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EFFECT OF CLASSROOM ENVIRONMENT, MOTIVATION AND TEACHER FEEDBACK ON ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN PAKISTAN
TARIQ JAVED Roll Number 480003 Registration Number 13-PRI-15684
MOHI-UD-DIN ISLAMIC UNIVERSITY NERIAN SHARIF AJ&K 2017
EFFECT OF CLASSROOM ENVIRONMENT, MOTIVATION AND TEACHER FEEDBACK ON ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN PAKISTAN
TARIQ JAVED Roll Number 480003 Registration Number 13-PRI-15684
Submitted in partial fulfillment of the requirement for the degree of Doctor of Philosophy in Education at the Faculty of Social Sciences Mohi-ud-Din Islamic University Nerian Sharif AJ&K
Supervisor: Dr. Muhammad Aslam Asghar
ii
18 September 2017
In the name of Almighty Allah, the most merciful, the beneficent
iii
DEDICATED
To my Beloved Late Parents (Muhammad Younas Mughal & Maqsooda Bibi), Sisters, Wife & Children
iv
ABSTRACT
Topic
:
Effect of classroom Environment, Motivation and Teacher Feedback on Academic Achievement of Secondary School Students in Pakistan.
Pages
:
373
Researcher
:
Tariq Javed
Supervisor
:
Dr. Muhammad Aslam Asghar.
Degree
:
Doctor of Philosophy (PhD)
Area
:
Teacher Education.
University
:
Mohi-ud-Din Islamic University Nerian Sharif AJ&K.
Key words
:
Academic Achievement, Classroom Environment, Motivation, Teacher Feedback
The purpose of the study was to investigate the effect of classroom environment, motivation and teacher feedback on academic achievement of secondary school students. The objectives of the study at secondary school level were (i) To find out the nature of classroom environment; (ii) To explore the nature of motivation; (iii) To identify the mode and style of feedback by the teacher; (iv) To find out the effect of classroom environment on the academic achievement; (v) To relate the effect of motivation on the academic achievement; (vi) To measure the effect of teachers feedback on the academic achievement; and (vii) To measure the combined effect of classroom environment, motivation and teacher feedback on the academic achievement. The population of the study was (i) One hundred and thirty four Federal Government secondary schools in Cantt / Garrison located in ten regions; (ii) Two vi
thousand three hundred and seventy five Secondary School Teachers both male and female, working in these secondary schools; and (iii) All the twelve thousand six hundred and forty eight students both boys and girls of class X enrolled in session 2013-15 who appeared in Secondary School Certificate, part one (SSC-I) annual examination 2014. Multi stage sampling was used in present study. The sample of study was selected in three stages randomly i.e. (i) Thirty nine secondary schools from the ten regions; (ii) Three hundred and eighty secondary school teachers working in the selected schools were randomly selected using table of random numbers; and (iii) Four hundred and thirty students who had appeared in SSC – I annual examination 2014. Data were collected for the present study through questionnaires. The respondents of the questionnaire were secondary school teachers, trained graduate teachers and students of class X enrolled during the session 2013-15. Content validity of the questionnaire was ensured with the consultation of four experts in the field of education. Whereas, the Cronbach Alpha was used to find out the internal consistency and reliability of the research instrument through SPSS version 19. A positive significant effect of classroom environment and teacher feedback in learning process on academic achievement of secondary school students was noted and found the calculated value of Chi Square in the Median Test was greater than the table value. Therefore, the combined effect of classroom and teacher feedback was found significant. A positive significant effect of motivation and teacher feedback in learning process on academic achievement of secondary school students was found, because the calculated value of Chi Square in the Median Test was greater than the table
vii
value. Therefore, the combined effect of motivation and teacher feedback was found significant. There is a positive significant effect of classroom environment, motivation and teacher feedback on academic achievement of secondary school students in small, medium and large category schools. While analyzing the combined effect of classroom environment and motivation during learning process on academic achievement of secondary school students, the calculated value of Chi Square in the Median Test was greater than the table value. Therefore, the combined effect of classroom and motivation was found significant.
viii
ACKNOWLEDGMENTS First of all, I thank almighty ALLAH who has created me as a Muslim and blessed me with aptitude, capability and ability to complete this research work. I offer Darood o Salam from the inner core of my heart to the Last Holy Prophet Hazrat Muhammad (Peace be upon Him) who is forever a source of enlightenment, guidance and knowledge for humanity. I would like to express my sincere gratitude, passionate thanks to my advisor, Professor Dr. Muhammad Aslam Asghar, Mohi-ud-Din Islamic University, for providing counseling, guidance, motivation, support and valuable suggestions in the completion of present research work and encouraging words will forever resonate within my heart. I take this opportunity to thank the rest of my teachers namely Dr. Javed Iqbal, Dr. Muhammad Munir Kayani, Dr. Manzoor Hussain Shah, Dr. Muhammad Irshad Arshad, Dr Fazal Ur Rehman, Professor Tassawer Hussain Kazmi and Dr. Col. Muhammad Arif for their help, encouragement, comments and extraordinary training during the course work, and in completion of my dissertation. I thank my fellows Mr. Mate-ur-Rehman and Miss Nazneen Nazak for the stimulating and valuable discussion during the course work and research. I would like to thank Brig. Khush Muhammad Khan Director FGEI, Col. Rana Munnawar Hussain Dy. Director FGEI, Lt Col Najam ul Saqib GSO-I Rawalpindi Region, Maj Naveed Sadiq Malik, GSO-II Rawalpindi Region. I am grateful to Principals FGEI Zahoor Ahmed Azhar, Muhammad Mazhar, Nishan Ullah, Zulfiqar Ahmed, Moazzam Habib Ahmed Khan, Muhammad Tahir Qureshi, Khalid Hussain Shah, Arshad Rafique Naz, Akhtar Hussain, Muhammad Ali, Saeed Sajid; SSTs
ix
Hayat Khan, Safdar Ali, Sher Aman Khan, Muhammmad Qasim and TGT Syed Saqlain Abbas for facilitated in data collection. At the end, I would like to express my deep and sincere gratitude to my colleagues, my wife Nazia Khan & sisters Robina Nadeem Shahzad Mughal; Rehana Shakeel Ramay; Nasira Shafqat Ramay for the moral support and encouragement at different time. I highly appreciate my children Abdul Muqeet Mughal, Meerub Tariq Mughal and Muhammad Aaraiz Mughal who have missed my love and affection during the period of work on my dissertation.
TARIQ JAVED
x
DECLARATION I, ___Tariq Javed________________ S/o / D/o __Muhammad Younas___________ Registration No. _13-PRI-15684____________ Roll No. _48003 _ , a student of Ph.D. Education at Mohi-ud-Din Islamic University, Nerian Sharif, AJ&K do hereby solemnly declare that the dissertation, titled “Effect of Classroom Environment, Motivation and Teacher Feedback on Academic Achievement of Secondary School Students in Pakistan“ submitted by me in partial fulfillment of the requirements for PhD Education is my original work and has not been submitted or published earlier and shall not, in future, be submitted by me for obtaining any degree from Mohi-ud-Din Islamic University, Nerian Sharif, AJ&K or any other University or institution. In case this research work, at any stage, is found to be plagiarized (already printed, conducted, presented or published by someone else) the University shall have the authority to withdraw/ revoke my Ph.D. degree.
Signature _______________________ Date: __18.9.2017______
Name
xi
Tariq Javed_______
PLAGIARISM UNDERTAKING I, _____Tariq Javed_________ S/o / D/o __Muhammad Younas_______________ Registration No. ___13-PRI-15684_____ Roll No. __48003___________________ a student of Ph.D. Education, solemnly declare that research work presented in the dissertation, titled “EFFECT OF CLASSROOM ENVIRONMENT, MOTIVATION AND TEACHER FEEDBACK ON ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN PAKISTAN“ is solely my research work with no significant contribution from any other person. Minor contribution/help wherever taken has been duly acknowledged and that complete dissertation has been written by me. I understand the zero tolerance, policy of the HEC and Mohi-ud-Din Islamic University, Nerian Sharif, AJ&K towards plagiarism. Therefore, I, as the Author of the above titled dissertation, declare that no portion of my dissertation has been plagiarized and any material used as reference is properly referred/cited. I undertake that if I am found guilty of any formal plagiarism in the above titled dissertation even after award of Ph.D. degree, the University reserves the right to withdraw/revoke my Ph.D. degree and that HEC and the University have the right to publish my name on the HEC/University Website on which names of students are placed who submitted plagiarized theses/dissertations.
Student’s Signature _____________ Date: _18.9.2017_________
Name __Tariq Javed____________
xii
TABLE OF CONTENTS CHAPTER 1
INTRODUCTION
1
1.1 Background
1
1.2 Statement of the Problem
7
1.3 Objectives of the Study
7
1.4 Null Hypotheses
8
1.6 Significance of the Study
9
1.7 Delimitations
CHAPTER 2
11
REVIEW OF LITERATURE
12
2.1 Learning
12
2.1.1
Learning Styles
15
2.1.2
Learning Tools
18
2.1.3
Learning Strategies
21
2.2 Theories of Learning
23
2.3 Individual Differences
26
2.4 Role of Teacher in Learning Process
30
2.5 Creative Learning
32
2.6 Academic Achievement
35
2.7 Classroom Environment
45
2.7.1
47
Covered Area and Size of Classroom
xiii
2.7.2
Physical Arrangement in the Classroom
50
2.7.3
Consequences of Sub standard Furniture and Fixtures
56
2.7.4
Preferences for Classroom Environment
57
2.7.5
Classroom Flipped Learning Model
59
2.7.6
IT Facilities in Classrooms
60
2.7.7
Teacher-Student Ratio
61
2.7.8
Freedom in the Classroom
65
2.7.9
Control of Disruptive Behavior
68
2.7.10
Corporal Punishment
68
2.7.11
Classrooms Management
70
2.8
Motivation
71
2.8.1
Types of Motivation
76
2.8.2
Elements of Motivation
94
2.8.3
Relationship of Motivation with Learning
95
2.9
Teacher Feedback
98
2.9.1
Feedback on Homework
107
2.9.2
Formative Feedback
111
2.9.3
Summative Feedback
116
2.9.4
Feedback on Writing
118
2.9.5
Feedback on Classroom Discussion
121
2.9.6
Conclusion
125 xiv
CHAPTER 3
METHODOLOGY
125
3.1
Design of the study
126
3.2
Theoretical Framework
128
3.3
Population
131
3.4
Sample & Sampling Procedure
134
3.5
Development of Research Instrument
137
3.5.1
Validity of Research Instrument
137
3.5.2
Reliability of Research Instruments
139
3.6
Data Collection
142
3.7
Analysis of Data
143
CHAPTER 4
DATA ANALYSIS
146
4.1
Demographic Data Analysis
147
4.2
Classroom Environment in Large Category Schools
152
4.2.1
Classroom Environment in Girls Schools of Large Category
152
4.2.2
Classroom Environment in Boys Schools of Large Category
157
4.3
Motivation in Large Category Schools
163
4.3.1
Motivation in Girls Schools of Large Category
163
4.3.2
Motivation in Boys Schools of Large Category
168
4.4
Teacher Feedback in Large Category Schools
174
4.4.1
Teacher Feedback in Girls Schools of Large Category
174
xv
4.4.2
Teacher Feedback in Boys Schools of Large Category
180
4.5
Classroom Environment in Medium Category Schools
186
4.5.1
Classroom Environment in Girls Schools of Medium Category
186
4.5.2
Classroom Environment in Boys Schools of Medium Category
191
4.6
Motivation in Medium Category Schools
196
4.6.1
Motivation in Girls Schools of Medium Category
196
4.6.2
Motivation in Boys Schools of Medium Category
201
4.7
Teacher Feedback in Medium Category Schools
207
4.7.1
Teacher Feedback in Girls Schools of Medium Category
207
4.7.2
Teacher Feedback in Boys Schools of Medium Category
213
4.8
Classroom Environment Small Category Schools
218
4.8.1
Classroom Environment in Girls Schools of Small Category
219
4.8.2
Classroom Environment in Boys Schools of Small Category
224
4.9
Motivation in Small Category Schools
229
4.9.1
Motivation in Girls Schools of Small Category
229
4.9.2
Motivation in Boys Schools of Small Category
234
4.10
Teacher Feedback in Small Category Schools
240
4.10.1
Teacher Feedback in Girls Schools of Small Category
240
4.10.2
Teacher Feedback in Boys Schools of Small Category
245
4.11
Classroom Environment and Academic Achievement in Large Category Schools
251
xvi
4.12
4.13
Classroom Environment and Academic Achievement in Medium Category Schools
256
Classroom Environment and Academic Achievement in Small Category Schools
260
4.14
Motivation and Academic Achievement in Large Category Schools
264
4.15
Motivation and Academic Achievement in Medium Category Schools
268
4.16
Motivation and Academic Achievement in Small Category Schools
272
4.17
Teacher Feedback and Academic Achievement in Large Category Schools
276
Teacher Feedback and Academic Achievement in Medium Category Schools
280
Teacher Feedback and Academic Achievement in Small Category Schools
284
Classroom Environment and Academic Achievement in all Category Schools
288
4.21
Motivation and Academic Achievement in all Category Schools
289
4.22
Teacher Feedback and Academic Achievement in all Category Schools
290
4.23
Classroom Environment, Motivation and Academic Achievement
291
4.24
Classroom Environment, Teacher Feedback and Academic Achievement 292
4.25
Motivation, Teacher Feedback and Academic Achievement
293
4.26
Classroom Environment, Motivation, Teacher Feedback and Academic Achievement
294
4.18
4.19
4.20
4.27
Discussion
295
4.27.1
Nature of Classroom Environment
295
xvii
4.27.2
Nature of Motivation
296
4.27.3
Nature of Teacher Feedback
297
CHAPTER 5 SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS 299 5.1
Summary
299
5.2
Findings
301
5.3
Conclusions
303
5.4
Recommendations
304
5.5
Topics for Further Research
305
References
306
Appendices
347
xviii
LIST OF TABLES Table
Title
Page
2.1
Grades of Academic Achievement
40
2.2
Covered Area of Classrooms
48
2.3
Height of writing Boards
48
2.4
Number of Students in Various Classes
63
2.5
Pupil-Teacher Ratio
64
2.6
Interpretation of Feedback
115
3.1
Population of the Study
133
3.2
Sample Size (S) Required for Given Population Size (N) for the Study
135
3.3
Sample of the Study
136
3.4
Detail of Statements of Research Instrument
139
3.5
Detail of Pilot Study
140
3.6
Reliability Statistics
141
3.7
Summary Items Statistics
141
3.8
ANOVA with Cochran’s Test
141
4.1.1
Response Rates from Large Category Schools
147
4.1.2
Response Rate from Medium Category Schools
148
4.1.3
Response Rate from Small Category Schools
148
4.1.4
Overall Category wise Percentage
149
4.1.5
Gender wise Distribution of Secondary School Teachers
149
4.1.6
Gender wise Distribution of Student Respondents
150
4.1.7
Academic Qualification of Teachers
150
4.1.8
Professional Qualification of Teachers
151
xix
4.1.9
Teaching Experience of Teachers
151
4.1.10
Designation of Teachers
152
4.2.1.1
Freedom for Educational Discussion in Classroom
153
4.2.1.2
Classroom Brightness
153
4.2.1.3
Enjoyable Environment of Classroom
153
4.2.1.4
Opportunity to Approach Students during Instruction
154
4.2.1.5
Classroom Creative Activities
154
4.2.1.6
Teaching Choice in Small and Large Classes
154
4.2.1.7
Adequate Classroom Temperature
155
4.2.1.8
Availability of Writing Board
155
4.2.1.9
Height of Writing Board in Classroom
155
4.2.1.10
Proper Guidance for Assignments/Homework
156
4.2.1.11
Management of Classroom Discipline
156
4.2.1.12
Probability of Rearranging Student Chairs
156
4.2.1.13
Information Technology in Classroom
157
4.2.1.14
Delightful Seating Arrangement
157
4.2.2.1
Freedom for Educational Discussion in Classroom
158
4.2.2.2
Classroom Brightness
158
4.2.2.3
Enjoyable Environment of Classroom
158
4.2.2.4
Opportunity to Approach Students during Instruction
159
4.2.2.5
Classroom Creative Activities
159
4.2.2.6
Teaching Choice in Small and Large Classes
159
4.2.2.7
Adequate Classroom Temperature
160
4.2.2.8
Availability of Writing Board
160
4.2.2.9
Height of Writing Board in Classroom
160
xx
4.2.2.10
Proper Guidance for Assignments/Homework
161
4.2.2.11
Management of Classroom Discipline
161
4.2.2.12
Probability of Rearranging Student Chairs
161
4.2.2.13
Information Technology in Classroom
162
4.2.2.14
Delightful Seating Arrangement
162
4.2.2.15
Overall Classroom Environment Scores in Large Category Schools
163
4.3.1.1
Exploration of Natural Talent
163
4.3.1.2
Expectations to Achieve High Grades from Students
164
4.3.1.3
Creating Interest for Learning
164
4.3.1.4
Student’s Desire for Learning with Interest
164
4.3.1.5
Student’s Control and Use of Emotions for Learning
165
4.3.1.6
Praise of Students during Learning Process
165
4.3.1.7
Encouragement of Students towards Problem Solving
165
4.3.1.8
Extrinsic Motivation through Computers and Internet to Achieve High Grades
166
4.3.1.9
Appreciation of Group Work of Students
166
4.3.1.10
Highly Motivated Students Achieve High Grades
167
4.3.1.11
Low Motivated Students Achieve Low Performance Level
167
4.3.1.12
Achievement of High Grades due to Extrinsic Motivation
167
4.3.1.13
Intrinsic Motivation towards Learning through Stories
168
4.3.1.14
Intrinsic Motivation through Personality of Teacher
168
4.3.2.1
Exploration of Natural Talent
169
4.3.2.2
Expectations to Achieve High Grades from Students
169
4.3.2.3
Creating Interest for Learning
169
xxi
4.3.2.4
Student’s Desire for Learning with Interest
170
4.3.2.5
Student’s Control and Use of Emotions for Learning
170
4.3.2.6
Praise of Students during Learning Process
170
4.3.2.7
Encouragement of Students towards Problem Solving
171
4.3.2.8
Extrinsic Motivation through Computers and Internet to Achieve High Grades
171
4.3.2.9
Appreciation of Group Work of Students
171
4.3.2.10
Highly Motivated Students Achieve High Grades
172
4.3.2.11
Low Motivated Students Achieve Low Performance Level
172
4.3.2.12
Achievement of High Grades due to Extrinsic Motivation
173
4.3.2.13
Intrinsic Motivation towards Learning through Stories
173
4.3.2.14
Intrinsic Motivation through Personality of Teacher
173
4.3.2.15
Overall Motivation Scores in Large Category Schools
174
4.4.1.1
Understanding Teacher’s Gestures during Teaching
174
4.4.1.2
Improvements in Teaching Learning due to Students Feelings about Teacher Feedback
175
4.4.1.3
Views about Teacher’s Comments being Helpful Feedback
175
4.4.1.4
Awareness of Students about Objectives of the Lesson
176
4.4.1.5
Provision of Immediate Feedback to Students on their Mistakes
176
4.4.1.6
Usefulness of Written Feedback on Assignments/Homework
176
4.4.1.7
Verbal Feedback about Content related Questions during Teaching
177
4.4.1.8
Importance of Verbal Feedback during Classroom Discussion
177
4.4.1.9
Focus of Teacher Feedback as per Individual Differences of Learners
177
4.4.1.10
Students Liking to Read and Follow Teacher’s Written Feedback
178
xxii
4.4.1.11
Teacher’s Feedback Reducing Cognitive Load of Students
178
4.4.1.12
Presentation of Present and Earlier Weaknesses in Summative Feedback
179
4.4.1.13
Improvements in Writing Skill with Teacher Feedback
179
4.4.1.14
Solution of Behavioral Problems with Teacher Feedback
179
4.4.2.1
Understanding Teacher’s Gestures during Teaching
180
4.4.2.2
Improvements in Teaching Learning due to Students Feelings about Teacher Feedback
180
4.4.2.3
Views about Teacher’s Comments being Helpful Feedback
181
4.4.2.4
Awareness of Students about Objectives of the Lesson
181
4.4.2.5
Provision of Immediate Feedback to Students on their Mistakes
181
4.4.2.6
Usefulness of Written Feedback on Assignments/Homework
182
4.4.2.7
Verbal Feedback about Content related Questions during Teaching
182
4.4.2.8
Importance of Verbal Feedback during Classroom Discussion
182
4.4.2.9
Focus of Teacher Feedback as per Individual Differences of Learners
183
4.4.2.10
Students Liking to Read and Follow Teacher’s Written Feedback
183
4.4.2.11
Teacher’s Feedback Reducing Cognitive Load of Students
184
4.4.2.12
Presentation of Present and Earlier Weaknesses in Summative Feedback
184
4.4.2.13
Improvements in Writing Skill with Teacher Feedback
184
4.4.2.14
Solution of Behavioral Problems with Teacher Feedback
185
4.4.2.15
Overall Teacher Feedback Scores in Large Category Schools
185
4.5.1.1
Freedom for Educational Discussion in Classroom
186
4.5.1.2
Classroom Brightness
186
4.5.1.3
Enjoyable Environment of Classroom
187
xxiii
4.5.1.4
Opportunity to Approach Students during Instruction
187
4.5.1.5
Classroom Creative Activities
187
4.5.1.6
Teaching Choice in Small and Large Classes
188
4.5.1.7
Adequate Classroom Temperature
188
4.5.1.8
Availability of Writing Board
188
4.5.1.9
Height of Writing Board in Classroom
189
4.5.1.10
Proper Guidance for Assignments/Homework
189
4.5.1.11
Management of Classroom Discipline
189
4.5.1.12
Probability of Rearranging Student Chairs
190
4.5.1.13
Information Technology in Classroom
190
4.5.1.14
Delightful Seating Arrangement
190
4.5.2.1
Freedom for Educational Discussion in Classroom
191
4.5.2.2
Classroom Brightness
191
4.5.2.3
Enjoyable Environment of Classroom
191
4.5.2.4
Opportunity to Approach Students during Instruction
192
4.5.2.5
Classroom Creative Activities
192
4.5.2.6
Teaching Choice in Small and Large Classes
193
4.5.2.7
Adequate Classroom Temperature
193
4.5.2.8
Availability of Writing Board
193
4.5.2.9
Height of Writing Board in Classroom
194
4.5.2.10
Proper Guidance for Assignments/Homework
194
4.5.2.11
Management of Classroom Discipline
194
4.5.2.12
Probability of Rearranging Student Chairs
195
4.5.2.13
Information Technology in Classroom
195
4.5.2.14
Delightful Seating Arrangement
195
xxiv
4.5.2.15
