Abstract
In this study, students’ perceptions of the classroom learning environment in Arab elementary schools were investigated. The sample included 261 students from Grades 5 and 6. The questionnaire was developed at an Arab college of teacher education by 16 fourth-year student teachers who were completing their studies toward a BEd degree. Articles on classroom learning environment were distributed to the students, who then wrote items to assess learning environment. The items were evaluated for content validity in relation to the Arab school culture, language, teachers’ teaching, students’ learning styles, teacher–student relations, order and organisation, discipline and behaviours. The Classroom Learning Environment of Elementary Students (CLEES) questionnaire consists of 32 items in four scales: Teacher’s Image, Group Work, Students’ Participation, and Order and Organisation. The CLEES was used in a pilot study in two Grade 5 and 6 classes in order to validate it. The student teachers administered the questionnaire to students in elementary schools. Data were analysed using SPSS (e.g. factor analysis and one-way ANOVA) to validate the CLEES. No significant differences were found between boys and girls in classroom learning environment. However, significant differences in CLEES perceptions were found between students from different grades (Grade 5 vs. Grade 6), age groups and schools. The results are explained in the discussion section in relation to the characteristics of their schools.
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Appendix
Appendix
Dear Student,
Please read each statement and mark an X in the box that best describes how strongly you agree or disagree with each of them.
5 = Strongly agree; 4 = Agree; 3 = Undecided; 2 = Disagree; 1 = Strongly disagree. There are no correct or incorrect answers. You do not have to sign your name. Thank you very much in advance.
Gender: boy/girl (circle your gender) Age: —.
Teacher’s image | ||||||
|---|---|---|---|---|---|---|
1. When a teacher shows personal interest in the students, he/she creates a pleasant learning climate and a desire to learn. | 5 | 4 | 3 | 2 | 1 | |
2. When teachers help students, they create a better learning environment in the classroom. | 5 | 4 | 3 | 2 | 1 | |
3. Focusing on the learning material contributes to the improvement of the classroom learning environment. | 5 | 4 | 3 | 2 | 1 | |
4. When the teacher acts as a leader in the classroom, the classroom environment is better. | 5 | 4 | 3 | 2 | 1 | |
5. Teachers who vary and renew their instructional methods contribute to a good classroom learning environment. | 5 | 4 | 3 | 2 | 1 | |
6. The teacher’s familiarity with the learning material raises the students’ achievements. | 5 | 4 | 3 | 2 | 1 | |
7. If teachers teach at a level suitable to the students, there will be a positive classroom learning environment. | 5 | 4 | 3 | 2 | 1 | |
8. A good classroom learning environment helps teachers to teach better. | 5 | 4 | 3 | 2 | 1 | |
Group work | ||||||
|---|---|---|---|---|---|---|
9. Group work results in a positive classroom environment. | 5 | 4 | 3 | 2 | 1 | |
10. Group work helps students to cope with assignments. | 5 | 4 | 3 | 2 | 1 | |
11. Group work decreases classroom competition and results in a more relaxed environment. | 5 | 4 | 3 | 2 | 1 | |
12. Group work results in feeling of belonging and enjoyment for the students. | 5 | 4 | 3 | 2 | 1 | |
13. High-quality teacher can bring about high-quality group work and a high level of classroom learning. | 5 | 4 | 3 | 2 | 1 | |
14. The fewer students in a group, the more efficient the work will be and the more positive the classroom environment will be. | 5 | 4 | 3 | 2 | 1 | |
15. A positive classroom environment will have a positive impact upon good group work. | 5 | 4 | 3 | 2 | 1 | |
16. Group work is easier for students, because it helps to bring about a more positive classroom learning environment. | 5 | 4 | 3 | 2 | 1 | |
Participation | ||||||
|---|---|---|---|---|---|---|
17. Students’ participation in lessons increases the teacher’s motivation to teach the learning material. | 5 | 4 | 3 | 2 | 1 | |
18. Participation of all the students in classroom discussions has a positive effect on the classroom environment. | 5 | 4 | 3 | 2 | 1 | |
19. The opportunity to participate in lessons increases students’ motivation to learn. | 5 | 4 | 3 | 2 | 1 | |
20. The opportunity to participate in class discussion raises students’ ‘on task learning’. | 5 | 4 | 3 | 2 | 1 | |
21. The manner in which learning material is presented influences students’ will to participate in the learning activities. | 5 | 4 | 3 | 2 | 1 | |
22. The number of motivated students in class influences the participation of the rest of the students in the lesson. | 5 | 4 | 3 | 2 | 1 | |
23. Active participation contributes to the improvement of good feelings in the classroom. | 5 | 4 | 3 | 2 | 1 | |
24. A positive classroom learning environment results in more participation in the lesson. | 5 | 4 | 3 | 2 | 1 | |
Order and organisation | |||||
|---|---|---|---|---|---|
25. Order and organisation in the classroom contribute to a positive classroom environment. | 5 | 4 | 3 | 2 | 1 |
26. Organisation and order of the learning material on the board contribute to a relaxed environment, which is good for learning. | 5 | 4 | 3 | 2 | 1 |
27. The seating arrangement in the classroom influences learning. | 5 | 4 | 3 | 2 | 1 |
28. The physical size of the classroom influences students’ learning. | 5 | 4 | 3 | 2 | 1 |
29. The number of students in the classroom has an impact on the classroom learning environment. | 5 | 4 | 3 | 2 | 1 |
30. If the classroom is attractively decorated, this has a positive influence on the classroom learning environment. | 5 | 4 | 3 | 2 | 1 |
31. Clear rules have a positive influence on classroom learning. | 5 | 4 | 3 | 2 | 1 |
32. A positive classroom learning environment has a constructive influence on the general order and organisation of the class. | 5 | 4 | 3 | 2 | 1 |
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Khalil, M., Saar, V. The classroom learning environment as perceived by students in Arab elementary schools. Learning Environ Res 12, 143–156 (2009). https://doi.org/10.1007/s10984-009-9058-7
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DOI: https://doi.org/10.1007/s10984-009-9058-7