Relationship between Academic Performance and Dimensions of Classroom Climate

Relationship between Academic Performance and Dimensions of Classroom Climate

By

Dosan, S. & Dimic, N.

1. Introduction

The study by Dosan & Dimic (2019) examined the relationship between academic performance and certain dimensions of classroom climate, including teacher-student interaction, social climate, fear of failure, and emotional climate. The research also explored how these components of classroom climate relate to socio-demographic variables such as gender and age.

Understanding the impact of classroom climate on academic performance has become increasingly important for educators, as this knowledge can inform the development of strategies aimed at improving educational outcomes. While the study found no statistically significant correlation between the overall classroom climate components and academic performance, it did highlight differences in specific classroom climate dimensions based on gender and age.

2. Research Objectives

The primary objectives of this study were:

1. To examine the relationship between academic performance and classroom climate dimensions (teacher-student interaction, social climate, fear of failure, emotional climate).
2. To investigate the relationship between classroom climate components and socio-demographic variables, particularly gender and age.
3. To assess how classroom climate may indirectly influence academic performance.
4. Research Hypotheses

The study tested the following hypotheses:

1. There is no statistically significant relationship between the components of classroom climate and academic performance.
2. Gender has no significant effect on classroom climate dimensions.
3. Age does not significantly influence the classroom climate components.

4. Methodology

4.1 Research Design
The study employed a survey research design to collect and analyze data from sixth and eighth-grade students in Leskovac, Serbia. This design was selected to gather detailed information on students’ perceptions of classroom climate and its relationship to academic performance.

4.2 Population and Sample

The population for the study consisted of all sixth and eighth-grade students from elementary schools in Leskovac. Using Taro Yamene’s formula, a sample of 180 students was selected. The multi-stage sampling technique was adopted to ensure a representative sample that included a mix of students based on age and gender.

4.3 Instrument for Data Collection

A self-designed questionnaire was used to collect data. The questionnaire included items measuring four dimensions of classroom climate (teacher-student interaction, social climate, fear of failure, and emotional climate) and students’ academic performance. Socio-demographic data such as gender and age were also collected.

4.4 Data Analysis

The data were analyzed using Analysis of Covariance (ANCOVA) to test the relationships between classroom climate components, socio-demographic variables, and academic performance. All hypotheses were tested at a 0.05 level of significance.

5. Results

5.1 Relationship Between Classroom Climate Components and Academic Performance
The results of the study indicated no statistically significant correlation between the classroom climate components and academic performance. This finding suggests that while classroom climate may influence students’ learning experiences, its direct impact on academic outcomes may not be significant.

5.2 Gender Differences in Classroom Climate Components

Gender differences were observed in certain classroom climate components. Boys scored higher on the “social climate” dimension, indicating that they were more engaged in the social aspects of the classroom environment. On the other hand, “fear of failure” was more expressed among girls, suggesting that female students may experience more anxiety related to academic performance.

5.3 Age Differences in Classroom Climate Components

Younger students (sixth graders) had higher scores on the “teacher-student interaction” and “emotional climate” components compared to older students (eighth graders). This finding may indicate that younger students place more importance on the emotional and relational aspects of their classroom experience, while older students may focus more on academic content.

6. Discussion

The results of the study are partially consistent with previous research, which has highlighted the importance of classroom climate in shaping students’ academic experiences. While no direct link between classroom climate components and academic performance was found, the study emphasizes the importance of the classroom environment in shaping students’ social and emotional well-being. The observed differences in gender and age suggest that classroom climate should be tailored to meet the specific needs of different student groups.

7. Conclusion

The findings of this study underscore the complexity of the relationship between classroom climate and academic performance. While classroom climate did not directly correlate with academic outcomes, it appears to play an important role in influencing students’ emotional and social experiences in school. Further research is needed to explore the indirect effects of classroom climate on academic performance, as well as the role of other mediating variables such as motivation and self-efficacy.

8. Recommendations

Based on the study’s findings, the following recommendations are made:

• Teachers and school administrators should focus on creating a positive social and emotional climate in classrooms, particularly for younger students.
• Interventions aimed at reducing fear of failure, especially among female students, should be implemented to enhance their confidence and academic engagement.
• Further research should investigate the mediating factors that may link classroom climate to academic performance.

9. Limitations of the Study

The study was limited by its focus on a single geographic area (Leskovac) and a relatively small sample size. Future studies could expand the sample to include students from different regions and educational contexts to enhance the generalizability of the findings. Additionally, the study relied on self-reported data, which may be subject to bias.

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