Overall Classroom Environment Scores in Medium Category Schools
196
4.6.1.1
Exploration of Natural Talent
196
4.6.1.2
Expectations to Achieve High Grades from Students
197
4.6.1.3
Creating Interest for Learning
197
4.6.1.4
Student’s Desire for Learning with Interest
197
4.6.1.5
Student’s Control and Use of Emotions for Learning
198
4.6.1.6
Praise of Students during Learning Process
198
4.6.1.7
Encouragement of Students towards Problem Solving
198
4.6.1.8
Extrinsic Motivation through Computers and Internet to Achieve High Grades
199
4.6.1.9
Appreciation of Group Work of Students
199
4.6.1.10
Highly Motivated Students Achieve High Grades
199
4.6.1.11
Low Motivated Students Achieve Low Performance Level
200
4.6.1.12
Achievement of High Grades due to Extrinsic Motivation
200
4.6.1.13
Intrinsic Motivation towards Learning through Stories
201
4.6.1.14
Intrinsic Motivation through Personality of Teacher
201
4.6.2.1
Exploration of Natural Talent
202
4.6.2.2
Expectations to Achieve High Grades from Students
202
4.6.2.3
Creating Interest for Learning
202
4.6.2.4
Student’s Desire for Learning with Interest
203
4.6.2.5
Student’s Control and Use of Emotions for Learning
203
4.6.2.6
Praise of Students during Learning Process
203
4.6.2.7
Encouragement of Students towards Problem Solving
204
4.6.2.8
Extrinsic Motivation through Computers and Internet to Achieve High Grades
204
xxv
4.6.2.9
Appreciation of Group Work of Students
204
4.6.2.10
Highly Motivated Students Achieve High Grades
205
4.6.2.11
Low Motivated Students Achieve Low Performance Level
205
4.6.2.12
Achievement of High Grades due to Extrinsic Motivation
205
4.6.2.13
Intrinsic Motivation towards Learning through Stories
206
4.6.2.14
Intrinsic Motivation through Personality of Teacher
206
4.6.2.15
Overall Motivation Scores in Medium Category Schools
207
4.7.1.1
Understanding Teacher’s Gestures during Teaching
207
4.7.1.2
Improvements in Teaching Learning due to Students Feelings about Teacher Feedback
208
4.7.1.3
Views about Teacher’s Comments being Helpful Feedback
208
4.7.1.4
Awareness of Students about Objectives of the Lesson
208
4.7.1.5
Provision of Immediate Feedback to Students on their Mistakes
209
4.7.1.6
Usefulness of Written Feedback on Assignments/Homework
209
4.7.1.7
Verbal Feedback about Content related Questions during Teaching
210
4.7.1.8
Importance of Verbal Feedback during Classroom Discussion
210
4.7.1.9
Focus of Teacher Feedback as per Individual Differences of Learners
210
4.7.1.10
Students Liking to Read and Follow Teacher’s Written Feedback
211
4.7.1.11
Teacher’s Feedback Reducing Cognitive Load of Students
211
4.7.1.12
Presentation of Present and Earlier Weaknesses in Summative Feedback
212
4.7.1.13
Improvements in Writing Skill with Teacher Feedback
212
4.7.1.14
Solution of Behavioral Problems with Teacher Feedback
212
4.7.2.1
Understanding Teacher’s Gestures during Teaching
213
xxvi
4.7.2.2
Improvements in Teaching Learning due to Students Feelings about Teacher Feedback
213
4.7.2.3
Views about Teacher’s Comments being Helpful Feedback
214
4.7.2.4
Awareness of Students about Objectives of the Lesson
214
4.7.2.5
Provision of Immediate Feedback to Students on their Mistakes
214
4.7.2.6
Usefulness of Written Feedback on Assignments/Homework
215
4.7.2.7
Verbal Feedback about Content related Questions during Teaching
215
4.7.2.8
Importance of Verbal Feedback during Classroom Discussion
215
4.7.2.9
Focus of Teacher Feedback as per Individual Differences of Learners
216
4.7.2.10
Students Liking to Read and Follow Teacher’s Written Feedback
216
4.7.2.11
Teacher’s Feedback Reducing Cognitive Load of Students
217
4.7.2.12
Presentation of Present and Earlier Weaknesses in Summative Feedback
217
4.7.2.13
Improvements in Writing Skill with Teacher Feedback
217
4.7.2.14
Solution of Behavioral Problems with Teacher Feedback
218
4.7.2.15
Overall Teacher Feedback Scores in Medium Category Schools
218
4.8.1.1
Freedom for Educational Discussion in Classroom
219
4.8.1.2
Classroom Brightness
219
4.8.1.3
Enjoyable Environment of Classroom
219
4.8.1.4
Opportunity to Approach Students during Instruction
220
4.8.1.5
Classroom Creative Activities
220
4.8.1.6
Teaching Choice in Small and Large Classes
221
4.8.1.7
Adequate Classroom Temperature
221
4.8.1.8
Availability of Writing Board
221
4.8.1.9
Height of Writing Board in Classroom
222
xxvii
4.8.1.10
Proper Guidance for Assignments/Homework
222
4.8.1.11
Management of Classroom Discipline
222
4.8.1.12
Probability of Rearranging Student Chairs
223
4.8.1.13
Information Technology in Classroom
223
4.8.1.14
Delightful Seating Arrangement
223
4.8.2.1
Freedom for Educational Discussion in Classroom
224
4.8.2.2
Classroom Brightness
224
4.8.2.3
Enjoyable Environment of Classroom
224
4.8.2.4
Opportunity to Approach Students during Instruction
225
4.8.2.5
Classroom Creative Activities
225
4.8.2.6
Teaching Choice in Small and Large Classes
226
4.8.2.7
Adequate Classroom Temperature
226
4.8.2.8
Availability of Writing Board
226
4.8.2.9
Height of Writing Board in Classroom
227
4.8.2.10
Proper Guidance for Assignments/Homework
227
4.8.2.11
Management of Classroom Discipline
227
4.8.2.12
Probability of Rearranging Student Chairs
228
4.8.2.13
Information Technology in Classroom
228
4.8.2.14
Delightful Seating Arrangement
228
4.8.2.15
Overall Classroom Environment Scores in Small Category Schools
229
4.9.1.1
Exploration of Natural Talent
229
4.9.1.2
Expectations to Achieve High Grades from Students
230
4.9.1.3
Creating Interest for Learning
230
4.9.1.4
Student’s Desire for Learning with Interest
230
xxviii
4.9.1.5
Student’s Control and Use of Emotions for Learning
231
4.9.1.6
Praise of Students during Learning Process
231
4.9.1.7
Encouragement of Students towards Problem Solving
231
4.9.1.8
Extrinsic Motivation through Computers and Internet to Achieve High Grades
232
4.9.1.9
Appreciation of Group Work of Students
232
4.9.1.10
Highly Motivated Students Achieve High Grades
233
4.9.1.11
Low Motivated Students Achieve Low Performance Level
233
4.9.1.12
Achievement of High Grades due to Extrinsic Motivation
233
4.9.1.13
Intrinsic Motivation towards Learning through Stories
234
4.9.1.14
Intrinsic Motivation through Personality of Teacher
234
4.9.2.1
Exploration of Natural Talent
234
4.9.2.2
Expectations to Achieve High Grades from Students
235
4.9.2.3
Creating Interest for Learning
235
4.9.2.4
Student’s Desire for Learning with Interest
235
4.9.2.5
Student’s Control and Use of Emotions for Learning
236
4.9.2.6
Praise of Students during Learning Process
236
4.9.2.7
Encouragement of Students towards Problem Solving
236
4.9.2.8
Extrinsic Motivation through Computers and Internet to Achieve High Grades
237
4.9.2.9
Appreciation of Group Work of Students
237
4.9.2.10
Highly Motivated Students Achieve High Grades
237
4.9.2.11
Low Motivated Students Achieve Low Performance Level
238
4.9.2.12
Achievement of High Grades due to Extrinsic Motivation
238
4.9.2.13
Intrinsic Motivation towards Learning through Stories
238
xxix
4.9.2.14
Intrinsic Motivation through Personality of Teacher
239
4.9.2.15
Overall Motivation Scores in Small Category Schools
239
4.10.1.1
Understanding Teacher’s Gestures during Teaching
240
4.10.1.2
Improvements in Teaching Learning due to Students Feelings about Teacher Feedback
240
4.10.1.3
Views about Teacher’s Comments being Helpful Feedback
241
4.10.1.4
Awareness of Students about Objectives of the Lesson
241
4.10.1.5
Provision of Immediate Feedback to Students on their Mistakes
241
4.10.1.6
Usefulness of Written Feedback on Assignments/Homework
242
4.10.1.7
Verbal Feedback about Content related Questions during Teaching
242
4.10.1.8
Importance of Verbal Feedback during Classroom Discussion
243
4.10.1.9
Focus of Teacher Feedback as per Individual Differences of Learners
243
4.10.1.10 Students Liking to Read and Follow Teacher’s Written Feedback
243
4.10.1.11 Teacher’s Feedback Reducing Cognitive Load of Students
244
4.10.1.12 Presentation of Present and Earlier Weaknesses in Summative Feedback
244
4.10.1.13 Improvements in Writing Skill with Teacher Feedback
245
4.10.1.14 Solution of Behavioral Problems with Teacher Feedback
245
4.10.2.1
Understanding Teacher’s Gestures during Teaching
245
4.10.2.2
Improvements in Teaching Learning due to Students Feelings about Teacher Feedback
246
4.10.2.3
Views about Teacher’s Comments being Helpful Feedback
246
4.10.2.4
Awareness of Students about Objectives of the Lesson
247
4.10.2.5
Provision of Immediate Feedback to Students on their Mistakes
247
4.10.2.6
Usefulness of Written Feedback on Assignments/Homework
247
xxx
4.10.2.7
Verbal Feedback about Content related Questions during Teaching
248
4.10.2.8
Importance of Verbal Feedback during Classroom Discussion
248
4.10.2.9
Focus of Teacher Feedback as per Individual Differences of Learners
248
4.10.2.10 Students Liking to Read and Follow Teacher’s Written Feedback
249
4.10.2.11 Teacher’s Feedback Reducing Cognitive Load of Students
249
4.10.2.12 Presentation of Present and Earlier Weaknesses in Summative Feedback
250
4.10.2.13 Improvements in Writing Skill with Teacher Feedback
250
4.10.2.14 Solution of Behavioral Problems with Teacher Feedback
250
4.10.2.15 Overall Teacher Feedback Scores in Small Category Schools
251
4.11
Classroom Environment and Academic Achievement in Large Category Schools
251
4.11.1
Views of Female Teachers
252
4.11.2
Views of Class X Girls
253
4.11.3
Views of Male Teachers
254
4.11.4
Views of Class X Boys
255
4.12
Motivation and Academic Achievement in Medium Category Schools
256
4.12.1
Views of Female Teachers
256
4.12.2
Views of Class X Girls
257
4.12.3
Views of Male Teachers
258
4.12.4
Views of Class X Boys
259
4.13
Teacher Feedback and Academic Achievement in Small Category 260 Schools
4.13.1
Views of Female Teachers
260
4.13.2
Views of Class X Girls
261 xxxi
4.13.3
Views of Male Teachers
262
4.13.4
Views of Class X Boys
263
4.14
Motivation and Academic Achievement in Large Category Schools
264
4.14.1
Views of Female Teachers
264
4.14.2
Views of Class X Girls
265
4.14.3
Views of Male Teachers
266
4.14.4
Views of Class X Boys
267
4.15
Motivation and Academic Achievement in Medium Category Schools
268
4.15.1
Views of Female Teachers
268
4.15.2
Views of Class X Girls
269
4.15.3
Views of Male Teachers
270
4.15.4
Views of Class X Boys
271
4.16
Motivation and Academic Achievement in Small Category Schools
272
4.16.1
Views of Female Teachers
272
4.16.2
Views of Class X Girls
273
4.16.3
Views of Male Teachers
274
4.16.4
Views of Class X Boys
275
4.17
Teacher Feedback and Academic Achievement in Large Category 276 Schools
4.17.1
Views of Female Teachers
276
4.17.2
Views of Class X Girls
277
4.17.3
Views of Male Teachers
278
4.17.4
Views of Class X Boys
279
xxxii
4.18
Teacher Feedback and Academic Achievement in Medium Category Schools
280
4.18.1
Views of Female Teachers
280
4.18.2
Views of Class X Girls
281
4.18.3
Views of Male Teachers
282
4.18.4
Views of Class X Boys
283
4.19
Teacher Feedback and Academic Achievement in Small Category 284 Schools
4.19.1
Views of Female Teachers
284
4.19.2
Views of Class X Girls
285
4.19.3
Views of Male Teachers
286
4.19.4
Views of Class X Boys
287
4.20.1
Overall Effect of Classroom Environment on Academic Achievement
288
4.21.1
Overall Effect of Motivation on Academic Achievement
289
4.22.1
Overall Effect of Teacher Feedback on Academic Achievement
290
4.23.1
Effect of Classroom Environment and Motivation on Academic Achievement
291
4.24.1
Effect of Classroom Environment and Teacher Feedback on Academic Achievement
292
4.25.1
Effect of Motivation and Teacher Feedback on Academic Achievement
293
4.26.1
Effect of Classroom Environment, Motivation and Teacher Feedback on Academic Achievement
294
xxxiii
LIST OF APPENDICES Appendix
A
Title
Page
Annual Results of Boys and Girls in Class IX from Large Category
348
Annual Results of Boys and Girls in Class IX from Medium Category
350
Annual Results of Boys and Girls in Class IX from Small Category
351
Population List of Boys & Girls Secondary Schools in Large Category
352
Population List of Boys & Girls Secondary Schools in Medium Category
357
Population List of Boys & Girls Secondary Schools in Small Category
360
G
Sample List of Boys Schools in Large Category
362
H
Sample List of Girls Schools in Large Category
363
I
Sample List of Boys Schools in Medium Category
364
J
Sample List of Girls Schools in Medium Category
365
K
Sample List of Boys Schools in Small Category
366
L
Sample List of Girls Schools in Small Category
367
M
Questionnaire for Secondary School Teachers
368
N
Questionnaire for Students
371
O
List of Experts for Validation of Questionnaire
373
B
C
D
E
F
xxxiv
LIST OF FIGURES Figure
Title
Page
2. 1
Input, process and output flow chart of academic achievement
37
2.2
Factors of Classroom Environment
47
2.3
Factors Effecting Learner Academic Achievement
80
2.4
Factors making Teacher Feedback
100
2.5
Relationship of Learning Process and Effectiveness
124
3.1
Research Design of the Study
128
3.2
Conceptual Framework of the study
130
xxxv
CHAPTER 1 INTRODUCTION
1.1
Background The issue of classroom environment, motivation and teacher feedback during
the teaching learning process in education system of Pakistan is often not properly addressed according to needs and perceptions of secondary school students. Although students learn knowledge in schools, but still there is a lack of critical thinking, problem solving skills and decision making abilities, which are essential ingredients for democratic life of a nation (Dean, 2005). Education is a substantial and constructive activity, which provides sources for intellectual power, ideological, critical thinking and moral training to individuals, so as to enable them to have full awareness of their purpose in life. It enables them to achieve the aims or objectives of life. It is a tool for spiritual growth as well as fulfillment of socially acceptable values in relation to human needs within the content of Islamic apprehension. Education is an effective tool for developing the behavior and attitude of individuals in accordance with the values of purity to help and develop a sound Islamic society (Govt. of Pakistan, 2010). The factors which influence the thinking and learning styles of the learners in classroom environment include type of school, location of the school, gender, diversity of learners, ethnic differences, learning environment and subject area (Huang, 2003).
1
Pink (2005) stated that classroom culture may be provide the facility and opportunity for thinking, innovation and creativity to learners. The content organization should also focus on logical construction of new knowledge. The classroom of twenty first century will be influenced by different types of capabilities of learners which include different learning styles, activity based learning and brain based learning. Many researchers have admitted the fact that theory and research can be used for improvement in school climate including classroom environment. The extensive literature exists about school effectiveness on environmental conditions of learners and their social and cognitive development, which can be utilized to improve classroom environment. The relationship between classroom environment and issues related to academic achievement, teacher student ratio, staff problems needs to be addressed. Most of the studies have been conducted in this regard during the last decade. The school is expected to achieve highly valued outcomes from learners, which is focused on learner centered and accountability. The educational institution should teach skills, knowledge, creativity, innovations, technology, global languages and critical thinking which are needed for survival in the global and virtual world. The organization, arrangement and decoration of classroom creates attractive environment for learners. Classroom environment provides the motivation of ownership to students. Students are more specifically careful about their classroom. Classroom environment may facilitate and accept all instructional methods that are used for teaching learning process. Children are God gifted to us and they are very sensitive to temperature. Children feel coldness in winter and warmth in summer due to low resistance power. The areas of classroom should be accessible to all children.
2
Colorful walls of the classroom provide pleasant effect on learners during learning (Scott and Bucholz, 2008). Classroom environment provides the relationship between teachers and pupils. There is significant difference in teaching learning process between trustful and supportive classroom environment and traditional classroom environment. Stressful climate of learning classroom is factor of poor academic achievement of learners because it establishes negative corelation between learners and their academic achievements (Senior, 2002). Patrick, Ryan & Kaplan (2007) have stated that classroom environment involves educational concepts, physical atmosphere, cognitive domains, social contexts, instructional tools and a broad range of academic achievements and performances. Many researchers have observed the relationship among different variables such as environment with outcomes, learning, motivation, engagement for learning time and feedback and behavior of a person depends upon the environment. Classroom size effects directly or indirectly the behavior of teachers and learners. Studies have also found that larger classroom with greater number of students face more stress, problems and issues as compared to classroom with smaller number of learners. Most of the teachers use same instructional strategies for both smaller and larger classrooms. However, administrative problems can be minimized through proper motivation and positive feedback of teacher. There is a strong relationship among classroom environment, behaviors of learner and academic outcome. Most innovative tools for formation of classroom climate can be used in school improvement plan. Opinions and perceptions are the two basic tools through which effective classroom environment can be established. Opinion refers to statistical information while perception is linked with behavior. There is positive, permanent,
3
effective and strong relationship between motivation and engagement of learners with perception of classroom environment which is built on social norms. The perception of classroom environment can be made effective through mutual respect and honor so that learners feel confidence and autonomy in learning and in this way learners become able to complete their assignments successfully. Learners can also be made more
progressive
with
pleasant
classroom
environment,
motivation
and
encouragement by teachers. Fraser (2002) has developed a scale WIHIC (What Is Happening In the Classroom) to find out the measurement of perceptions of students about classroom environment. WIHIC scale consists of classroom dimensions, involvement of students in learning process, teacher’s support, investigation, cooperation, teacher’s feedback and task orientation. It is an admitted fact that physical environment of classroom effects teaching learning process. It can also have effect on the performance of students and teachers. The arrangement of learning environment comprises learners, teachers, physical infrastructure and teaching aids (Lippmann, 2010). Motivation closely relates to learning. In other words learning cannot take place without motivation. The role of motivation is effective particularly on academic achievement of learners. Motivation is the effective tool through which learner may be able to achieve educational goals. Motivation enhances the pace of learning and performance during teaching learning process in classroom. It also provides direction of doing task to learners. Motivation links directly or indirectly to high or low achievement of the learner (Brown, 2001). Melucci (2010) has stated that all human beings want to engage themselves in different behaviors to achieve success for survival. Intrinsic theory of motivation is
4
based on intrinsic and biological factors. Most of the animals seasonally migrated from one place to another due to their specific needs because of their intrinsic motivation, which may occur on the basis of their needs. Similarly, learners are also motivated in certain behaviors due to natural inborn characteristics. Bernstein (2011) has viewed that people are attracted towards certain behaviors due to positive incentives and hated from certain behavior due to negative consequences. The gap between behaviors and individual differences vary from person to person or from one situation to another situation. The value of a person can be traced on the basis of available incentives. According to incentive theory of motivation learners are motivated towards certain behaviors in order to achieve goals due to extrinsic motivation. Similarly drive theory of motivation explains that some learners are motivated to do certain things due to reduction in their internal anxiety and tension. Motivation is an important element through which learning can be enhanced in classroom environment. It is a difficult and time consuming factor. The role of teachers and parents is very significant for promotion of motivation among students. Proper guidance, counseling and supportive style of teacher develops interest of learners towards learning and high academic achievement. Teacher can help the student for the selection of assignment at their own choice. Sense of control and motivation power can be developed among learners with the help of teacher’s support, guidance and counseling. In this way learners feel autonomy and may be increased their interest in learning with enjoyment. Supportive style of teacher involves careful listening, advice, encouragement, empathy, kindness and love (Reeve and Hyungshim, 2006).
