity to achieve their academic goals (academic efficacy) have been found to have an effect on student learning. The researchers in this study set out to explore relationships between the two fields and to determine what specific aspects of classroom environment had the strongest effect on student academic efficacy in mathematics. They showed that equity, task orientation and teacher support were all linked to students’ confidence that they could learn well (academic efficacy) in mathematics. The researchers used statistical analysis to compare measurements of student academic efficacy in mathematics with their perceptions about various aspects of their classroom environment. They investigated attitudes to mathematics held by over 2,600 students aged 12 to 18 in British and Australian schools and compared their belief in their mathematics ability with their perceptions of classroom climate. The digest provides further information about how different classroom environments seem to be linked to student academic efficacy. Keywords: United Kingdom; Australia; Key Stage 3; Secondary schools; Pupils; Mathematics; Classroom organisation; Classroom environment; Beliefs; Attitudes; Teacher-pupil relationship; Self evaluation