5
Most of the teachers do not take interest in finding out individual interest of the learner. Interest is directly linked to the classroom learning environment, so teachers should take into account control over individual interest. Effective learning results in enhancement of academic achievement with the knowledge and understanding about the situational interest. Teaching strategies, assignments, presentations, contextual factors, learning environment and learning experiences are the basic ingredients through which situational interest can be modified (Durik &Harackiewicz, 2007; & Dyson, 2002). Bound (2010) has studied that it is an admitted fact that feedback of teacher has a great impact on learner’s academic achievement. There are two main types of feedback that are intrinsic feedback and extrinsic feedback. The role of extrinsic feedback is to provide justification to learner about particular achievement while intrinsic feedback facilitates the learner to develop learning behavior during teaching learning process. The feedback provides the information to learner about strengths and weaknesses of their achievements and also provides guidelines for future task. So, feedback refers to two way communication between learner and teacher. In the same context Kerr (2008) believed that learners can develop their concept and understanding and can improve their academic achievement with the help of right kind of feedback. It means that feedback acts like a bridge between existing gap and desired gap set by the teachers for achievement of learner in classroom environment. It can be concluded from above discussion that classroom environment, motivation of learners and proper, timely and positive feedback has importance in teaching learning process to enhance achievement level of the learners. Learners can be motivated through teacher feedback in classroom environment during teaching learning process in order to not only obtain high level of achievement but it plays an
6
important function to enhance the level of achievement of slow learners. In the slow learners, average and most talented learners can obtain benefit from motivation and teacher feedback in classroom environment. Sometimes students feel difficulty and even most talented learner face a lot of problems in classroom environment during teaching learning process in order to achieve high or average level of achievement, so in this way students consider that formal education is dull and boring for them. This practice is often carried out in classroom learning environment because of poor pedagogy, less practical applications, poor classroom environment, insufficient motivation level for the satisfaction of learners and improper feedback of teacher during teaching learning process in Pakistan. There is a need to explore the nature of motivation, classroom environment and style of feedback of teacher for secondary school students in Pakistan in order to enhance achievement level of learners, which facilitates the young generation that could lead the nation towards progress and prosperity.
1.2
Statement of the Problem The academic achievement of learner depends upon many factors, but this
study addresses the factors of classroom environment, motivation and teacher feedback in classroom. This is why the study “The effect of classroom environment, motivation and teacher feedback on academic achievement of secondary school students in Pakistan” was undertaken.
1.3
Objectives of the Study The following were the objectives of the study: i.
To find out the nature of classroom environment at secondary school level.
ii.
To explore the nature of motivation at secondary school level. 7
iii.
To identify the mode and style of feedback by the teacher at secondary school level.
iv.
To find out the effect of classroom environment on the academic achievement at secondary school level.
v.
To relate the effect of motivation on the academic achievement at secondary school level.
vi.
To measure the effect of teachers feedback on the academic achievement at secondary school level.
vii.
To measure the effect of classroom environment, motivation and teacher feedback on the academic achievement at secondary school level.
1.4
Null Hypotheses In order to achieve the objectives of the study, following hypotheses were
framed: 𝐻𝑜1 :
There is no association between overall classroom environment scores of male and female.
𝐻𝑜2 :
There is no association between overall motivation scores of male and female.
𝐻𝑜3 :
There is no association between overall teacher feedback scores of mal𝑒 and female.
𝐻𝑜4 :
There is no association between academic achievement and classroom environment of secondary school students.
𝐻𝑜5 :
There is no association between academic achievement and motivation of secondary school students.
𝐻𝑜6 :
There is no association between academic achievement and teacher 8
feedback of secondary school students. 𝐻𝑜7 :
There is no association among academic achievement, classroom environment and motivation of secondary school students.
𝐻𝑜8 :
There is no association among academic achievement, classroom environment and teacher feedback of secondary school students.
𝐻𝑜9 :
There is no association among academic achievement, motivation and teacher feedback of secondary school students.
𝐻𝑜10 :
There is no association among academic achievement, classroom environment, motivation, and teacher feedback of secondary school students.
1.6
Significance of the Study The meaning of life is worthless without any goal or aim. Every human being
has goals or aims which may be diverse in nature. The desire to achieve higher academic achievement is inherited by every human being since birth for successful survival in society. It has been observed through the literature review that classroom environment has direct influence on academic achievement of learners. Classroom environment is a formal way of learning in which learners can be motivated through positive feedback of instructor. It has been also noticed that intrinsic motivation and extrinsic motivation plays an important role for high academic achievement of learners and right type of feedback of the instructor develops the strong relationship between learner and the learning environment. Higgins et al., (2005) has concluded that low achiever learners are directly affected by desk arrangements. The learning behavior during task is increased when 9
the learners are allowed to sit in proper rows. Many researchers argued that seating arrangements of learners in classroom environment is significantly important for effective transfer of knowledge. Seating arrangement in classroom can be organized territorial or functional. Territorial arrangement refers to the type of arrangement in which space must be organized on the basis of desk ownership by each individual, while functional arrangement refers to activity base space among learners. In the same context Stevenson (2007) has stated that there are different classroom seating arrangements for different teaching and learning context. The purposed study will be very helpful for teachers, students, principals, top level management and policy makers as they will have more additional information about necessary features affecting teaching learning process. The study will also have significant importance for teachers as they use feedback in classroom. Its impact on academic achievement will help them in teaching learning process. The study will also provide opportunities to encourage teacher and student dialogue around learning. Teachers at school would also be more aware of the need for motivating learners by using variety of motivation techniques. The study may lead to arrangements for continues professional development of teachers in relation to motivation and right type of feedback. The study might be helpful for teachers in relation to effect of classroom environment on learner’s academic achievement. The study will be of great significance as it will helpful to measure effect of classroom environment on academic achievement. The study will be helpful in creating awareness among teachers about effect of intrinsic motivation and extrinsic motivation. The study will also lead to creating overall conducive environment for learning and to enhance academic achievement. The outcome of this study would bring collaborative learning
10
environment among principals, teachers and learners in classroom environment to elevate high academic achievement.
1.7
Delimitations The study was delimited to the following: i.
All Federal Government Secondary Schools for boys and girls except co-education institutions and F. G. Fazzaia secondary schools under the administrative control of Directorate Federal Government Educational Institutions (Cantt/Garrsion) Sir Syed Road Rawalpindi Cantt.
ii.
Class X students enrolled in academic session 2013-15.
11
CHAPTER 2 REVIEW OF LITERATURE 2.1
Learning According to behaviorists school of thought learning is a process linked with
conditioning situation and it can be associated with system of reward and target. It means that behavior of an individual is controlled by instrumental conditioning. Positive and negative reinforcement encourages a practical behavior while the same level of punishment decreases it (Baum, 2005). The believers of cognitive theory explain that learning is a change in behavior which is a lean statement over the complexities of human environment and power of retention. Learning is a framework of understanding of thought and way to solve problems. They also believe that human mind is the source of information and the process of thinking in human mind is another name of computing something. Attention, memory, logical reasoning and recall are the ingredients of mind through which a series of information are taken in to achieve a particular task (Malone, 2009). The constructivism advocates express that learning is based upon previous knowledge while acquisition of knowledge and skills is a series of action and steps of an individual towards construction of knowledge. Human beings gain knowledge with the help of their experiences and with their environment. Learners can be motivated to solve problems and to get mastery over it in learning process (Ormrod, 2012). Learning is a process of obtaining new knowledge, skills, values and desire. It involves different kinds of information. One cannot seek all the information at one time it rather is based upon previous knowledge. Learning is not a collection of facts and figures but it is a process of enhancing existing knowledge. Temporary and 12
permanent change in behavior is directly or indirectly linked with learning. Learning provides a permanent change in behavior and attitude of learners (Joshi, Venkatasubrahmanyam & Anvekar, 2014). Marsick & Watkins (2001) has viewed that learning refers to acquire knowledge, skills, attitudes and abilities through the combination of formal, non formal and informal ways. Most of the learning depends upon activities of daily life in relation to task, family or free time activities without any organization and structure. These daily life tasks do not have any learning time, any specific objectives and certification. Informal learning is an intentional way of learning and sometimes it is non-intentional. The informal learning can be carried out in institutions, but it is not classroom based, organized and structured learning. Colley, Hodkinson & Malcolm (2003) have differentiated between informal and formal learning. Teachers are not involved during informal learning while teachers are considered as an authority in educational premises during formal learning. Learner control is a key factor in informal learning, while teacher control is an important factor in formal learning during teaching learning process. Rohs (2007) has stated differentiation between informal and formal learning: (1) Learning intention is organized through pedagogy in formal learning, while informal learning is based on problem solving demand, (2) Formal learning is organized and structured, while informal learning is not organized and non structured, (3) Content is fixed in formal learning while content is holistic in nature in informal learning, (4) Teacher control is important in formal learning while informal learning is self directed learning, (5) Formal learning is conscious learning while informal is non conscious learning and (6) Formal learning is focused on theoretical knowledge while informal learning is totally based on experiential knowledge.
13
The interest of a learner during classroom teaching learning process relates with trust of the learner on teacher and classroom environment. If learners do not trust the instructor then directly or indirectly resistance and learning problems can be created, directly or indirectly, in classroom environment. The communication in the classroom environment by the instructor should be effective and goal oriented. The teacher should organize content and arrange effective delivery modes of transitions. The effective two way communication is essential for teaching learning process which creates strong relationship between teachers and learners (Chesebro & Martin, 2010). Learning process cannot be promoted without involvement of learners. Active learners perform better as compared to passive. Active learners are creative in classroom assignments. Learners are motivated and encouraged to become active in classroom through open discussion and two way communication (Matveev & Milner, 2010). It has also been proved in the last few decades that learners feel enjoyment during learning process in learner-centered approach as compared to teacher-centered one (Limbach & Waugh, 2010). The process of collecting information can be said to be learning. In this process, learner associates collected information with previous to learn new knowledge (Simina & Hamel, 2005). The window of new world is opened in front of learner as a result of a combination of new information and previous knowledge. New knowledge is based upon understanding and idea of new information. Learning is a process of innovations and its value and scope are different for each and every individual. Meaningful learning can be explored with the help of previous and existing ideas, active participation of learner, collaborative approach and group work (Hunter & Krantz, 2010).
14
2.1.1 Learning Styles The style of evidence based teaching is becoming more popular than other styles of teaching in recent years. This style of teaching in formal classroom has increased effect on learning outcome. The evidence based teaching provides opportunities for teachers to manipulate the learning environment for each and every student in teaching learning process. The main focus of this style of teaching is development, growth and formation of intellectual abilities of learner (Griffin, 2007). Michael (2006) has presented five key findings about active learning during teaching learning process in relation to any level of education: i.
Learners relate new knowledge with the previous existing knowledge and information to understand the meaning of learning. Human brain assembles the new and old knowledge for the construction of new knowledge and to make the conceptual change logically and systematically.
ii.
Most of the students know about the facts of knowledge but they are not able to solve problems by applying it, because there is a major difference between learning facts and to do something. More opportunities, teacher feedback and practice are necessary to use knowledge, skills and abilities to solve problems successfully. The sequence from easy to complex towards problem solving is considered as the best approach to solve problems in active learning.
iii.
Specific learning occurred in specific environment while many facts are transferred to other domains of human brain. This is the reason why students use knowledge, skills and attitudes in different subjects.
15
iv.
Students learn more in groups as compared to learning individually. Peers create competition approach among learners and learners are motivated to achieve goals.
v.
Learners can explain the content in their own words after meaningful learning. The desire to have high academic achievement is present among the learners
since childhood. Most of the learners face difficulties and problems in the process of achievement. Problems during teaching learning process are those situations in which learners are motivated to achieve objectives in the presence of obstacles. These obstacles do not allow the learners to achieve something, but motivation is the best tool to reduce problems and enhance the level of achievement (Ross & Markman, 2005). In the same context, Woolfolk (2004) has described that problem is the initial stage of goal achievement. It provides the path to achieve the solution of the problem. Learners can overcome the problems with the help of their skills, knowledge and abilities acquired by them in learning process. The fundamental tool in teaching learning process is mindfulness. Mindfulness is calm and unemotional listening of sounds and voices during learning to create power of thinking. Mindfulness involves the participation of mind, heart and all the five senses in learning process without any judgment. It provides the basis for ethical, social interaction and democratic values. Mindfulness is considered as a most powerful tool in teaching learning process to enhance the pedagogical practices. A lot of practice is involved in mindfulness. It is fully based on interaction among the learners and teachers to focus on only the present situation of learning. The process of mindfulness requires patience and tolerance, but tolerance should not be used as a confusing agent. Learners and teachers use mindfulness to create the decision making
16
power during teaching learning process. The root of mindfulness is derived from Freire’s pedagogy of freedom and Bloom’s taxonomy of learning. The main focus of Freire’s pedagogy of freedom and Bloom’s taxonomy is that the involvement of research, culture and learners in teaching learning process and the creation of possibilities for construction of knowledge, skills and attitudes for learners (Dannielle, 2014). The learning style of each individual is different from each other. Joshi, Venkatasubrahmanyam & Anvekar (2014) have presented three common features of cognitive learning styles: (i)
Visible: This style of learning involves graphs, pictures, videos and other visual aids. It provides perception rules to learners. An individual becomes able to memorize and recall the information through visible learning. Students feel satisfaction on watching videos instead of lectures.
(ii)
Voice: Hearing and speaking are used in this type of learning. Appropriate sounds help the learner to get information. Learners can retain and use information with the help of hearing and speaking. Background music and different types of sounds help to recall.
(iii)
Sensory: New knowledge is acquired through practical or activity. Group work technique is used to learn in less time. Generally sensory learning is effective in learning. Learning styles relate to teaching styles but are used to make
classroom environment more motivated towards learning and enhancement in academic achievement level.
17
2.1.2 Learning Tools Zajonc (2009) has explained that situation mediation would be used as a future pedagogical tool for classroom instruction. Mediation is a dramatic situation in which learners enter to obtain knowledge spiritually during teaching learning process. Spiritual type of imaginative mediation can be used to transfer of knowledge through the effective religious and classical content. Practice, patience and tolerance are the necessary requirements to promote imaginative mediation. The engagement of learners in teaching learning process is necessary to achieve objectives of the learning. The engaged methodology is the combination of union of minds, body and intrinsic motivation of learners through which learning becomes love for learners in classroom as well as in daily life experiences. Rendon (2008) has stated some points for teaching learning process after the study of engaged integrative learning: i.
Transfer of knowledge should be less shatter and more conceptual.
ii.
Encouragement of democratic style of learning and discouragement of autocratic style in teaching learning process.
iii.
Active learning should be promoted rather than passive learning.
iv.
Education should be focused on shared vision of construction of knowledge instead of focus on information and facts.
v.
Change in behavior should be concerned with the whole personality of an individual and should not be focused on only intellectual development.
vi.
It must be focused to on issues of diversity in classroom learning.
vii.
Collaborative approach in learning and active learning should be promoted during teaching learning process. 18
Different types of active learning strategies are used to engage the learners in classroom during teaching learning process. The learners are involved in learning process with the help of teaching strategies. The learners become able to think about the things. Prince (2004) has stated the following advantages of active classroom learning: i.
Active classroom learning provides the opportunity to enhance short term and long term memory.
ii.
Students improve their academic achievements and level of performance.
iii.
Students enhance their level of conceptual understanding two times more as compared to traditional way of learning.
iv.
Active classroom learning is used to improve the level of retention and attention towards learning process.
v.
It improves the interest and engagement of learners in classroom.
vi.
Active classroom learning reduces misconceptions of learners about the content.
vii.
Critical thinking skills among learners can be promoted through active classroom learning.
viii. ix.
It also develops a strong relationship between teacher and student. It enhances the self esteem and creates teamwork skills among learners.
Teaching and learning process is directly linked with the retention and attention of the students in classroom. Some students show reasonable academic achievement through memorization of content, collection of information about content and without proper understanding. But this is said to be type of test taken.
19
However, retention of knowledge is necessary to achieve high level of achievement. Forsgren, Chirstensen, & Hedemalm (2014) have presented three basic classroom strategies that push the students towards memorization. Students enhance their broader view, deeper concept and understanding about knowledge with the help of case studies and simulations. Case studies and simulations create the power of thinking among the learners to achieve academic success. Students relate and apply the knowledge, skills and attitudes with daily life with the help of simulations. Some graphical and logical tools like concept maps and flow charts are used to help the students in differentiating between words and concepts. Visualize connections facilitate the learners to think analytically about previous knowledge and apply them in daily life. One minute test is considered as effective tool of active learning strategy. This tool is used to assess the child during teaching learning process. One minute test includes open ended questions about the content of the classroom. Kelly (2007) has stressed that immediacy is an effective instructional classroom tool through which learning behavior of the learner can be modified. The distance between student and teacher is decreased due to immediacy. There are two types of immediacy behaviors namely (a) Non verbal behaviors; and (b) Verbal behaviors. Non verbal behaviors in classroom involve gestures, tone while addressing, eye contact, smile on face, postures of body, and movement around the class, more attention to students rather than white board, removal of barriers, professional attitude and casual, neat and clean dress. On the other hand verbal behaviors consist of feedback to students, apathy, kindness, cooperation, students call by first name, classroom conversation and subject command. Learning tools are essential for classroom environment to engage learners in creative task during teaching learning process which also provide motivation to learners towards innovative task.
20
2.1.3 Learning Strategies The teaching learning process is a complex process because it involves not only transfer of knowledge, skills and attitudes but it also facilitates and influences the process of learning. Teacher is the main agent to carry out this complex process in classroom. The whole teaching learning process focuses on understanding and perception of the learner. Teaching methods and strategies help to facilitate the understanding of the learners about the content. Teaching skills can be enhanced through different types of teaching strategies like microteaching which is used to learn and to develop pedagogical skills. Microteaching involves six steps: (i) Planning, (ii) Teaching, (iii) Observation, (iv) Re-planning, (v) Re-teaching and (vi) Reobservation. Teaching complexities during teaching learning process can be minimized through proper use of microteaching (Chen, Zeng & Yang, 2010). Microteaching is a substantiated method to achieve instructional experiences and enhancement in teaching skills. A single concept or very small lesson is undertaken for practice at one time. It is real teaching and immediate feedback can be obtained after each and every lesson (Bell & Maladenovic, 2008). Rogers (2003) has stated two approaches of teaching learning process. One approach is named as task conscious while the other is learning conscious approach. Task conscious approach is concrete and all time learning, which is based on specific activities as per general principles of learning. This type of learning starts at home with the help of parents and other family members. During this stage the learner may not be conscious about learning, but has some awareness about the specific task, while learning starts with the facilitation of learning process. The process of learning itself is a task, in learning conscious approach the learner has awareness about the learning under guided circumstances during teaching learning process. These two 21
approaches are present in families as well as in schools. The combination of these two learning approaches makes a continuous sequence of teaching learning environment. Both unintentional and accidental learning episodes are essential for the survival in daily life activities. The experiential activities arise from daily life routines and provide strong basis for conscious learning. The learning activities can be made more purposeful to learn something within prescribed content in a systematic way by using conscious approach of learning. Conscious learning also helps to create motivation for self directed learning. In fact, conscious learning endeavors to fulfill learning needs of the learner in a formal mode during teaching learning process. Metaphors are used to identify the dimensions of teaching learning process along with the functions and performance of teachers (Jensen, 2006; Patchen & Crawford, 2011). Similarly Haggis (2004) has explained that metaphor is an agent which is used to shape the thoughts and nature of activity in a creative manner. Students are allowed to discuss or talk about teaching learning process, understanding about concept and nature of learning in a creative manner. Fernandes (2008) has stated that there are main two advantages of using metaphors: (i) It provides foundations for fundamental concepts in a communicative nature; and (ii) It helps to facilitate the invisible things visible. Teaching learning process is defined by professional development of teachers. Pedagogical research is linked with the issues related to academic culture, professionalism of teachers and continuous professional development of teachers. These issues are related to academic context. When research is carried out in the dimension of pedagogical issues then innovations can be made which are very favorable to teaching learning process. The broader range of knowledge with reasoning can be transferred in classroom. So analogical reasoning and specific use of
22
metaphors are considered as necessary tools for teaching learning process. The analogy is used to make learning models which facilitate teaching learning process. Its dimensions start from reference domain and ends at targeted domain and metaphor can be explored (Steen, 2007). The thinking process of students in classroom can be created through Meta cognition. Many researchers believe that the approach of thinking process of learners is necessary for teaching learning which should be visible (Tanner, 2012).
2.2
Theories of Learning All learning theories are considered as conceptual frameworks which describe
the path to acquire knowledge, skills and abilities processed and retained during teaching learning process. Previous knowledge, cognitive domain, emotional factors and environmental conditions provide a sound and safe foundation for understanding the concepts (Illeris, 2004). Behaviorist school of thought believed that learning is associated with conditioning. The system of rewards and praise is necessary for learning. The experts of cognitive theory of learning believe that change in behavior is very narrow and unacceptable believe which enforces the study of learner instead of environment. Constructivists have viewed that the ability of learner depends upon already known knowledge. The process of acquisition of knowledge, skills and abilities is a continuous process of construction. Transformative learning theory refers to focus on learning process which is based on brain and multiple intelligence (Ormrod, 2012). Direct instruction focuses on teacher directed approaches which effect learning while learner centered approaches are based on cognitive theory of learning instead of teaching. The philosophy of cognitive theory of learning has long lasting and durable
23
influence on teacher education (Louden et al., 2005; Rohal & Greaves, 2004; Rowe, 2005). The debate about teaching strategies has been generated since many years. This debate has created controversy between classroom theory and practice. There are two main positions that provide foundation for controversy: one is an explicit instruction while the other is learner centered constructivist methods of learning approaches (Purdie & Ellis, 2005; Westwood, 2006). Westwood (2006) has explained that constructivists have proved that teaching methods must be student centered that can establish a relationship between knowing and learning. The advocates of constructivism like Dewey (1933), Piaget (1954), Bruner (1966), Ausubel (1968), Vygotsky (1978) and Rousseau (1979) and have proved their work on active and experimental learning which is based on student centered learning approach. The constructivism approaches in learning and teaching includes anchored learning, situational learning, discovery learning, problem based learning and task based learning. The problem based learning is considered as issues based learning which has become most popular teaching learning approach in medical field and other professional fields of education during recent years. Problem based learning is linked with student centered approach of learning and based on two important rationales i.e. (a) students have intrinsic motivation towards learning process, so they are involved in the learning process, (b) the content of learning becomes more authentic, interesting and relevant for learners. The data collection about understanding and perception of students is essential to take forward steps in learning process. For this purpose formative assessment is considered as the best tool to select the pace of learning during the teaching learning process. Stiggins (2006) has suggested the balance approach for assessment in
24
classroom environment. The balanced approach should perform two functions: (i) assessment of learning and (ii) assessment for learning. The process of classroom assessment is continuous measurement process through which collected feedback can be used to enhance teaching learning process. The formative assessment process provides feedback to learners and teachers which meet the need of the learner. Both low and high achievers raise their level of achievement through formative assessment. Teachers should use the formative assessment not only for the progress of learners but also for the modification and enhancement of their own instruction. Popham (2006) has stated that teachers should follow the national standards of curriculum in teaching learning process because they are accountable against these standards. Teachers should determine and carefully analyses the skills and knowledge that they want the students to acquire and to have mastery over them within prescribed limits of national standards. After the completion of analysis teachers can do the work jointly to develop formative assessments for each subject. Formative assessments provide basic information to teachers about their work they had done, what they did not do and what they should do. Teachers can get the information about their targets from formative assessment. For example, if all the students or majority of students in the classroom are making the same error or mistake in their responses, then it is a clear indication need for improvement in instruction. This misunderstanding can be overcome through appropriate modification. Differentiation approach of instruction is termed as the classroom instruction according to need of the learner. Differentiation involves a lot of efforts from teachers to make positive response to learners in teaching learning process. Teacher has to take care of individual differences during teaching learning process. Teachers use this approach to create the best learning possible experiences in classroom. Teachers can
25
differentiate content, process, product and learning environment according to learning profile, interest and readiness towards learning. The differentiating content includes reading materials as per mental level of learners, presentation of ideas with auditory as well as visual approach, challenges of skills and advance thinking levels. The differentiating process involves all those activities that help the learners to learn their life skills. The activities should be framed on the basis of interest and encouragement so that students are able to explore the natural talent about the content within specific time limits. While the differentiating product consists of expression about learning such as to create, to show, to write something and to develop and to label diagram etc. It also provides encouragement for innovations and own assignments. The differentiating
learning
environment
includes
peaceful
classroom
learning
environment which helps the learners to create collaborative approach of learning, facilitates individual needs, allows the students to get help from teachers and peers and adjust movement space in seating arrangement of classroom (Tomlinson, 2000). Learning theories do not a part of classroom environment but these theories provide us basic foundation for learning environment in classroom.
2.3
Individual Differences Amin (2006) has stated that individuals are different from each other with
respect to specific as well as various traits. The difference in performance can also be noticed between individuals during a particular task. Social, physical and psychological features and characteristics of each individual are different from others. The major areas of individual differences of learners are chronological age, height, weight, intellectual abilities, aptitude, interest, motivational level, attitude, family background, socio economic status and home environment. Chronological age represents maturity level of learners which is considered as a basic factor of 26
difference. Readiness to learn in any circumstance is also different for each individual at any level of learning. Learners differ from each other during performance of classroom activities. Generally, motor coordination and ability to perform activities increase with the increase of chronological age. Obstacles in speed of performance and control over fatigue can be reduced with the progress in chronological age. Bhattacharya (2003) has mentioned that individual differences among the learners provide a platform for variations and difficulties during teaching learning process. The nature of these differences depends upon the desires, emotional feelings, learning behaviors, attitudes, and abilities, learning difficulties, socioeconomic status and developmental changes among the learners. Students show different achievement levels on the basis of these individual differences. Every individual is unique in his personality traits, which are based on cognitive and affective domains. The feelings, perceptions and attitudes can be determined through individual differences which are helpful in enhancing learning and achievement level. These individual differences might be identified on the basis of human personality as well as due to environmental responses. One learner can be differentiated from others on the basis of individual differences in relation to their functioning and performance. Learners possess different types and nature of feelings, emotions, physical and mental development, social and ideological perceptions. David (2007) has stated that gifted learners perform as a confident leader, designers, innovative thinkers, problem solver, high achievers and excellent performer. They can be superiors to other students due to these qualities. The IQ range of gifted students is 140 and above, superior students lie in the range of 120139, high average students have range of IQ 110-119, average students lie within the range of 90-109, low average students have IQ range 80-89, borderline defective
27
students lies within the range of 70-79, while mentally defective students are placed under the IQ range below 70. The number of gifted students is a very less in classroom but they need more attention as compared to others. The IQ level of students can be measured with the help of following formula: IQ =
𝑀𝑒𝑛𝑡𝑎𝑙 𝑎𝑔𝑒 𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡 𝐶ℎ𝑟𝑜𝑛𝑜𝑙𝑜𝑔𝑖𝑐𝑎𝑙 𝑎𝑔𝑒 𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡
𝑋 100
Moral behavior of an individual is considered as a basic and essential unit of living for survival in a society. Man is incomplete without society that is why ungroomed individuals are not accepted by society. Each and every society has its own norms, values, limitations, certain rules and ethics. Similarly, there are some limitations in case of religious societies. Therefore man is considered as a social animal, so individual should realize his/her importance for society. The rules of society can be studied under the cognitive, behavioral and emotional domains. The awareness about the responsibilities of an individual for society starts from home and secondary schools enhance the level of awareness and train them for proper adjustment in society. Character building of students is the main and utmost responsibility of parents and schools. Moral development can be made through intrinsic motivation. A morally developed individual can be adjusted in society soon according to norms and values of society. It is proved that moral by developed students have greater attention towards norms of society and religion (John, 2007). Similarly, Loreman and Deepler (2005) have argued that the awareness of values, beliefs and attitudes about wrong or right can be developed among the learners through proper guidance. Proper and in time guidance and counseling not only influences behavior of learners but also the emotional responses. It fulfills the needs of the learners in teaching learning process.
28
Psychological and gender differences among learners may exist in learning environment. It has been found from research studies that performance of girls is higher than boys in reading, comprehension and vocabulary. Whereas, performance of boys is greater than girls in spatial and quantitative abilities as compared to girls. Social class differences may exist among learners. The social status of family is another factor of individual difference which can be measured through income, occupation and educational level of parents. Furthermore, the existence of previous knowledge and experience of learner has vital role in learning. It provides solid foundation for future learning (Amin, 2006). Gifted students are the assets of any nation, which can be focused with the help of proper research on individual differences in classroom. These students have extra ordinary power of creativity on the basis of high IQ level. Gifted students have intrinsic motivation towards learning and to show or to achieve high achievements. The abilities of gifted students are associated with high IQ level, high performance level and intrinsic potential to achieve academic position. Dash (2007) has presented the following areas that can differentiate gifted students from others: i.
High level of cognitive ability
ii.
Aptitude towards learning
iii.
Innovative thinking power
iv.
Power of management of time
v.
Focus on high achievement
vi.
Ability to use the senses at proper time Heredity and environment are two main factors through which individual
differences in intelligence may occur. Heredity determines the mental capabilities of learners. Genetic elements play a vital role in determining individual difference of
29
learners as compared to environmental factors. Learners above or below in performance or a particular behavior in relation to their age are termed as exceptional learners. Learners who are above the average level of age group are gifted learners. Gifted learners are creative, innovative and active during learning process. Below average age group students are disabled learners. These learners have some disabilities in learning. These learners have different types of disabilities like dyslexia, hyperlexia, visual dyslexic and auditory dyslexic etc. Learners having disability to read are called dyslexia. Learners who can read but cannot understand are named as hyperlexia and visual dyslexic learners face difficulty in recognition of written words. Auditory dyslexic learners face difficulties in conversion of sounds into meanings (David, 2007).
2.4
Role of Teacher in Learning Process Sharma (2006) has stated that guidance, counseling and moral training are
necessary tools for learning process. In the same context Elizabeth (2007) has elaborated that role of teachers and parents are necessary to provide guidance and proper counseling to young children, and to influence their behavior in such a way that they become responsible citizens within the meanings of ethical norms and values. The main objective of education is to change the behavior of learner towards adjustment in society. Michael (2007) has shown that peers can play a vital role to bring change in behavior, attitudes and values of learner during teaching learning process. If proper guidance and counseling is not provided to young children at school level, then they might be maladjusted in learning process. So schools should play their role in this regard to develop young children morally and ethically. Cotton (2004) has presented three main components of any type of emotions: (a) intrinsic perception, (b) physical change and (c) change in behavior. Every person 30
wants to express emotions on the basis of three components. Most of the people want to express their inner feelings and emotions like sadness, happiness, harshness, politeness and aggressive reactions. Emotions might be positive or negative in nature due to change in behavior. Guidance provides the facility to change the direction of negative emotions into positive ones. Psychologically and emotionally disturbed students require more guidance, counseling and attention to solve educational learning problems. The learners can misbehave with peers and teachers in classroom due to psychological problems. The role and social responsibilities of children are changed with the passage of age. They change their habits, routines and attitudes at home as well as at school. The reflection of these changed habits can be seen in society. Such habits create emotional disturbance in young children. This emotional disturbance may be temporary and vanish after change in behavior. Classroom guidance and counseling play an important role to minimize the span of period in relation to emotional disturbance. Teachers can provide proper direction to learners in order to express emotions and balance emotions of learners at school level is required to establish a better society (Chauhan, 2007). The change in physical development of young children has effect on psychological needs. The anxiety is created among children due to change in size, shape and physical environment. Secondary school teachers play a vital role in the elimination of anxiety among the learners. Teachers recognize and feel the problems and issues that are faced by learners during teaching learning process. Teachers can guide their learners properly in order to satisfy them during learning process (Lyn & Margaret,2005).
31
2.5
Creative Learning All types of play are not considered as creative play for creativity. It is the
responsibility of teachers to select those classroom instruction strategies which help them to achieve objectives of the lesson. Teachers need to realize the purpose of activities. They should know that how play can provide motivation to learners in teaching learning process (Craft, 2003). There are varieties of lesson plans that help teachers to create creative thinking among learners and to achieve lesson objectives (Houston, 2007). In the same context, Lau, Ng & Lee (2009) have presented five steps of creativity: (a) Carry out the need analysis with critical point of view for play and activity; (b) Select all possible ways to achieve objectives; (c) Choose the strategies to create divergent thinking; (d) Draw a flow chart to make analogies and step by step associations; (e) Consider the emotional situations to solve the problems. These strategies can be helpful to explore ideas and find out different ways for solution. The experienced teachers should create a play environment to explore alternative paths towards intrinsic and extrinsic motivation of the learners during teaching learning process. Suleman, Javed and Hussain (2011) have stated two main reasons for unsatisfactory use of information technologies during learning teaching process in classroom environment: (i) Supply of low standard and less quantity of information technology to schools, (ii) Untrained human resources. John (2007) has stated that academic achievement of the learners is influenced by many variables; the most powerful among all variables is feedback. Feedback plays a vital role in order to enhance formative assessment process in classroom environment to achieve learning objectives effectively. Feedback is information about
32
the effort of the learner to achieve goals. Mazur (2009) has stated that feedback refers to all types of remarks includes written or oral, advice, comments, assessment, evaluation, encouragement and praise. Feedback must be goal oriented, goal referenced, clear, achievable, actionable and friendly, timely, valid and reliable. Qualifications and Curriculum Authority/Department for Education and Employment of United Kingdom QCADEE (2000) has focused and realized the strength of creative thinking and critical perception of students. This department has suggested that creative thinking and critical perception is the demand and necessity of the twenty first century classroom. The well planned and focused play is the best tool for learning through which students can solve their learning and daily life problems with enjoyment. Curriculum is considered as a fundamental tool through which students obtain creative thinking and imaginative thinking. Curriculum provides the opportunities to students for creation, critical thinking, innovations and imagination so that they become responsible citizen of the society. QCADEE has suggested five steps to provide effective creative development: (a) create such learning environment in which originality of the creation can be freely expressed; (b) proper time schedule should be arranged for learners to explore some kind of innovation; (c) different types of activities should be arranged for active participation of all the senses of learners; (d) opportunities must be provided to learners for presentation of ideas and (e) collaborative approach of learning should be promoted. In fact, teachers play a vital role in the creation of any activity in the classroom. They encourage the learners and adopt different types of learning strategies for inspiration and motivation towards learning process. Most of the teachers assume that classroom creativity will occur without any care. Teachers have the responsibilities to help students in creative learning. Teachers
33
can pursue from observational stage of creativity to end product. The process of any creativity is associated with content. Gude (2010) has indicated following steps for creative activity: (i)
Establishment of safe environment
(ii)
Safe and sound perception of students
(iii)
Engagement of students
(iv)
Guidance towards achievement of learning objectives
(v)
Concentration about ideas
(vi)
Feelings of happiness among students
Physical environment of classroom helps to promote creative learning skills among students. It involves human resources, materials, appropriate time, methods of teaching, interest of students, peers relationship, ownership of activity and relationship between students and teachers. Students should be allowed to perform activity according to their own learning pace without any force or pressure. It is also considered as one of the important tools to enhance confidence and motivation level, social and emotional attitude, thinking and learning skills of students during performance of creative activity. Teachers can also improve their skills, attitude, leadership skills, knowledge about classroom interaction and needs of the students through creative learning. The use of information and computer technology acts like a catalyst during activity. Collaborative approach of learning is also created among learners which is beneficial for self assessment. It has been found that creative learning environment has positive effect on academic achievement (Davies et al., 2013). Most of the research studies have found that adequate instruments, materials, physical and other human resources are used to increase the pace of learning activity (Gkolia, Brundett & Switzer, 2009).
34
2.6
Academic Achievement Academic achievement is the performance level of a student which focuses on
attaining learning objectives, desired knowledge, skills and competencies in learning process. When a student completes course activities with active successful participation ultimately enhancement of academic achievement occurs. Both Grades and GPA are the traditional ways to measure performance of students (Choi, 2005). Measurement of academic success in terms of GPA or Grades is known as academic achievement (DeFreitas, 2011; Dennis, Phinney & Chuateco, 2005; Zajacova, Lynch & Espenshadet, 2005). Insufficient and poor facilities in institutions badly affect the overall performance and academic achievement of students. The provision of physical infrastructure can be utilized to enhance the school environment and to high academic achievement and performance. Hussain et al., (2012) stated some negative factors of institutions which are the main cause of poor performance of students in Pakistan. These factors are summarized below. i.
Old buildings of institutions.
ii.
Ruptured Classroom floors and walls
iii.
Deficiency of desks and chairs for learners
iv.
Shortage of play ground
v.
Non availability of teaching staff
vi.
Less supply of drinking water
vii.
Lack of information technology
viii.
Deprivation of first aid facility
ix.
Lack of classrooms
x.
Shortage of power supply 35
Attainment in different types of learning domains are named as academic achievement through which variety of performance outcomes can be obtained. It covers a large range of educational outcomes. Academic achievement depends upon those indicators which are used to measure academic performance. Generally, in education sector, academic achievement refers to specific instructional goals and objectives that were achieved by learner in instructional environment. The indicators of academic achievement provide the criteria for measurement of procedural and declarative knowledge acquired by students under the umbrella of curriculum. Academic achievement of students is considered as an essential part of individual’s academic life. It can be measured through GPA (Grade Point Average), Grades, Divisions, SAT (Scholastic Assessment Test) etc. (Steinmayr et al., 2014). Frequent visits of parents to school and meetings with teachers have positive effect on academic achievement of students. It was found that as a result all of parent’s interaction with teachers GPA of students in science, social science, languages and mathematics had increased by 39% as compared to previous results (Garcia & Ramirez, 2001). Academic performance of students is directly linked with parents. Reading and mathematics score of students is enhanced positively with the involvement of parents in school meetings. It was indicated that active participation of parents plays a vital role in performance of children (Grolnick et al., 2007). Input, process and output flow chart of academic achievement is shown in Figure 2.1:
36
Input
Process
Output
Assessment Techniques Feedback Techniques Classroom Management Techniques
Teaching Learning Process
Academic Achievement
Pedagogy
Figure2.1: Input, process and output flow chart of academic achievement
Aloraini (2012) has viewed that use of multimedia in learning process is an innovative technique through which audible and visual senses of learners can be focused at the same time. Components like content, words, sounds, animations, pictures and graphics make a comprehensive and attractive presentation for learners. Academic achievement of the students can be enhanced by using multimedia in learning process. There is a positive correlation between academic achievement and academic learning environment of students. Academic environment for learning includes the facilities of library, computers, writing boards and audio visual aids. It has been also found that there was a positive association between family income level and academic achievement of students. The engagement of students in learning process with continued observation by family and teachers plays a vital role in obtaining high Grade Point Average (GPA). The GPA of students can be enhanced through proper 37
use of learning materials of the school which creates a strong relationship between learning styles and academic performance of students (Norhidayah et al., 2009). The level of education of parents also affects the academic achievement of students. Higher education level of parents can produce high level of performance of their children. Academic achievement of students depends upon the education level and status of parents. It has been found positive significant relationship has been found among education of parents, status of parents and academic achievement of students (Kirmani & Siddiquah, 2008). The economic problems of the students develop a positive attitude and habit towards learning process. In these circumstances students improve their attitude if proper guidance is provided. The attitude towards learning is directly proportional to academic performance of students. Well guided and observed students obtain higher GPA in academic achievement as compared to those students who were not guided properly (Hussain, 2006). Students having low socioeconomic background obtain high academic achievement as compared to higher economic status. It is an admitted fact that socioeconomic status of different personalities is different among nations due to their norms and values.
Similarly, it also varies in under developed and developing
countries (Eamon, 2005). The monthly income of a family after deduction of expenditure directly affects academic achievement of their children. Most of the low socioeconomic background students get admission as per their income level in low standard schools and reduce their chances of high achievement in their academic carrier. The performance of students also depends upon type of educational institution. The existence of resources and facilities of elite institutions have the capability to prepare students for obtaining high grades. Social status of parents has positive effect on student’s academic achievement (Considine & Zappala, 2002). The
38
financial resources of private schools effect academic achievement of students. The provision and immediate availability of resources is a fundamental function of private school management. Students of such schools perform better due to financial resources, small class size, availability of computers and internet, motivated teachers and other facilities (Crosne, Monica & Glen, 2004). Academic performance of students at secondary level is judged by Federal Board of Intermediate and Secondary Education (FBISE). The FBISE was established under act 1975 of Islamic Republic of Pakistan to conduct examination of federally administered areas cantonments and garrison. The official power of decision making was designated under the act regarding examination and evaluation of students studying in federal government schools and colleges at secondary and higher secondary levels located in different provinces of Pakistan, FATA and Islamabad Capital Territory. It also conducts such examination in foreign countries where the institutions are affiliated with FBISE.
FBISE has administrative and financial
authority to conduct, regulate and develop the examination system in Pakistan. The assessment and examination system of Pakistan is meant for promotions of students to next level of education. Annual and supplementary examinations are held by FBISE every year (Malik, 2013). FBISE has stated the criteria of awarding grades to students after assessment which is shown in table 2.1:
39
Table 2.1 S.No
Grades of Academic Achievement Percentage (%) of Marks
Grade
Remarks
1
80 to 100
A1
Distinction
2
70 to 79
A
Excellent
3
60 to 69
B
Very Good
4
50 to 59
C
Good
5
40 to 49
D
Satisfactory
6
33 to 39
E
Pass
7
Less than 33
F
Failed
Table 2.1 explains the relationship among percentages, grades and remarks of academic achievement of secondary school students in Pakistan. McLean (2001) has viewed that concepts of students play a vital role towards their academic achievement. It was found that there is a significant relationship between concepts and academic achievement of students. High academic performance is obtained on the basis of learning concepts and understanding of students. If the level of understanding of student is higher in learning hierarchy then high level of academic achievement will be obtained. In the same context, Entwistle and Peterson (2004) have indicated that academic achievement of students can be enhanced with the help of suitable, accurate and selected method of teaching. Furthermore, learning process is free of time and place. Students with deeper conceptual knowledge have higher academic level as compared to those students who have only surface concepts about learning. Conceptual learning creates the ability of flexible thinking among
40
learners. Therefore, academic achievement of students can be enhanced with the involvement of practical content according to daily life usage. The attainment of an individual during the academic session is known as academic achievement. The domains of academic achievement focus on academic areas such as reading, writing and solving of mathematical functions (Reynolds, 2002). Learners gain knowledge, skills and abilities in school subjects are affected by test scores, usually assessed by the teacher is also known as academic achievement. The academic achievement is usually linked with learning, but concept of learning is the subset of academic achievement. Change of behavior in an individual due to specific stimuli and responses is known as learning (Domjan & Grua, 2003). Learning is an integral part of academic achievement but it is not necessary that every type of learning be included in the domain of academic achievement. High academic achievement plays a vital role in the lives of all stakeholders such as students, parents, teachers and institutions of the learning. Poor academic performance at secondary school level in Pakistan needs to be addressed (Shahid, 2008). Academic achievement can be influenced by many factors such as environmental factors, psychological factors of motivation and personality. The conventional methods of evaluation such as oral examinations, observation of learners, behavioral tests, written examinations and practical examinations are considered as effective evaluation tools to measure the academic achievement (Gharibyan, 2005). Behaviors of students to take help in studies from peers also affect academic achievement. This help seeking behavior is created by teachers through evaluation of individual’s performance.
It has been found that students with such a kind of
behavior obtain high academic achievement as compared to those students who do not
41
interact with peers. Furthermore, girls feel more self uncertainty towards challenges of academic achievement as compared to boys (Ryan, 2012). Students become able to understand their weaknesses through continuous assessment. Continuous assessment helps the students to overcome their difficulties in learning and to focus their efforts towards better performance. It also provides the opportunities to teachers to modify their pace of teaching and strengthen their methods of teaching. Continuous assessment is beneficial to both teachers and students and it has potential to enhance learning and academic achievement. It has been found that students evaluated with continuous assessment process achieved better academic achievement level as compared to those students who were not evaluated through this process (Ali, Sultana & Marwat, 2010). Lezotte (2010) has stated that academic achievement of secondary school students is correlated with the following seven predictors in learning environment: i.
Control over instruction: The management of instructional record of teaching learning process such as follow up scheme of studies, content of course books, student attendance record and performance record is essential to obtain high academic achievement. It also includes proper supervision about coverage of syllabus according to standard operating procedures.
ii.
Institutional vision: The understanding, commitment and devotion of teaching staff of the institution is capable to share instructional objectives,
aims,
procedure
of
continuous
assessment
and
responsibilities among staff which is fruitful in achieving high performance level.
42
iii.
Security measures: Effective institutions provide peaceful, purposeful and free of threat learning environment to their students. Strikes, drugs and violence are those indicators which create obstacle in obtaining high academic achievement.
iv.
Targets or expectations: Students are expected to achieve high level of success in effective schools through teachers and other faculty members. Teachers believe that every student would be able to get mastery over content after learning. Students are asked to fulfill the requirement of challenging tasks and are expected to obtain high grades.
v.
Continuous Monitoring: The measurement about progress of students academically, objectives of learning, assessment procedure, behaviors and result of each student individually is monitored continuously and then high expectations are made by teachers in national examinations.
vi.
Involvement of parents: Home environment of the student also provides extrinsic motivation towards high academic achievement. The involvement of parents in learning process is essential in this regard. Home and school relations have significant effect on academic achievement of students.
vii.
Time allocation: Instruction can be made effective through adequate time allocation for learning activities to students. Academic achievement of students is enhanced with purposeful, meaningful and organized instruction. Nyagosial, Waweru & Njuguna (2013) have found that academic achievement
of secondary school students correlates with control over instruction, institutional
43
vision, security measures, target of expectations, continuous monitoring, involvement of parents and time allocation for instruction which are good predictors of academic achievement. The process of learning includes investigation, logical reasoning, formulation and different teaching strategies or techniques to understand and solve problems and to achieve objectives of learning. Teachers should know that this process of learning can be made more effective if activity based approach with logical reasoning is used instead of route learning. Activity base learning has the ability to promote understanding and logical reasoning due to engagement of students in problem solving situation. Teacher-centered approach of learning involves less practical activity and information of knowledge. Teacher is the authority to control over sharing and information in teacher-centered learning. In contrast, student-centered methods of teaching is considered as discovery learning in which critical thinking, interest and devotion of students are promoted to achieve high grades, while teacherstudent interactive approach of learning provides the plate form of research for knowledge among students. Students are motivated and encouraged to present information rather than to remember it. It has been found that mean score results of teacher-student interactive approach of learning was effective towards academic achievement of students as compared to teacher-centered and student-centered methods (Ganyaupfu, 2013). High grades in academic achievement are obtained due to accomplishment of regular homework. Homework assignments develop the abilities of self regulation among students which can helpful in obtaining high grades. Students are motivated through self-efficacy and self regulation and become responsible in learning process, which can drive them to achieve higher grades. Furthermore, quantity, quality and
44
frequency of homework have positive effect on academic achievement. High achievers consume their most of the time in doing homework assignments which leads them to obtain high grades as compared to low achievers. Self regulated students have capabilities to face challenging task and are expected to achieve high grades (Mehmood et al., 2012).
2.7
Classroom Environment Aldridge (2001) has viewed that classroom learning environment is very
important and powerful agent to enhance thinking of the learners. Classroom learning environment can be made more effective by focusing student direction, social support, academic engagement, explicit quality performance criteria and self regulation. The innovative teaching learning environment of schools has impact on student achievement and attitude towards learning. The use of computers and information technology in schools creates an innovative and interesting learning environment for both teachers and students through which students can be made higher achievers. The computer based classroom teaching learning environment makes positive perception for students which is helpful in order to obtain high achievement. Education emphasis the drawing up ways for improvement in quality of teaching and learning by enhancing knowledge, skills and abilities of learners through motivation in classroom environment. The academic achievement of learners depends upon classroom learning environment under professional teachers. The position of instructors is to influence directly or indirectly on achievement of students during classroom teaching (Lasley 2006; William, 2007). The classroom environment facilitates the learner socially and creates the ability of mutual respect and honor among the learners. The learners obtain emotional support and encouragement from teachers and peers to achieve educational goals (Patrick, Ryan, & Kaplan, 2007). 45
Classroom environment includes physical, social and emotional aspects that facilitate teaching learning process to achieve educational goals. The growth and behavior of students are influenced by teachers and peer interaction. It is the basic responsibility of the teacher to create the positive classroom environment for learning. Attractive classroom learning environment promotes teaching learning process. Classroom environment may be considered as an invisible hand to enhance achievement level (Bierman, 2011). Detail of various aspects of classroom include covered area and size, physical arrangement, furniture and fixtures arrangement, preferences for environment, flipped learning, modern facilities of informational technology, teacher-student ratio, opportunities of freedom in the classroom, control of disruptive behavior, corporal punishment and classroom management. Factors making classroom environment are shown in Figure 2.2:
46
Fixtures Furniture Covered Area Writing Board Class Size
Classroom Environment
Flipped Learning Information Technology Freedom of Discussion Classroom Management
Figure2.2: Factors of Classroom Environment
2.7.1 Covered Area and Size of Classroom Commonwealth of Virginia Department of Education (2013) has suggested revised guidelines for classrooms. The required number of classrooms in school can 47
be determined with projected enrollment of students, physical facilities and teacher/pupil ratio. The design of the school building during construction or alteration should be mapped in such a way that it may be covered into some extra rooms for learning process. Classrooms should occupy following net floor covered areas for each group: Table 2.2 S.No
1
Covered Areas of Classrooms Classes
Covered Area Of Classroom (Square feet) Pre-Kindergarten, Kindergarten, Grade 1 975
2
Grades 2 – Grades 5
800
3
Grades 6 – Grades 12
700
Table 2.2 shows that the required covered area of classrooms for secondary school students is 700 square feet. A self contained classroom should consist of garment storage; shelves for teachers, work counters, vestibules and fixtures, but toilet and general storage room should be excluded. The length of classroom should not exceeds1.5 times of its breadth. Display of marker boards or white boards is considered as the essential tool for classroom learning. The general height of these boards as suggested by Commonwealth of Virginia Department of Education is shown in table 2.3.
48
Table 2.3
Height of Writing Boards
S.No
Classes
Display (ft)
Marker (ft)
Mounting Heights from Floor to Marker (")
1
Prep – Kg Grades
20
08
24
2
1 Grades – 2 Grades
20
08
24
3
3 Grades – 5 Grades
16
16
28
4
6 Grades – 8 Grades
12
16
36
5
9 Grades – 12 Grades
12
16
36
The minimum height of display and marker boards should not exceed by 42". Other required devices or audio visual aids should be adjusted as per position of the classroom. Post Primary Teacher’s Association (2014) has viewed about size of classroom. According to the New Zealand Post Primary Teacher’s Association Te Wehengarua (PPTA) that quality of education depends upon size of the classroom. Small size of classroom provides opportunities to young children towards quality of education. Number of students in a classroom should not exceed 26 students. Owoeye & Yara (2011) have stated that class size of secondary school students is linked with academic performance of the students. The number of students in secondary classroom should not more than 30. Class size is an administrative decision in learning environment and teachers have no control over it. But the performance of students relate with the performance of teacher. Researchers have found that size of class is a significant factor towards degree of success of students. Often in small class has the opportunity to explore much as compared to large class. It
49
is difficult to know all the students personally in large class by the teacher due which many discipline problems arise. Kornfeld (2009) has found that small classes achieve high academic achievement as compared to those classes who have large number of students. The student – teacher relationship and quality of teaching are the most important variables which help the students to get high level of academic achievement. Small classrooms provide the opportunity of high quality of professional development, regularity, punctuality, collaboration, strong mentoring and high quality of skills to students. Proper guidance and counseling is provided in a small class due to possibility of one to one interaction between student and teacher. Small classes focus on group work, inquiry and discovery oriented lessons, creative and innovative activities. Small classrooms require different classroom management techniques as compared to large classrooms. Small class emphasis on individual learning techniques, self esteem passions and interest of the learner, which is necessary for the achievement of high academic achievement. The above mentioned studies of Virginia and New Zealand about covered area of classroom and classroom size are the guide lines for developed countries having more finential resources as compared to developing countries. Pakistan can also meet those standards in future to compete globally in the field of science and technology.
2.7.2 Physical Arrangement in the Classroom Burgstahler (2012) has viewed that organization of the furniture in class room is important. All the students need to have enough space for easy movement in classroom. In the same context Liberman (2008) has also stated that all teachers and management use universal design of classroom environment which helps in learning. The approach of universal classroom design started in the field of architectural design, 50
when engineers felt that betterment of the start of construction is better than later renovations, Samuels (2007) has urges that universal classroom design includes the facilities like materials, equipment, space, light, ventilation, safety apparatus and other physical procedures and facilities. Such facilitates are intend to improve the learning process. Provision of facility in the classroom is used to take into coordination of the personality traits of learners. These traits are used to understand individual differences, knowledge and prediction about behavior such as to teaching learning process in classroom environment. The interaction of the learner with the environment is very complex to analyze and manipulate because situation of the environment changes day by day. So, there is a closely linkage between learners and environment (Larson and Buss, 2005). Teachers are the most powerful personalities to influence students learning in classroom environment. The arrangement of desks in rows creates disruptions and less focus on achievements of students. Since human beings are social creatures and want interaction and attention, but this type of classroom arrangement does not focus on interaction between teachers and students. The physical and mantle presence of students is necessary during teaching learning process. Physical environment of the classroom has significant effect on academic achievement of the students. The structure of classroom, colors of walls and physical environment make conducive environment for cooperative learning (Davidson, 2007). Katie (2014) has stated that teacher can do a lot of things in classroom teaching learning process to achieve success of students. Teacher can offer additional time to create the habit of personalized learning among students. But physical arrangement in classroom has its own impact on learning. The arrangement most
51
often includes desks, chairs and charts etc. It has been found from studies that with the help of effective classroom design teacher can enhance performance and achievement of students up to 25%. Positive effects of classroom includes inspiration, extrinsic motivation, concentration, enhancement of positive behavior, reduction in misbehavior, encouragement, support in achieving good results and ability of communication. Katie (2014) has suggested the following items should be considered during planning for effective classroom: i.
Furniture: Tables, chairs, teacher desk, teacher chair, cupboards etc.
ii.
Design Layout: Arrangement of furniture
iii.
Tinge: Colors of the walls, roof and floor of classroom
iv.
Temperature: The degree of hotness or coldness of classroom or internal temperature of classroom
v.
Acoustics: Related to sense of hearing for both teachers and students
vi.
Lighting: Related to clear vision for learners. Linda (2005) has stated that physical layout of the classroom is the initial
stage of learning. Classroom management involves arrangement of seats and desks, space for each student, attractive charts and bulletin boards and storage for different aids. Teaching style depends upon physical layout of the classroom environment, for example, U-shaped desks and chairs arrangement can be considered for whole group discussion, Learning stations can be arranged for individualized and self paced learning. A high level of thought and planning is required to create student centered classroom learning environment. Informational technology tools like TV, stereo sound system, CD player, DVD player, multimedia and availability of internet are also necessary for twenty first century classroom. The creative work of children displayed on bulletin boards creates motivation towards student centered learning.
52
Physical layout of classroom creates a sense of motivation among students that enhances learning and reduces behavior problems during teaching and learning process. Classroom environment is considered as another teacher for students. Classroom environment should consist of reward system on completion of task, discussion and conversation desks, a large table for creative work, projector place, multimedia spaces, learning stations and individual task areas. The disruptions and confusions can be reduced or minimized through proper access and supply to materials for creative activities (Linda, 2005). Suleman & Hussain (2014) have concluded from their experimental research that academic achievement scores of secondary school students in Pakistan can be enhanced through favorable classroom learning environment. So physical environment of classroom should be well organized and equipped with learning tools, it can be used to enhance the level of academic achievement. The physical arrangement of classroom facilitates the effective instruction which help in improving performance of secondary school students. Physical classroom learning environment is the combination of light, temperature, ventilation, comfortable desks, chairs, colorful walls, roof, floor, size of the room, white or green boards, teacher chair and desk, rugs and computers. The arrangement of desks in the classroom should be adjusted as per eye contact and easy approach of teacher to each and every student. The large amount of space is required for the adjustment of desks in classroom. Desks can be arranged in rows facing teacher desk and U-shaped configuration for small groups. U-shaped adjustment is suitable for students because every student has the front row seat for learning. Besides arrangement of desks and chairs, other factors like temperature, lighting, colors, shadow and noise level are the factors which affect the performance
53
and achievement of the learners. It has been found from researches that when a teacher manages all the environmental factors properly then achievement level of the learners can be enhanced academically as well as behaviorally (Linda, 2005). Teachers and learners are main elements of classroom environment. The physical environment of classroom arrangement and organization includes floor, windows, walls, and desks, chairs, writing boards, computers, cupboards and dice. Classroom physical environment refers to the satisfaction and comfortableness of students. If learners are satisfied and they have trust on teaching learning process then they show better performance as compared to unsatisfied and uncomfortable students. Adverse classroom environment can demoralize the learners and they show poor academic achievement, so morale of students is also an important ingredient of classroom environment (Fisher, 2008). The design of classroom environment can be used to facilitate and enhance the learning process. The physical environment of the classroom behaves like a silent curriculum (Taylor & Lasts, 2009). Bruce (2003) has stated that learners should be informed about objectives of the lesson or task. Teacher should explain the objectives of any given assignment or project to learners. Teacher should establish clear objectives and rules which motivates the learners in order to achieve objectives. Teacher can provide healthy classroom environment which motivates learners towards learning. Appreciation and positive feedback are the basic elements of motivation. Teacher should deal students in positive manner so that problems can be diagnosed among learners. The arrangement of field trips for students according to their curriculum can increase their interest in a subject and in this way they are motivated towards learning. Learning activities and different teaching strategies can be used in classroom environment in order to create motivation among learners. Use of local examples, awareness of
54
events, news and information about innovative technologies during teaching can create intrinsic motivation. Classroom environment is the combination of many things. Effective classroom environment is created by school for teachers and learners so that learning can be made easy and effective. Teachers and peers want a peaceful and positive classroom environment in which learning is enhanced. Classroom climate consists of all the social, psychological and physical dimensions for survival. The main purpose of classroom environment is to achieve common educational goals under organized and planned manner. Good classroom environment has following characteristics. i.
The school climate in which classroom exists.
ii.
Physical size of the classroom.
iii.
Instructional pedagogy.
iv.
Guidance and counseling for learners.
v.
Awareness of self control among the learners.
vi.
Autonomy about classroom as owner.
vii.
Facilitation of freedom of expression and discussion.
viii.
Learning objectives of each lesson.
ix.
Level of motivation.
x.
Type of feedback
xi.
Curriculum modification as per existing environment.
xii.
Encouragement on innovative task.
Hussain et al., (2012) has stated the classroom physical environment factors as listed below: i.
Visual factors: Natural and artificial lighting and other parts of classroom environment.
55
ii.
Acoustic factors: Verbal communication in classroom environment. Noise level of students and teaching methods are also included in acoustics factors. Cognitive performance and functions can be damaged through continuous noise.
iii.
Thermal factors: Heating and ventilation in classroom environment. The factor of weather is out of control of teachers.
iv.
Spatial factor: Space and behavior of the learner in terms of communication.
v.
Time factor: Number of minutes or hours in which learner is engaged in learning process.
2.7.3 Consequences of Sub standard Furniture and Fixtures Inderscience (2013) has stated that Chronic back pain among students during classroom instruction may be contributed to undersize student chairs, under length desks and low quality of backpacks of furniture. It has been found from the research carried out at the University of Lisbon that two thirds of students out of 138 suffered from back pain due to mismatch of student chair and desks. Girls suffered more than boys due to greater height of desks and chairs of classroom. There are many factors for back pain among students like injury, lifestyle, stress and anxiety, but student’s desk and dimension of student chair also play a significant role in back pain occurrence. One of the causes of backbone problems among students is that many students spend most of their time at one place without any physical activity on chair. Therefore, The World Health Organization (WHO) has recommended that students must spend at least sixty minutes in physical activities every day during classroom learning process. So, it can be concluded that dimensions of student chairs and desks play a vital role in reduction of health problems as well as enhancement of learning. 56
Every teacher should recognize that classroom learning environment will affect academic achievement (Wiles and Bondi, 2007). Similarly, an effective teacher has the ability to arrange his class properly (McNergney & McNergney, 2007). It is the responsibility of a good teacher to manage the effectiveness as well as the disorder of the classroom environment during learning (Jolly, 2011).
2.7.4 Preferences for Classroom Environment Linda (2005) has presented some useful tips to address classroom environmental preferences: i.
Areas for Light: Some students like to learn in dim light while others feel comfort in bright light. Area for dim light and area for bright light should be arranged in classroom. Students may be allowed to sit in the corresponding areas of their choice for comfort.
ii.
Opportunities for mobility: Many students learn better in the state of mobility instead of still sitting at one place. Children move from one place to other place so that they require new and up to date information, in this way they enhance their learning. So teacher should provide the opportunities of movement to students during teaching learning process.
iii.
Informal arrangements: It has been proved from studies that 75% of the total human body weight is carried by a bone of four square inches when human being sit straight on a hard chair. A lot of stress is adjusted by buttock tissues. The state of fatigue and discomfort arises due to this stress, so alternative arrangements like carpet or soft chairs should be arranged to reduce discomfort of the learners and for the enhancement of grades. 57
iv.
Temperature awareness: Students should be encouraged about the temperature preferences. Sometimes temperature changes dramatically and students are not ready to adopt those changes. So students are advised properly to manage themselves according to warm or cold temperature conditions. The attention and engagement of students can be made more effective through
arrangement of desks in classroom during learning process. Many teachers use semicircle or cluster arrangement of desks in classroom. These arrangements of desks have several advantages. Teacher can encourage cooperative learning and social support among learners through active participation of learners with adjustable desk arrangements. Proper desk arrangement provides the opportunities of engagement of learners in learning process. Seating arrangement of students should be made comfortable for students and according to eye contact of teacher in classroom (Higgins et al., 2005). Iqbal (2005) argued that all the physical infrastructure and human resources of classroom environment should be selected for learning rather than teaching. Weiss (2007) has viewed that learning can be enhanced through the proper use of charts, graphs, globes, multimedia, computers and its educational software, internet and informational technologies in classroom environment, but unfortunately, these audio visual aids are not being brought into action against the expectations. Oliver & Lippman (2007) & Suleman, Javed and Hussain (2011) has also argued the main reason for little use of all facilities in the present design of classrooms does not support all audio visual aids. Classroom activities are affected by internal and external classroom sounds. Noise directly affects on short term and long term memory of students in classroom.
58
Furthermore it may create disturbance in reading, motivation level and intention towards learning process. Students feel difficulties to perform verbal tasks during activity due to noise. Background sounds have negative effect on students test scores. It was found that academic performance of secondary school students is affected by environmental noise (Shield & Dockrell, 2008).
2.7.5 Classroom Flipped Learning Model Musallam (2011) has presented Flipped Learning Model through which teachers teach lessons to a small group of students with the help of innovative technologies instead of large group in classroom learning environment. Video recorded lessons, browsing from internet and multimedia power point presentations are used in flipped classroom learning. The recorded lessons are very useful for students that facilitate them to enhance their learning at any place and time. Flipped learning is different from online learning in which students and teachers do not meet each other while flipped learning is formal classroom learning. Flipped classroom learning model is based on student learning outcomes. In flipped learning model, teacher divides the learning process into two modes i.e. procedural and conceptual. The aim of the teacher is to cover the procedural process within the classroom while practice of conceptual problems is given to students outside the class. Videos of lectures with suitable examples are provided to students for understanding of conceptual issues of learning. The duration of videos is twenty to twenty five minutes and students are expected to understand the concept with the help of examples and to solve one to two procedural and conceptual problems given at the end of the videos relating to content. The teacher of the flipped classroom changes the conceptual questions into classroom activity next day and motivates the students to work together and to find the solution of the given problem through classroom 59
activity. This type of active learning in flipped model has positive impact on cognitive skills of students (Freeman et al., 2014). Schaffhauser (2009) has stated that flipped classroom learning model is very beneficial for those students who had missed their class due to participation in sports or other activities of the school. Such students can overcome deficiency of their classroom learning with the help of recorded videos and can involve themselves in classroom next day. Bergmann & Sams (2012) are of the view that students have the opportunity to apply knowledge and skills in daily life through flipped classroom learning model.
2.7.6 IT Facilities in Classrooms Iqbal (2005) has stated that use of instructional and information technology during classroom instruction plays an important, successful and fruitful role towards high academic achievement. The organization of classroom educational facilities and instructional tools should be selected for learning instead of teaching. Quality of learning can be promoted with the help of audio visual aids, charts, graphs, maps, globes, mock ups, multimedia, internet, computer, projectors and other information technologies. These useful technologies are not used properly in secondary schools due to lack of expertise and poor designs of classroom. The present design of classrooms does not support these technologies (Weiss, 2007; Oliver & Limpman, 2007; Suleman et al., 2011). In many developing countries physical conditions in classroom are not managed effectively due to size of class, lack of training of human resource, low quality technologies and less quantity of instructional materials. The process of training of secondary school teachers is very poor due to poor needs analysis and execution process. The classroom may be designed as to utilized modern technologies for promoting learning process (Suleman et al., 2011). 60
Aloraini (2012) has stated following advantages of multimedia in learning process which are effective to enhance academic achievement: (i)
Multimedia makes the reading process zestful for students
(ii)
It provides the best way to transfer of information with the help of pictures, animations and information.
(iii)
It facilitates the process of discussion in learning process easily
(iv)
Information can be made closer to reality through video clips, maps and graphs in multimedia presentation
(v)
It makes the direct relationship between students and content
(vi)
There is attraction and amusement in learning process for students
(vii)
The element of curiosity is created through multimedia presentation which leads to high academic achievement
(viii)
It also provides broader perspective about a topic
(ix)
Students can get immediate feedback about their strengths and weaknesses
(x)
Students can recall and transfer knowledge through multimedia
2.7.7 Teacher-Student Ratio Post Primary Teacher’s Association of New Zeland (2014) has stated that small class size is required for teachers in individualized learning. The expectations from small class size are high for quality of education. Small classes are beneficial for students and teachers as: i.
Teachers have the opportunity to recognize and overcome individual differences and diversity among the learners.
ii.
Teachers are in a position to promote quality of education in small class as compared to large class. 61
iii.
Up to date monitoring system of student progress can be established.
iv.
Inclusive and personalized learning can be enhanced.
v.
Formative evaluation can be easily carried out to find out the weaknesses and strengths at the spot.
vi.
Students are more engaged in learning process.
vii.
Group learning can also be promoted.
viii.
Students get more opportunities for socialization with each other.
ix.
Drop out ratio from school can be minimized through personal interaction with students.
x.
Quality of learning environment may be maintained.
xi.
Academic achievement level of students is enhanced.
xii.
Smaller classes have positive effect on future economical growth of the country.
It has been found from researches that teachers give proper attention to each and every student in small class. Learners participate in learning process actively in these classes due to continuous pressure of teacher. So in this way students are engaged in active and innovative learning. In other words, the ability of learners for innovations goes up, while disruptive behavior goes down in small classrooms (Post Primary Teacher’s Association, 2014). Many developed countries have been taken constitutional cover through amendments in their constitutions regarding size of classroom during learning process to achieve goals of quality of education. In the same context, the voters of Florida approved amendment in the constitution as per article IX, section 1, regarding maximum number of students in a classroom. According to the encyclopedia of
62
American politics, Florida constitution (2002) has stated maximum number of students in each class as shown in table 2.4. Table 2.4
Number of Students in Various Classes
S. No
Classes
Maximum number of students allowed
1
K–3
18
2
4–8
22
3
9 – 12
25
It is the responsibility of the educational institution to ensure the number of students in each classroom as indicated above in table 2.4. Kim (2013) has presented pupil teacher ratio among the countries of the world in World Bank Data (2012). This ratio is calculated through number of students enrolled in school by total number of teachers. Teacher pupil ratio for some of the countries is given in table 2.5.
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Table 2.5
Pupil-Teacher Ratio
Countries
Year 2009
Year 2010
Year 2011
Year 2012
Albania
15
15
15
15
Austria
12
12
10
10
Bangladesh
28
28
10
10
Bhutan
21
21
31
32
Brazil
17
17
16
17
Balgharia
12
12
12
12
China
16
15
15
15
Finland
10
10
10
09
France
12
13
13
13
Germany
13
13
13
13
India
25
25
26
-
Indonesia
13
12
15
17
Japan
12
12
12
12
Korea Republic
18
18
16
-
Malaysia
14
14
14
14
New Zealand
14
15
14
14
Pakistan
-
-
-
26
Qatar
10
10
10
10
Sri Lanka
-
-
17
17
Turkey
-
-
-
18
Tajikistan
17
17
15
-
UAE
12
-
12
12
USA
14
14
14
15
Uzbekistan
12
13
13
-
Source: World Bank Report 2012
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Table 2.5 shows that pupil-teacher ratio of students in classroom year wise. Those countries that spend more financial resoureces on education have less strength in classroom as compared to those countries that spend low funds in education sector. This Report provides guidelines to different countries of the world to spend more in education sector. 2.7.8
Freedom in the Classroom Maryellen (2014) has presented views about adjustment of classroom learning
environment. The model classroom should allow all the children to work freely and learn in safe and sound environment. Diversity among the learners should be addressed so that every learner has an opportunity to understand the concepts regardless of race, class, gender and physiological abilities. The respect and self recognition of every student should be valued by teachers and peers. All students be dealt with dignity and students must feel the ownership of classroom environment. The classroom discipline as well as learning problems and issues can be resolved through self respect of students. Classroom is a place just like an acid test laboratory where each and every student can be evaluated and judged about their abilities and capabilities. Smith et al., (2005) has stated that Interactive White Boards (IWBs) were framed only for office adjustments but now these are the new addition to classroom learning environment. In the same context, Slay, Sieborger & Hodgkinson (2008) have viewed that IWBs are such learning tools that can be connected to computers and multimedia projector. The computer image can be displayed on screen through multimedia. Students can present their presentations easily with the help of IWBs. Electronic pen and e Beam can also be used to motivate the students for learning. The
65
adjustment of the electronic pen for each student in the classroom can be managed with the help of computer. Most of the developed countries like USA and UK use Interactive White Boards (IWBs) in classrooms. For this purpose Great Britain has taken initiative of $ 27 billion to update all the classrooms of primary and secondary schools by 2015 (Schroeder, 2007). IWBs are very effective in learning because they have positive effect on perception, motivation, learning behavior, interest, pedagogy and interaction between students and teacher. It has also been found from researches that teachers and learners feel comfortable during learning process with the help of IWBs. They board are the replacement of blackboards in classroom learning environment. The use of interactive white boards in classroom becomes useless due to unawareness of teachers. It means that without teacher training these IWBs are not effective and are considered only as innovative technological teaching aids. Without proper training teachers are not able to link IWBs to innovative and modern pedagogical techniques (Glover et al., 2007). IWBs are now considered as a powerful teaching aid through which strengths of the learners can be enhanced during learning process. IWBs are the positive addition in classroom due to integration of pedagogy and interactive nature. The overall attitude of students towards learning in classroom is based on attention of student in learning process, intrinsic and extrinsic motivation of student and learning behavior. It has been found from researches that the use of IWBs have positive effect on motivation and learning behavior of the student (Armstrong et al., 2005; Glover et al., 2005, 2007; Hall & Higgins, 2005; Higgins, Beauchamp & Miller, 2007; Lewin, Somekh & Steadman, 2008; Martin, 2007; Schroeder, 2007; Slay, Sieborger & Hodgkinson, 2008; Smith, Hardman & Higgins, 2006; Smith et al., 2005; Thompson & Fleckone, 2003; Wood & Ashfield, 2008).
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The educational achievement of students is directly linked with the active participation of their activities in school environment (Wang & Holcombe, 2010). The dynamic participation of students in classroom and the knowledge, skills and abilities they acquire during teaching learning process provides foundations for further education (Wang & Eccles, 2012). Many issues and problems like student boredom, low achievement, discipline issues and high dropout rate can be addressed through engagement of students in teaching learning process in order to achieve explicit educational goals (Markes, 2000). There are many factors which can be influenced on student engagement and achievement. The theories of self determination has viewed that learners seek knowledge, skills and daily life experiences which helps them to fulfill their basic and individual needs, and also satisfaction for their survival through interaction with the environment. Classroom environment is influenced on student achievement at a large scale because it can make a positive perception of students about the fulfillment of their psychological and social needs (Deci & Ryan, 2000; Krapp, 2005). Lack of motivation and poor interest are the main causes of disengagement of students from school and poor academic performance. It is very difficult and challengeable to address dynamic and interactive nature of classroom engagement of learners in effective manner. Moreover, researchers are unable to explain the process of accountability of classroom environment on student engagement. Therefore, it is need to be focused on behavioral, emotional, effective and cognitive factors which influence student achievement and performance in teaching learning process (Fredrick et al., 2004). Many researchers have viewed that there is a positive impact of teacher emotional guidance and support on different variables of student behavior on learning like higher participation rate of learners in school environment and decrease in
67
disruptive behavior in school environment (Patrick, Ryan & Kaplan, 2007; Ryan & Patrick, 2001). If students are allowed to discuss open ideas in classroom, show positive attitude towards academic achievement and express their feelings of enjoyment with the help of teacher emotional support during teaching learning process then many problems of learners can be resolved in order to achieve educational objectives (Furrer & Skinner, 2003; Shim, Cho & Wang, 2013).
2.7.9 Control of Disruptive Behavior Geoganne (2013) has argued that disruptive behavior can be controlled with the help of creating good behavior among the students. This task can be accomplished through daily assignments, guidance, counseling and daily classroom negotiations with students. Teacher needs to focus self management and encouragement of students on daily basis through negotiations with students. In this way teacher can achieve good behavior goals successfully. Teacher can also promote acceptable behavior and reduce or control disruptive behavior through assignments. The responsible and effective teachers have the ability to organize the academic content and instruction so that disruptive behavior can be minimized and learning behavior can be maximized. Mastery on subject and special classroom management skills are required by the teacher to promote learning behavior in the classroom (Elliot and Bolden, 2009).
2.7.10 Corporal Punishment Laura & Alison (2010) have presented a joint statement of American Civil Liberties Union and Human Rights Watch relating to the effect of corporal punishment on academic achievement of secondary school students. According to the statement corporal punishment is given to hundreds of thousands of school students each year. Twenty states have already framed laws that corporal punishment is legal, 68
while thirteen states have reported that corporal punishment is unpleasant and painful to students, and rest of eight states have stated that at least ten thousand students were affected by corporal punishment. Most of the effected students have learning disabilities that lead to obstruct their access to learning environment and they also lose their attention towards the progress in academic achievement in classroom. Harsh discipline actions against students, hitting and paddling create disorders like depression, fear and anger among the students. Such students withdraw themselves from learning activities and are left behind in academic achievement. The victims of corporal punishment face difficulty in concentration have poor academic achievements, tensions, misbehaviors, poor peer relationships and discipline problems. The following recommendations were given to Congress by this report: i.
Federal legislation is introduced to prohibit the use of corporal punishment.
ii.
A clear definition of corporal punishment should be introduced.
iii.
Positive student behavior should be promoted in schools and availability of necessary resources and tools be ensured to school administrations to develop safe and effective methods of teaching.
National Assembly of Pakistan (GOP, 2013) has passed a bill against the corporal punishment in schools. The bill declares any type of corporal punishment of children illegal in Pakistan. The individual involved may be fined Rs. 50,000 in addition one year imprisonment for violation of the rule can be answered act. Since children are gifted by Almighty Allah so they should be treated with love, patience, tolerance, guidance and counseling.
69
2.7.11 Classrooms Management Jolly (2011) has presented five sections about proper management of classroom: (a) Physical Environment: The adjustment of physical environment of classroom is necessary to mange instruction and learning. It includes arrangements of furniture, placement of different classroom objects, fixation of technological tools, decoration of walls, adjustment of white board and placement of gap between chairs and desks of the students that facilitate learning. (b) Rules and Procedures: Students should be aware of rules and procedures for daily routine. It includes discipline rules, behavior of start and end of every period, use of information technologies, proper use of laboratory equipment and group work rules. (c) Interaction Rules: Some rules should be framed for classroom interaction among students and teachers. It includes the procedures of discussion with students and with the teacher. All the students should follow the rules for smooth learning. (d) Review Procedures: The room for improvement in existing conditions is always there. So, necessary amendment in classroom rules and changes should be made when and where necessary. (e) Classroom Schedule: Weekly meetings with students should be arranged for 10 to 15 minutes to get feedback from students. This feedback will provide necessary input through which learning can be enhanced and discipline problems can be minimized. So, it can be concluded from the above discussion that combination of many things like structure and area of classroom, furniture and fixtures, arrangement and management of student chairs, natural and artificial brightness, audio visual aids and informational technologies, winter and summer necessary equipments which include ceiling fans and gas or electric heaters make up the classroom environment.
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2.8
Motivation Those psychological forces through which the direction of individual’s
behavior, strength of effort and course of action during problem phase can be determined are named as motivation (Jones, Jennifer & Hill, 2000). Kumar (2003) has expressed that the motivation is derived from the word motive which means movement towards the goal through mind and behavior. Motivation is the process of influence on individual’s behavior, so it can be called as the net amount of effort and energy which is consumed to achieve certain organizational goals. Motivation is associated with needs and rewards or incentives. Many researchers have thought that motivation is directly linked with goals (Kumar, 2003). Some scholars have strong position that motivation is purely a psychological phenomenon (Kanfer, Che & Pritchard, 2008) or devotion of an individual to complete a specific task (Lauby, 2005). Motivation provides a basic purpose and direction to accomplish behavioral process (Kreitner, 2007) while Ahlstrom & Bruton (2010) have stated that motivation is an intrinsic power which provides stimulus to an individual to achieve goals. Positive emotions of an individual are promoted and negative emotions are avoided through motivation. However, Latham (2007) has stated that motivation is the acceptance of individual’s need in a real environment. The level of satisfaction of learners and performance level towards achievement increases with the high level of acceptance of needs. Schunk, Pintrich & Meece (2008) have defined as the idea which helps us complete a task, moves us in forward direction and keeps us working. Motivation refers to the conceptualized thinking which includes inner forces, behavioral responses, formation of beliefs and unseen effects in change in attitudes towards goal oriented task. Motivation is directly associated with instincts, traits, attitudes, 71
discipline and will power. Motivation focuses on process instead of product. Motivation can be observed through actions of an individual towards a specific task. Physical and mental activities are involved in motivation. Physical activities help a person to participate through actions, while mental activities provide the opportunities of planning, organizing, monitoring, decisions making, problem solving and goal achieving. Nevid (2013) has stated that motivation refers to that process through which people initiate, guide and maintain themselves in order to achieve goals. Motivation is a tool which enables us to act towards achievement of goal. Motivation consists of biological, social, affective and cognitive powers through which behavior of an individual can be changed effectively. The study behavior can also be created among the learners with the help of motivation strategies. The factors like activation, direction, interest and devotion help to reshape behavior of a learner to achieve specific goals. The change in behavior can be seen through observation of an individual. The mechanism of motivation is transmitted and exposed to others through social lines. The achievement of goals spreads among the learners rapidly and automatically which is a source of inspiration for other learners (Aarts, Gollwitzer & Hassin, 2004) and thus goals are also associated with the relationship of others (Fitzsimons & Bargh, 2003), achievement of goals through motivation can be made with the help of sharing and discussion (Walton & Cohen, 2011). Morska (2011) has defined motivation in different ways and it effects. According to him Motivation is something through which a person acts towards the achievement of goals. It provides desire to achieve objectives. Motivation is considered as the fundamental key to all types of learning. An effective learning
72
process becomes impossible without motivating a learner. There are many classroom discipline problems and issues due to lack of motivation. Parents, teachers, counselors and administrators of schools face many obstacles to reduce behavior problems in society due to unawareness and lack of proper motivation. Learners can enhance their learning at any level of academic achievement with proper and in time motivation by parents and teachers. Pecjak and Pekiaj (2006) concluded that academic performance of girls is higher than boys due to the fact that girls have greater motivation towards reading as compared to boys. Su and Chen (2001) stated female students show better achievement than male students because female students showed high achievement motivation as compared to male students. Several researches have proved that peer emotional support and higher academic achievement are positive correlated in terms of behaviorally and emotionally engagement of learners in classroom environment. These associations are directly linked with perceptions, feelings, emotions and sense of satisfaction of learners during teaching learning process. It also plays a vital role in cognitive engagement of learners to compete and achieve higher educational achievement (Wentzel, 2003). Ken (2004) has suggested some strategies of learner motivation as summarized below: i.
The passion of teacher motivates learner towards learning. Teacher should be a role model for students. Teacher should present the lesson or task with great enthusiasm and devotion.
ii.
Teacher should take personal interest during instruction so that students motivate about their inner abilities.
73
iii.
Concrete examples from daily life as per lesson must be delivered.
iv.
Students must engage in learning process.
v.
Activity based learning should be promoted to enhance the interest of the learners.
vi.
Teacher should set realistic and achievable objectives of the lesson.
vii.
Positive feedback should be provided at proper time.
viii.
Teacher should acknowledge the hard working of learners.
ix.
Constructive criticism must be promoted in classroom environment.
x.
Formative assessment can be used to evaluate the learner’s level of achievement.
Motivation and emotions are directly associated with the cognitive performance (Lang & Bradley, 2008). Emotions are the sub processes of affective and cognitive domains of learning. Motivations and emotions both help in the adjustment of an individual in a specific environment (Roseman, 2008). Motivation is also considered as the will of an individual to learn, discover more and to get rewards and avoidance from punishment (Pessoa, 2009). Similarly, it is the intrinsic state of an individual’s behavior through which he moves towards desirable tasks or gets away from undesirable tasks (Roseman, 2008). Motivation is considered as a driving force in learners to lead and accomplish all learning activities (Sardiman, 2012). Motivation is such a stimulus through which a learner has the power or will to act in the direction to achieve learning objectives (Hikmat, 2009). Motivation is a necessary tool to determine learning activities. Motivated learners are successful as compared to those who do not have motivation towards learning (Hamalik, 2002). The nature of motivation towards learning is intrinsic as well as extrinsic encouragement for learners who want to change own
74
behavior. The relationship between motivation and learning can be seen from the behavior of learners. Highly motivated learners show interest in classroom tasks, be flexible towards learning, solve problems with devotion, like to complete task independently and do not feel any burden during learning (Hamza, 2011). Learning achievement and motivation to learn depend upon each other. Highly motivated learners are expected to achieve high level. In other words, high motivation leads to achieve high productive competence (Hamdu & Agustina, 2011). Ormrod (2014) has stated that motivation is something which provides energy to an individual to act in the direction of achievement. It also provides starting point and keeps the learner on track. Student motivation is often reflected and can be observed in classroom environment in the domains of cognitive, emotional, social and behavioral involvement. There are many effects of motivation on learning and behavior which include the following: i.
Achievement of specific goals: Motivation provides help to achieve specific goals of learning. Behavior school of thought claims that an individual first selects goals for him and then motivation helps him move forward in the direction of achievement.
ii.
Enhancement of efforts: Learner increases his efforts and energies by using different types of activities in line with goals and objectives. Enhancement in efforts towards a task can be made more effective through devotion and determination.
iii.
Engagement in learning process: Effective learning is not possible without active engagement of learners in learning process. Motivation help the learners to engage in different activities they want to do as per their own will and desire.
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iv.
Role in cognitive process: Motivation is the tool through which learners make their endeavor to understand the concepts and learning procedures. Cognitive process is enhanced with the attention and active involvement of learners in learning process.
v.
Progress in academic achievement: Motivated learners achieve academic success and they feel proud to reach high levels of achievements. When they obtain low grades then they become upset because most of the learners want respect, honor and dignity from their class fellows. In this way motivated learners do not want to lower their grades and decrease the level of expectations.
2.8.1 Types of Motivation Mohamadi (2006) has suggested that motivation is an inborn element of human nature which can be affected by four factors namely (i) extrinsic stimulus according to environment, (ii) intrinsic condition of human being, (iii) behavior related to purpose and cause of goal and (iv) tools to achieve goals. Motivation for academic achievement has great importance in order to achieve goals. Learners are stimulated by such means like motivation to complete their task in order to achieve objectives. Similarly in the same context Omidiyan (2006) has argued that motivation focuses on the reasons behind individual’s behavior to act. Behaviors through motivation are dynamic, permanent, zestful, adjustable and enthusiastic. Motivation has more than one dimension. According to educational environment motivation has three proportions (i) belief of learner related to performance of specific task, (ii) purpose and objectives of a learner to do a task and (iii) motivational factor in order to achieve end product. Researchers have distributed motivation into two kinds i.e. intrinsic motivation and extrinsic motivation. 76
Objectives and goals are those dynamic activities of learners that provide intrinsic motivation for completion of specific task (Mohamadi, 2006). It has been observed that motivation has strong, effective and dynamic relationship with behavior and abilities of learner by many psychologists. Motivation and academic achievement are attributed to those learning behavior which provide path to achieve goals. Motivation is a universal phenomenon that directly links with academic achievement that provides sense of humor to follow successful path in order to perform specific task. Motivation is an adequate behavior to accept task as a challenge with great effort and hard work. Intrinsic motivation is related to psycho cognitive condition which provides pleasant effect of autonomy to individual (Masaali, 2007). Most learners do not like feedback. It is observed that critical feedback given by teacher has no effect on behavior (Denisi & Kluger, 2000). Morska (2011) has presented two types of motivation: (a) Intrinsic Motivation and (b) Extrinsic Motivation. (a) Intrinsic Motivation: The purpose of motivation is to focus the attention of the learner towards the achievement of objectives of the lesson. When a learner feels intrinsically about the learning process then high academic achievement can be expected. This type of motivation creates intrinsic power to achieve goals. The materials of lessons and teaching learning process can be made more effective and goal oriented through desire of learners to learn. Learners feel satisfied about the learning process and in this way they become the responsible learners. Intrinsic motivation among children depends upon advancement and accomplishment of task, involvement of society, devotion, commitment and involvement of teacher in the task. Teachers provide intention towards innovative challenges and facilitation of learners to investigate, explain, present and construct
77
innovations during classroom practices. In this way teachers are satisfied with work environment and motivational level for accomplishment of task (Davidson, 2007). Challenges can also create intrinsic motivation among learners. When learners accept challenges they perform best as per their ability level. Instructional technique scaffolding is used for this purpose. In this technique challenge level for learner is increased gradually so that learners are able to complete the task (Margolis and McCabe, 2006). Dornyei (2001) has stated that learners can hold their attention for early ten minutes for each concept during teaching learning process in classroom environment. Learners feel tiredness and show less interest and devotion towards learning. They often distract and lose their level of devotion in order to achieve goals. Different motivational strategies can be used to motivate learners in right direction. The following six areas should be focused in classroom environment. i.
Learning should be made interesting.
ii.
Providing motivation before assigning task to learners.
iii.
Learners should be aware of the learning goals.
iv.
Teacher should care for self esteem of learners.
v.
Learner’s autonomy should be ensured.
vi.
Self motivation should be promoted. The engagement of learners in learning process and their interest are the two
basic elements which provide motivation towards learning (Chen, 2001; Chen & Ennis, 2004). However, the idea of motivation in physical education emerged from goal theories (Chen, 2001). The goal theories depend on interest of the learner in learning process. The poor interest of learner influences the level of achievement and performance in learning process. Lack of interest and low motivation level is the
78
cause of low achievement, while high level of motivation enhances performance level. It has been concluded by Chen (2001) that interest has great influence on learning behavior. Interest establishes a strong relationship between cognition and motivation. There are many factors through which people can be motivated. People are motivated due to strong extrinsic forces (Porter, Bigley & Steers, 2003). Intrinsic motivation of learners can be created on the basis of their interest and willingness towards the achievements because such a state of doing something is enjoyable and interested for them. It is found from different researches that the goals of individuals provide the opportunities to act. Ryan & Deci (2000) have suggested that the quality of individual’s performance can be enhanced due to intrinsic motivation, because it provides pleasure and satisfaction. Similarly, Thomas (2009) has said that intrinsically motivated learners want to find out the solutions of the problems because problems are challenge for them and the solutions of problems give sense of satisfaction to them. There are four types of rewards for intrinsically motivated learners: (a) concept of expression, (b) choice of selection, (c) position of challenge and (d) movement towards enhancement. All these variables give satisfaction and pleasure to learners. Intrinsically motivated individuals make their own selection of choices and acknowledge their feelings, emotions and self directed opportunities. Factors effecting learner achievement are shown in figure 2.3:
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Prizes
Praise Rewards
Physical Environment
Audio Visual Aids
Extrinsic Motivation
Incentives
Clapping
Teaching Strategies
Learner Achievement
Attention Challenges
Desire Emotions
Intrinsic Motivation Interest
Self Direction
Feelings
Willingness
Devotion
Figure2.3: Factors Effecting Learner Academic Achievement
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Intelligence under stimulus and response approach is considered as the main factor to achieve high academic achievement, which has been admitted fact since many years in any educational system and yet it has an effective approach. Teachers use many effective variables like supervision, guidance, counseling, evaluation, internal control, external control, punishment and encouragement to make confidence on learning process. Students feel pleasure, happiness, eagerness, anxiety and tiredness under such circumstances. Most of the teachers create internal classroom learning environment through some external control (Niemiec & Ryan, 2009). Most of the learners work together in groups due to common objectives and social appreciation. The importance of coordination, social actions and cooperation among the learners for innovations and creations control an individual’s motivation and behavior psychologically to achieve certain goals (Tomasello & Hamann, 2012; Walton & Cohen, 2011). The work of learners in groups provides inherent satisfaction to them and inspiration towards intrinsic motivation. Learners do their task in the absence of any external pressure (Ryan & Deci, 2000). The group task gives many motivational benefits to learners. The discussion with responsive peers can enhance interest during complex task and builds up an unseen pressure to complete task successfully (Thoman et al., 2012; Thoman, Sansone & Pasupathi, 2007) and active participation of learners in cooperative manner (Johnson & Johnson , 2009; Muldner et al., 2011; Palmer, 2009) can enhance interest and performance level. Standard behavior treatment during group task promotes effective task performance with the support and encouragement of each other (Fitzsimons & Finkel, 2011). Priyanka & Gregory (2014) have concluded that communication among the learners in group tasks is inherently collaborative characteristics of human beings.
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Collaborative approach in a group task provides intrinsic motivation due to which learners accept the challenge to solve the problems in classroom learning environment. Furthermore, students show effective discipline towards learning during group task. Katie (2014) has expressed her views in the article “Encouraging Intrinsic Motivation in Your Students”. The classroom of twenty first century emphasizes much more on extrinsic motivation as compared to intrinsic motivation. The performance of the learners is based on desire, for example desire to attain high grade or desire to take admission in a college or university or desire to give no trouble to parents and teachers etc. An extrinsic motivation is formulated on the basis of curriculum and content that is why teachers focus much more on extrinsic motivation as compared to intrinsic motivation. Intrinsic motivation arises on the basis of enjoyment and devotion. Katie (2014) has taken the following ideas from Mia MacMeekin, who explored many ways to facilitate intrinsic motivation among learners: i.
Sharing of positive and successful stories with students
ii.
Informing learners about the learning experiences of daily life
iii.
Promoting desire to learn more through creative thinking
iv.
Eliminating extrinsic prizes, rewards and strategies during classroom instruction
v.
Creating a space for moral values through proper guidance and counseling
vi.
Encouraging students to find out new solutions of old problems as a challenge
vii.
Promoting creative learning approaches
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viii.
Focusing on team work and group discussion to accomplish a specific task
ix.
Accepting the feelings of learners and praising their every achievement
x.
Promoting the habit of drill and practice to develop efficiency in learners
xi.
Adopting play and play method of teaching during teaching learning process
xii.
Using lesson to control emotions
xiii.
Allowing and facilitating students for proper management of learning time
xiv.
Informing students about the purpose of the learning
xv.
Creating classroom learning environment for creative activities
xvi.
Giving skill assessments to students to promote interest in learning
xvii.
Allowing students to measure the rate of enhancement towards learning process
xviii.
Creation
of
trustworthy and
autonomous
classroom
learning
environment xix.
Focusing and communicating classroom vision
xx.
Promoting social values and attitudes through learning
xxi.
Creating collaborative approach of classroom sharing among the learners.
xxii.
Allowing students to share their own problems and successful stories in classroom learning environment
James, Joan & Rich (2013) have presented the model of intrinsic motivation of students towards learning process. The following are the main points of the model:
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Involvement of Students: The opportunity of involvement in activity to students is provided by the teacher in initial phase. Learning activity should be made interesting so that learners engage themselves with interest and devotion. Factors of activity: There are two main factors through which learners can evaluate their own activity. First is stimulation and the other is personal control. Stimulation involves challenge, fantasy and curiosity towards solution of certain problem, while personal control refers to choice or selection and difficulty level of the learning activity. Perception of students: When students feel stimulation and effective personal control then they are engaged in learning activity due to their intrinsic devotion and interest. If these two variables become insufficient for student then they lose intrinsic motivation and students may be continue the learning activity due to some extrinsic motivation. Drill & Practice: Learning activities can be made more effective and interesting with the help of drill and practice. So, practice is necessary to create an interest in the learners and intrinsic motivation towards learning process. Proper time allocation: Sufficient time is also required to complete the learning activity. If proper time is not given to students then they can lose the personal control and they will remove the activity from their minds soon. Motivation, emotions and self development of human being can be explained through self determination theory (Reeve, 2004) which involves three fundamental elements: (a) association, (b) mastery and (c) independence (Gagne & Deci, 2005; Roca & Gagne, 2008). The feelings of relation and communication of an individual to associate with society, mastery refers to the tendency of effectiveness while independence is a state in which individual regulate the behavior. Students can
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achieve higher intrinsic motivation towards learning after fulfillment of basic needs. The tendency of performance at higher achievement level without external control is named as intrinsic motivation (Roca & Gagne, 2008). It has also been found from researches that psychological fulfillments of needs have positive effect on intrinsic motivation and academic achievement (Ejei et al., 2009). Weimer (2013) has stated that negative relationship exists between the intrinsic motivation and extrinsic motivation in learning; because intrinsic motivation involves interest of learners to do something and extrinsic motivation emphasizes that something has to be done. Most of the students attend classroom because they have perception that it is a fundamental requirement due to extrinsic motivation they do not have intrinsic motivation because most of the teachers have no idea about intrinsic motivation. As a result negative relationship is created among the learners about the two types of motivation. In the same context, Reiss (2012) has presented the idea of dual nature of intrinsic and extrinsic motivation and three reasons of failure of intrinsic motivation i.e. establishment of validity, measurement of reliability and personal control during experiment. The difference between the two types of motivation is disabled due to validity because motive cannot be divided into only two categories. He further explained that researches which concluded that intrinsic motivation is diminished by extrinsic motivation, was conducted in laboratory environment under single trial studies. Literature tells that long term reward system in real world like grades and money creates interest and devotion to achieve goals. Learners in classroom environment are different from each other on the basis of individual difference so different learners are motivated in different ways. According to proponents of intrinsic motivation that one type of motivation is effective than the other due to some values. For example wealth and material things are considered
85
inferior without any real world proof. But individuals are different on the basis of individual differences so any thing has greater value in for them, which makes them happy. So source of happiness has a great value for motivated learner. Psychologists have believed that intrinsic characteristics of human being are the powerful forces due to which an individual takes active participation in physical and social climates. Human beings take interest in learning, knowledge, customs, values and traditions of society. These inherited intrinsic characteristics of human beings move a person towards curiosity, growth and high academic achievements (Niemiec & Ryan, 2009). (b) Extrinsic Motivation: Most of the students perform at higher level due to rewards, because they are influenced by external factors. Many external factors are involved in extrinsic motivation. Physical environment of the classroom or school and audio visual aids play a vital role in promoting extrinsic motivation. Extrinsic and intrinsic motivations are necessary for any type of effective learning (Moraska, 2011). Extrinsic and intrinsic motivations are considered as two opposite sides of one coin. Extrinsic motivation can be defined on the basis of participation of learners in different types of activities in order to achieve goals and something extra which is associated with the task but different from task. The purpose of participation in a task is pleasure and happiness for the learner without intrinsic motivated behavior. Some researchers have behaved that extrinsic motivation reduces the intrinsic motivation because stimulus are used to control the actions and attitudes of a learner (Deci, Koestner & Ryan, 2001). Smith (2014) has explained that extrinsic motivation is based on extrinsic incentives. These incentives help those students who do not want any type of challenge in learning environment. Students work hard to achieve certain goals due to
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extrinsic motivation. The desired goals should be framed within the approach of the student according to age limit and mental level. Most of the players work hard to win the match due to extrinsic rewards and praise. Extrinsic motivation includes praise, continuous success and winning of rewards like medals, stars, more recess time for enjoyment, clapping among the students and more time to play etc. Reward system with the help of different types of teaching strategies enhances the level of learning, attention, accuracy and attitudes towards learning of the student. For example teacher introduces point system in classroom to complete assignments, ensure following of directions, speaking nicely and level of class work performance. This point reward system accumulates the attention of the students towards prize or privilege. The efforts, energies and drive of students to learn and achieve high are collectively known as academic motivation. The academic motivation is based on theories of cognitive and affective domains of an individual. Some scholars believe that behavior is necessary for motivation while others agree that involvement and engagement of students in learning process is more effective than behavior. Martin (2010) has presented motivation and engagement with eleven factors under four clusters: i.
Adjustment for motivation: It involves three basic and fundamental behaviors. Self attitude, attitude of the learner and self assurance about the abilities to understand towards school task. It also includes the encouragement to face the challenges and performance towards the solutions of daily life problems. Students focus on learning, self belief and pay attention to classroom tasks at this stage.
ii.
Involvement for adjustment: The main ingredients of this stage are commitment, planning and management towards those efforts through
87
which classroom task can be completed. Students involve themselves in efforts to enhance learning. iii.
Unacceptable motivation: This stage of motivation includes anxiety, fear of failure and uncertainty among the learner about the classroom task. Students think about school work, assignments, tests and examinations. They have worry about the task.
iv.
Unacceptable involvement: It involves disagreement and disruptive behavior about the classroom task. Students avoid some tasks due to failure or poor performance. This uncertain control shows uncertainty about the task and avoidance from task among the learners. Liem & Martin (2013) have found that clear and doubtless learning has
positive effect on motivation as compared to inquiry based and discovery learning. Discovery based approaches do not provide effective results due to too early introduction of these approaches to students. While teachers guide properly and inform the students about the knowledge, skills, advantages and disadvantages of discovery based learning first and then positive results can be achieved through explicit instruction. Explicit instruction is a method of teaching through which learning motivation among the students can be created through following steps: i.
Difficulty of task of students is properly managed at the initial stage of learning so that students feel satisfaction about the learning problems and their solutions.
ii.
Different kinds of instructional materials are used to create extrinsic motivation about the task among the learners.
iii.
Sufficient drill and practice is required to understand the task.
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iv.
Proper and in time teacher feedback is also necessary to create the interest of learners.
v.
Students are allowed to practice an actively independently and solve the problems. The process of developing skills and knowledge is a continuous process. Many
researches show that there is a cyclic operation between learning skills and motivation (Martin, 2007; 2009; 2010; Pintrich, 2000). Skills are the combination of literacy, numeracy, subject knowledge and different types of strategies while motivation involves self belief, focus on learning, anxiety, uncertainty and fear of failure about classroom task. The combination of skills and motivation are considered as tools to enhance academic motivation of students. It has been found from many studies that educational outcomes are directly or indirectly linked with student motivation. Award of grades are considered as the important predictor of educational outcomes (Schunk, Pintrich & Meece, 2008; Brophy, 2004). Motivational strategies need to be different for every student in classroom due to individual differences, some students focus on obtaining high grades while others want mastery over content. Learners pursue multiple leaning goals in learning environment and also difference in their goal orientation exists (Elliot & McGregor, 2001). Most of the students understand the presented topic, obtain knowledge, enhance skills through mastery learning whereas performance oriented students have their focus on outstanding outcome performance over other students (Lee et al., 2010). Goal orientation and performance based outcomes establish benchmark among the peers to evaluate and to elevate the level of ability and performance (Elliot & McGregor, 2001) and goal orientation and performance based outcomes have positive relationship in relation to educational outcomes and
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achievements (Hulleman et al., 2010; Gonida, Voulala & Kiosseoglou, 2009; Elliot & Murayama, 2008; Coutinho & Neuman, 2008). Hanke, Hans & Greetje (2014) have concluded that extrinsically motivated students elaborate their ideas with the help of multiple goals and the combination of extrinsic and goal orientations are used to enhance mastery and performance level. The academic performance of learners and adjustment are associated with interest, two way communications with parents, engagement of learning time, evaluation system in the classroom, effectiveness of teachers, physical resources, extrinsic motivation of learners, teacher support and high quality of interaction between teachers and learners (Olwatimilehin & Ovoyele, 2012; Ghazi, Azam & Khan, 2009; Ochoa, Lopez & Emler, 2007; Long et al., 2007; Adeyemo, 2005). It has been found that there is a positive strong relationship between extrinsic motivation and characteristics of high school learners and self reported motivation with academic achievements (Meyer et al., 2009) Classroom audio visual aids and assignments can be used to enhance the level of extrinsic motivation among the students. Telling stories of great persons to students and sharing of heritage and cultural values can also be utilized as a external motivation tools. Rewards are considered as the effective tool for extrinsic motivation, but it is necessary to use the right type and frequency of incentives at proper time to maximize the benefits. Sometimes, in certain circumstances rewards reduce the motivation level. Praise is a very useful tool to enhance the extrinsic motivation but its frequent use also reduces the motivation level especially in secondary school students. Smith (2014) has suggested the following points to get optimum level of rewards and praise:
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i.
Time Schedule: The proper time of rewards and praise is necessary to create effectiveness. Praise should not be given to those students when they are excited about the new task, because they are already motivated towards achievement.
ii.
Avoid bigger rewards: Small and attention diversion rewards are more effective as compared to bigger rewards. Sometimes after achievement of bigger rewards, students stop their working level.
iii.
Creation of challenge: Rewards and praise be used to foster self perception, enjoyment in task and independence to accept the challenges. Award of grades is also used to enhance the external reinforcement in
secondary school students. The competition for higher grades enhances the performance level. But the ground realities tell that competition of grade system is a tool only for talented students and learning disabled students do not hold belief in grading system. In this way motivational level of low achievers reduces and anxiety among such students is increased. Cooperative learning in groups is suitable in circumstances, where students work and complete their assignments in groups. Another useful alternative which can be used in classroom environment is portfolio assignments,
which
includes
written
reports,
products,
presentations
and
performances of the students. The progress of students towards concrete, creative and meaningful goals is mentioned on portfolio assignments (Smith, 2014). Covington & Muller (2001) have stated that external rewards are used by school authorities to control and manage the behavior of the learners successfully. Award of the grades produces extrinsic motivation for learners to achieve goals on performance basis. If the learner meets the performance level of the achievement
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successfully the performance contingent rewards are given to them in classroom to enhance the level of extrinsic motivation. Extrinsic and intrinsic motivations are not mutually exclusive to each other because both have equal chance to predict commitment and interaction for enhancing the level of freedom and performance among the learners. The condition of behavior of learners in classroom environment can be improved through extrinsic motivation. So rewards play a significant role in motivation. Shreeve et al., (2002) have found that praise is the least effective reward which reinforces the learner to act in the direction of achieving goals. The value of rewards changes with the age and perception of learners. Motivation and learning are associated to each other. Both have to have insight into behavior and focus on learning with in social context. Learning can be made effective through feelings and actions of the other person and through the advantages in daily life (O’Donnell, 2012). The involvement of parents and community play a significant role to make this type of perception for learning environment. Similarly, Carterwall (2012) has suggested that participation of parents in learning process is effective to achieve academic goals and to produce fundamental change in behavior of the learners. Rasbash (2010) is of the views that there is a large gap between achievements of learners in classroom learning environment and personal efforts of the learners. It has been found that 20% achievement level depends upon school learning environment while 80% achievement is due to personal motivation of the learners. Many social and behavior problems are faced due to the unequal ratios. The school administration can reduce this gap through effective policies. Mariska (2014) has stated that formal education provides the opportunity to have one to one conversation between students and teachers. Extrinsic motivational
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factors help learners to enjoy their learning. The following extrinsic motivational factors are used to enhance the achievement level of the learners: i.
Learning environment: Well planned classroom learning environment can be used as extrinsic motivational factor in which students focus on teaching learning process without any obstacle.
ii.
Personality of teachers: Teachers are the role models for students, as they care and look after their needs. They make lessons interesting and enjoyable for them with the help of different types of teaching strategies. So the personality of teacher is the extrinsic motivational factor to enhance learning.
iii.
Support of family: Parents have the key role in developmental stage of children. The environment of home is important for classroom instruction. Since child spends most of his time with family so family support produces extrinsic motivation among children to achieve high academic achievements.
iv.
Discussion groups: Most of the students enhance their extrinsic motivation through discussions with peers and teachers. Peer-group discussion
provides
the
necessary
basis
for
learning
and
encouragement. Tim (2014) has stated in his article that right or wrong way to motivate students through Gamification. Gamification is the classroom method in which games are not actually played; rather students are motivated towards achievement of goals through different types of activities. Learning is transferred through simulations in gamification. It is a popular classroom learning strategy which provides extrinsic motivation to students through points or high scores. Badges, point scores and
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clapping, encouragement and praise are the ingredients of extrinsic motivation through games. Gamification is directly associated with extrinsic motivation. Use of badges and point scores are the external sources of motivation to create interest and enjoyment in learning. Gamification can be made effective through inquiry based or project based classroom learning.
2.8.2 Elements of Motivation Nevid (2013) has stated that three main elements play fundamental role in motivating a learner; (a) Initialization: is the primary stage where an individual takes the decisions about the start of any task. (b) Determination: The second element focuses on individual’s effort towards the achievement of goals. Obstacles do not matter in the path of achievement. Individual spends time, resources, energy and money to reach high level of academic achievement due to determination, and (c) Measurement: It can be found on the basis of concentration and devotion of an individual towards the achievement of goals. The outer sources of environment are those variables through which extrinsic motivation arises. It includes rewards, incentives, promotions, grades and attractive learning environment. These different types of variables provide satisfaction and comfort to an individual. An extrinsically motivated learner works hard to accomplish a specific task due to external expectations. Extrinsic motivation has low level of power and limited influence on learning as compared to intrinsic motivation. Extrinsic motivation varies with self determination from one person to another person. Ryan & Deci (2000) have presented four characteristics of extrinsic motivation: (a) It has an exterior base which helps the person to regulate an act towards positive state of achievement and avoid negative attitudes, (b) Unconscious act is performed by the learner towards goal achievement because individual finds the reasons about specific 94
behavior from inner sight and wants to reduce inner pressure and guilt, (c) After identification of reasons an individual recognizes and performs according to preselected choice and (d) At the end, an individual combines or integrates all the senses with intrinsic motivation and performs fully to achieve goals successfully (Virbickaitė, 2013). It can be concluded from above discussion that both intrinsic and extrinsic motivation are essential for classroom environment to motivate learners towards high level of academic achievement.
2.8.3
Relationship of Motivation with Learning Schunk (2014) has emphasized that role of motivation is necessary for
students through which learning process and performance of the students can be enhanced. Motivation has positive effect not only on previous knowledge but also on new knowledge, skills and strategies. The behavior of drill and practice, facts, rules, concepts and performance level can be observed through actions and habit is formed with the help of motivation. The role of motivation in teaching and learning process is dramatic and fast. Proper time is also needed to boost the motivation level of the learners. The devotion of the students can be made more effective to complete a task properly and within specified period with the help of motivational strategies. Properly motivated students want to engage themselves in different types of activities after learning about a topic. Zimmerman (2000) has viewed that motivated learners organize the instruction mentally and develop in depth understanding of concepts and face problems when they do not organized and understand the learning. Unmotivated students are totally different in learning efforts as compared to motivated students. They remain passive in classroom learning because they do not organize and accept learning as a challenge. The classroom task and home work of 95
assignments may be done haphazardly by these learners. Students suffer in learning process due to lack of proper motivation. Motivation has the reciprocal relationship between performance level and learning (Pintrich, 2003). Huzinec (2014) has found that educators face problems to help students enforced in academic learning process due to apathy and lack of motivation. These problems exist in primary, elementary and high schools. Genuine reasons are not provided to students for their engagement in academic process. The student classroom engagement can be improved through affective teaching. Student centered variables involve encouragement, classroom engagement, empathy, higher level of thinking order and learning time, while outcome of learners consist of affective, cognitive, behavioral, social and academic aspects. Positive correlation between active participation of learners and learner motivation has also been found. Shechtman & Yaman (2012) have found that social emotional learning and classroom activities provide the systematic path towards enhancement in learner motivation and classroom engagement as compared to traditional methods of teaching. Teaching and learning process can be made more affective through following three steps of social emotional learning: i.
Informative Stage: This stage relates to actual facts and knowledge that acts be delivered to learners.
ii.
Conceptual Stage: Higher level of abstract thinking is involved in this stage. Integration of facts and information are used to develop concepts and understandings about the learning.
iii.
Application Stage: Social emotional learning helps learners to relate and to apply learning into their daily lives through meaningful knowledge.
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The development of motivation of learners in classroom depends upon the quality of formal discussion between teachers and learners (Cheung, Hew & LingNg, 2008; Tuckman, 2007; Xie, DeBacker & Ferguson, 2006). It has also been found that learners fail to achieve learning objectives due to lack of participation in formal discussion (Mazzolini & Maddison, 2003), inadequate discussion among peers (Hewitt, 2005), artificial interaction among the learners, and formation of joint effort for discussion without willingness (Yang et al., 2006). Formal discussion influences the motivation level of learners. The intrinsically motivated learners attain high level of academic performance while the extrinsically motivated learners perform limited in formal discussion (Rienties et al., 2009). Learners feel high degree of autonomy in formal discussion and collaborative learning approach among learners is also promoted, which creates intrinsic motivation towards learning (Yang, et al., 2006). Learning and memory are enhanced trough curiosity that provides light and vision to brain. The impact of curiosity is long term which opens the doors of brain to function in order to achieve effective learning goals. It has been found that curiosity oriented learners perform better in learning. Curiosity about information also enhances memory status. The element of curiosity cannot be created without motivation. Lois (2014) has listed three major findings from his study: (a) When learners have curiosity to find or to discover answers of some questions then they are better performers in learning of information; (b) Stimulus towards curiosity is a tool which provides intrinsic motivation in brain to achieve reward; and (c) Curiosity motivated learners have the ability to enhance the activity in hippocampus (part of brain which deals with memory and emotions) through which new and long term memories can be created.
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2.9
Teacher Feedback Thomas (2011) has stated that feedback is continuous process which forms a
loop. Feedback loop consists of four stages. The first stage is evidence stage in which behavior of an individual can be measured and captured. The second stage is relevance stage in which communication of data is taken place. Third stage is related to consequence in which information provides path to move forward in the direction of achievement and the fourth stage is about action of the task. The feedback loop helps to make choice for action to an individual and action is measured. Feedback loop runs for more than one time, and every time it provides new behaviors in order to achieve goals. The main responsibility of the teacher in the modern era is to provide activity based and interactive learning in classroom. Feedback is considered as a powerful tool between learning and academic achievement (Merry, 2008). Teachers and learners are important stakeholders in learning environment through which academic achievement of learners can be enhanced. Rose & Gallup (2005) has stressed that the most common issue of the twenty first century classroom environment is disruptive behavior of the learners. Smith & Smith (2006) has viewed that this disruptive behavior is the main cause of poor academic achievement, less engagement time for learning, poor standards of education, weak classroom management and unsatisfactory learning outcomes. Violence and discipline problems have increased due to overload working circumstances of teachers. Disruptive behavior has directly influenced on performance of new teachers and academic achievement of students (Browers & Tomic, 2000). Teachers can overcome these problems and issues with proper feedback, guidance and counseling. 98
Feedback in teaching learning environment includes different kinds of responses by the teacher to a student in order to modify performance, attitude, behavior and achievement. Feedback is the essential element of teaching learning process and is recognized as an important factor related to student performance. It is a positive reinforcement tool for students to achieve learning objectives (Scott & Dinham, 2005). Teacher feedback can be expressed in oral, written and gestural forms. The main purpose of teacher feedback to students is to encourage or criticize the strengths or weaknesses. Teacher feedback is important in sports, art, recreational co curricular and learning activities. Teacher or coach is ready to explain, demonstrate or detect weaknesses and improve strengths of a student through feedback. Natural talent of a student is recognized through teacher feedback. If weaknesses are not detected and corrected at proper time then it results in poor performance. Learners with poor teacher feedback show discouragement and poor performance in tests. Secondary school students perform different types of tasks including recognition, correction, and encouragement towards enhancement of achievement level through teacher feedback. It helps students to keep on track during classroom learning process (Dinham, 2007). Factors making teacher feedback are shown in figure 2.4:
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Verbal Feedback
Gestural Feedback
Written Feedback
Teacher Feedback
Feedback on Homework
Formative Feedback
Figure2.4: Factors making Teacher Feedback
A strong relationship between the teacher and student is necessary for proper growth and development of a child. The basic needs of students in the classroom can be recognized through this relationship. Teachers share their experiences with students in order to guide the emotions of students in the direction of achievement of learning objectives. This relationship cannot be made effective without feedback from teachers to students. Feedback in learning environment can also be used to enhance the level of learning among students and professional development of teachers. Students get intrinsic motivation towards rewards through teacher feedback and show
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better performance. Teacher student relationship opens the doors to resolve conflicts, issues and problems in relation to learning process (Jantine, Helma & Jochem, 2011). Hartely (2000) has suggested that the language and tone of feedback is very important. It should polite and attractive rather than taunting and insulting. It should start from positive aspects and then proceed to aspects requiring for improvement. Feedback should enhance the morale and self respect of the learner. It must be at the mental level of the learner. Feedback must be expressed in the already known language by the learner. Unfamiliar and difficult words lead to dissatisfaction of the learner. Feedback is the measure through which learners enhance their level of achievement and performance. In the same context, some guidelines on providing feedback are: i.
Feedback should offer with love and care.
ii.
Feedback must be specific for the task.
iii.
It should be given as proper time.
iv.
Feedback should have attraction to follow.
v.
Proper weight age should be provided to feedback in classroom to all the learners.
vi.
It should be presented in easy and simple way to understand.
vii.
Feedback should be concrete rather than abstract in nature. Teachers use verbal and written feedback in order to improve academic
performance of students and these are considered as a most powerful tool for motivation which enhances learning. There is a lot of difference of opinion on feedback such as what kind of feedback effects student’s behavior or what type of feedback is necessary in specific circumstances. The nature of feedback changes with
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environment and in different situations. Every learner needs specific feedback according to learning disabilities and performance (Hattie and Timperley, 2007). The need of feedback is important in classroom environment even most talented learners require it for better performance and high academic achievement. Learners can learn immediately with feedback and perform better as compared to those who do not receive feedback. It gives path to talented learners to make their strengths in order to achieve high academic achievement (McCall, 2004). Sometimes teacher feedback has negative effect and its perception moves towards discouragement of students and achievement. In some situations teacher feedback has poor or bad effect. Effective feedback needs proper frequency, construction and timing. Teacher feedback becomes poor due to sensitivity issues between teachers and learners. Feelings and emotions of students are hurt due to negative feedback, so as a reaction poor performance of students can result whereas on the other hand some learners are pushed to achieve higher level due to proper and in time feedback (Hattie & Timperley, 2007). Dinham (2007) has viewed that teacher feedback should be specific, focused, practical, achievable, and measurable and time bound. Expert teachers use specific statements such as good, very good, excellent, well done, concentrate, poor work done, poor spellings, needs to work hard, good ideas, satisfactory performance and excellent performance etc to motivate learners towards the achievement of learning objectives. These comments are effective than only ticking on assignments of students. Assessment criteria should be clear to every student for effective feedback. The purpose of assignment and teacher feedback should be to inform students in detail. Only written remarks are not enough to enhance the level of performance. Reasons of poor performance or higher performance should be mentioned in
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comments. Face to face interview with the students is also considered as a powerful effective teacher feedback. Specific time is required for this type of activity, sometimes it can be placed during classroom instruction. Effective teachers have the ability to provide proper and effective feedback, and expert teachers give expert opinion to their students. Educators and other stakeholders express concern over student performance and quality of teaching. Teacher is the major source in classroom environment which influences on achievements of student. It has been found from international research studies that teacher feedback has effect on learning of students. It has also been concluded that the range of large effect size of teacher feedback on student performance is 0.7 to 1.0, which shows positive effect (Hattie & Timperley, 2007). Stenger (2014) has presented five research based rules of teacher feedback to build motivation on the basis of existing knowledge, skills and attitudes among learners: i.
Specification: Teachers should be specific as far as possible about feedback to students because one cannot judge the insight through feedback. Teachers cannot conclude the performance of a child resulting from feedback is due to wrong or right conception. For example, feedback just like “Excellent work done” does not express the perimeters of right or wrong work done, so feedback should be specific and future oriented.
ii.
Immediate Feedback: it has been found from many researches that immediate feedback is more effective than delayed feedback. Teachers should provide feedback to students on the spot, so immediate
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feedback is more effective than feedback which is give after few days, weeks or months. iii.
Achievement of Objectives: Teacher feedback should be focused on achievement of learning objectives. Students should be informed very clearly about the material which teacher plans to provide achievements of objectives. In this way students become able to remove their deficiencies and enhance their pace towards the achievement of objectives through teacher feedback.
iv.
Presentation of Feedback: Two way communications between teacher and student is necessary for effective feedback. Sometimes proper and in time feedback becomes poor due to wrong presentation by teachers. There are three main situations in which feedback reflects opposite effect rather than the desired one (i) Learners should not be closely monitored because most of the learners want to get rid from learning due to their nervous or self conscious state of mind (ii) When learners feel that feedback is used to control over us rather than guidance or counseling then teacher feedback from teacher becomes poor (iii) Sometimes feedback is shared among the peers for challenge, which may be a source of negative feedback and disengagement of learners from learning process.
v.
Involvement of Learners: Access should be given to students about the information of their performance. Learners come to know weaknesses and strengths with their involvement in learning process. If learners have an access to information, they develop the sense of awareness about learning, weaknesses or mistakes. So, engagement of
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learners in learning process is important to collect and analyze data for future performance of learners. It is an admitted fact that performance and achievement of secondary school students can be enhanced through proper use of opportunities of teacher feedback (Pollock, 2012; Hattie, 2008). Teacher feedback is the most powerful tool in learning environment which is used to influence the level of achievement and performance (Hattie, 2008). Teacher feedback can be made effective (Wiggins, 2010) by applying following seven characteristics: i.
Objective oriented in relation to learning process
ii.
Clear and transparent to learners without any doubt. Feedback to students should be concrete rather than abstract
iii.
Workable feedback in the learning environment
iv.
Friendly feedback which creates motivation among the learners towards goals
v.
Specific time framed feedback
vi.
Measurable and moveable feedback towards achievement
vii.
Stable and accurate feedback Most of the secondary school teachers do not take care about the written
remarks while providing feedback to students. Many written remarks are considered as advice not feedback like “Very Good Job”, “What were your reasons to write a paragraph?”, “Weak presentation”, “Needs more examples to explain”, “Poor performance”, and “Better” etc. All these remarks do not express any proper guideline to students for enhancement in achievement and performance. Since teacher feedback is the information to students so it cannot be expressed in question form. Questions are the best tools to create the power of thinking among students, but they are not
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considered as a feedback. Feedback should be specific, measurable, actionable, reliable and timely bounded (Wiggins, 2012). Feedback is considered as a useful tool to facilitate effective two way communication between student and teacher in teaching learning process. It is the post responsive information which is given to learner on the actual state of performance in order to help him in the achievement of learning goals (Narciss, 2008). Teacher feedback is mandatory for learning context because it determines the motivation of learners, intention towards assessment, involvement of students in learning process and expectations for future performance (Parr & Timperley, 2010). Teacher feedback is an effective tool beyond sharing. It is helpful information for students about their performance. Students take benefit from teacher feedback to improve the state of task. In fact, teacher feedback is the pure reflection of a teacher. The quality feedback is linked with time, devotion and care which shows the value of feedback process. Ashley (2014) has stated that feedback should be A – B – Cs. A refers to action oriented, while B refers to basic and C is the connection of feedback to content. He has further stated as summarized below: A.
Teachers should try to present clear, easy and understandable idea or suggestion to their students. The principle of sharing feedback with students should be friendly and according to level of the students. Teachers should also try to avoid personal feelings while providing feedback. Teacher feedback to students must be reachable and workable.
B.
Teacher feedback should be basic and concrete. It must be focused on present situation. Since feedback is self speaking, so it should indicate the direction of improvement.
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C.
Feedback should relate with specific content. The improvement can be made in learning through feedback in relation to content. Students should be encouraged to discuss the content.
The quality and encouragement through teacher feedback is mostly accepted as an essential ingredient during teaching learning process (Li & Barnard, 2011; Parr & Timperley, 2010), there are different opinions for quality of feedback. Some researchers have argued that students like written comments on their assignments to know about deficiencies (Ferris, 2002; Hyland & Hyland, 2006), while some are of the view that students like comments along with ideas as compared to grammatical mistakes (Lee, 2005), But most of the teachers and students want different types of feedback for improvement (Plonsky & Mills, 2006; Diab,2005).
2.9.1 Feedback on Homework The purpose of formative tests is to help, convey, guide and monitor teaching learning process during classroom environment in order to achieve objectives of the lesson. Without proper feedback, teachers and learners cannot perform effectively. Pace of learning during classroom environment can be assessed with the help of formative feedback provided by teachers at proper time. Continuous repetitions of formative tests along with proper written feedback help to remove the learning weaknesses and provide strengths towards summative evaluation (Alonge, 2004; Kolawole, 2010). Bennet (2011) has observed that teachers and students are directly or indirectly affected by positive feedback in learning environment. Formative feedback is considered as an effective tool for enhancement in learning, Berry (2011) observed that formative feedback is used to change traditional classroom theory and practices and to raise achievement level of learners. 107
Many school related variables have direct or indirect impact on student learning. Homework of students is such a variable which forms connection between students and learning. Quality of the homework is the burning issue of the day due to absence of any balance policy for homework. Many researchers have believed that there is correlation between homework and student achievement without accounting for individual differences. It has been found from some researches that there is no relation between homework and student achievement (Cooper, Robinson & Patall, 2006), while on the other hand there is a positive correlation between homework and student achievement in grades 7 to grades 12 as compared to K-6 has been found (Marzano & pickering, 2007; Cooper, Robinson & Patall, 2006). It is the core responsibility of the teachers to ensure that each and every student in the classroom must understand the concept and skills which are required to complete homework assignment without any doubt and discouragement at home. Effective homework should be structured in such a manner that students can accomplish it with interest, devotion and success. Marzano & pickering, (2007) have stated following rules to assign homework assignments: i.
Homework should be assigned to students from start of the class.
ii.
Teacher should explain and provide examples for writing of homework.
iii.
Written feedback is essential on homework assignment on next day.
iv.
There should be no room for confusion in homework.
v.
Students should be allowed to do and discuss their homework in classroom. The habit of regular homework for a student is considered as a factor of
success towards high level of academic achievement Bembenutty (2010). Homework
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includes those academic tasks for which students are advised to accomplish after instructional time at homes (Cooper, Steenbergen & Dent, 2012). So, homework is such an effective tool through which not only learners enhance their understandings and abilities but strong interaction is also established between learners and teachers in learning environment. Teachers should encourage students to do their homework daily at proper time because it has direct relation to academic achievement (Bembenutty & White, 2013). Homework for students can be divided into three types generally; (a) Home work is given to student for next day participation in classroom discussion (b) Homework is assigned for drill and practice and (c) Inclusive Project homework for enhancement of skills. The ratio of homework success, regularity and performance depend upon the support of parents and other family members. If parents are involved in student homework then the ratio of success and level of academic achievement can be enhanced through teacher feedback. Homework success ratio and intrinsic motivation of students can be increased by teacher feedback through some text messages to parents (Power et al., 2007). Homework is the combination of planned and unplanned methods to reach high academic achievement level among parents, students and teachers. The habit of homework can be created with proper feedback from teachers through which all the stakeholders feel that learning is possible at school as well as at home environment. Homework assignments provide an opportunity to parents and other family members to know about the progress of learning in classroom. Hattie (2008) has stated that average effect of teacher feedback on student achievement has been found twice as compared to other factors. So teacher feedback is placed among the top ten variables through which high level of achievement is possible. The fundamental responsibility of teachers during transmission of feedback
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is that they should know about the students where they are and where they should be, and then teachers should provide feedback to reduce gap between existing and desired positions. Teachers should consider following three types of questions to reduce this gap through feedback: i.
What is my path?
ii.
What is the direction to follow the path?
iii.
What are the challenges for achievement?
Most of the students do not know about the performance related goals; therefore they face problems to find their actual path. Teachers can solve these problems by my making and creating clear and transparent goals to students. Teacher feedback provides the opportunities of awareness to students about the starting and finishing points. Formative feedback is very useful to students in order to identify the direction of path. It also helps the students to meet the challenges and to solve the problems in learning process (Hattie, 2008). Horsley and Walker (2013) have indicated that homework must be reduced or reformed to students because it has negative impact on family life. Most of the school teachers give homework task to students without any care of individual differences and family background in contrast Power et al., (2007) have stated that there is positive relation exists between homework and academic achievements, similarly Katz, Kaplan & Gueta (2010); Akioka and Gilmore (2013) have expressed the view that homework is the source of motivation for learners, while Bembenutty (2010) has found that teacher feedback on homework creates interest, intrinsic motivation and self efficacy among learners. The classroom learning environment can be made effective and goal oriented through appropriate, purposeful and meaningful teacher feedback. Teacher feedback
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provides the opportunities to enhance classroom learning. The interaction among teachers, principals and students is helpful to focus on student achievement. The interaction among all stakeholders of learning environment, classroom observations and proper teacher feedback are the resources through which administration of the learning institutions meets its targets and objectives. Kim (2009) has suggested following principles regarding feedback: i.
Feedback should be focused on content and process of classroom learning
ii.
Needs of the students should be addressed by the teacher
iii.
Need analysis about the level of the learning achieved should be kept in mind during teaching learning process.
iv.
Teachers should provide proper feedback when students need during any challenge or problem
v.
Pace of classroom learning must be determined to achieve school goals and expectations
vi.
Teachers should meet their professional and national standards
vii.
Teachers need to look into improvements in weaknesses and strengths
2.9.2 Formative Feedback Formative feedback has two major functions: (a) Instructional, (b) Promotional. Instructional feedback provides awareness about the learning needs of the learners, while promotional feedback gives suggestions and comments in order to achieve objectives of the content. Instructional feedback is more precise as compared to promotional feedback (Valerie, 2008). Secondary school teachers use formative assessment during classroom instruction and various intervals to know the pace of learning and achievement of 111
students (Crook, 2001). It also provides qualitative feedback to teachers and students to focus on performance and delivery of content during the process (Huhta, 2010). Formative feedback reduces negative impact on extrinsic motivation and enhances the movement to achieve high grades through formative feedback (Mory, 2004). It provides information to reshape teaching and learning process (Huhta, 2010). Teacher feedback from formative assessment creates opportunities for student motivation and students take responsibilities for their self learning. Students learn skills like self evaluation, self assessment, goal settings and high achievements (Valerie, 2008). Teachers are the main agents in classroom learning environment to promote effectiveness of teacher feedback. This can be possible with the engagement of all the students in classroom environment through fair and free discussion. The way of presentation of teacher feedback plays a vital role to engage students in feedback process. Students do not take interest to read comments due to poor writing or higher level of approach. The language of teacher feedback should be easy to understand for each and every student of the classroom. Teacher feedback comments are easy to express for teachers but difficult to interpret by students (Duncan, 2007). Hattie & Timperley (2007) have reported that teacher feedback has a significant effect on learning achievements, but this potential depends upon quality of teacher feedback. Students get formative feedback about the task from their teachers, however, they are not able to relate this information with learning goals. Teachers should relate formative feedback with learning objectives during discussion with students. Teachers should also minimize the focus on praise, punishment or some rewards to control over student behavior during formative feedback process in classroom discussion.
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Formative feedback is used to enhance knowledge and skills in learning environment and motivation factor of learning (Narciss & Huth, 2004). It is communicated to learners in order to reshape their thinking, perception and behavior to enhance learning. Students are the primary receivers of formative feedback. Multiple types of feedback are given to students to improve knowledge and general skills. Formative feedback is also used to communicate the gap between current and desired level of performance. Learners are motivated for high achievement by reducing this gap. It reduces cognitive load of the learners, particularly hard working learners (Paas, Rankl & Sweller, 2003), and provides basic and useful information to correct errors or misperceptions (Mory, 2004). It has been found that immediate feedback is effective for students in order to eliminate the errors as compared to delayed feedback. Immediate feedback is provided to students to acquire knowledge about verbal materials, procedural and actionable skills (Dihoff et al., 2003). Javed (2012) has concluded that there is a significant difference in academic achievement in physics of high achievers receiving teacher feedback through weekly formative evaluation and their academic achievement was much better than those in control group. The purpose of formative teacher feedback in classroom is to facilitate students during learning process. After regular intervals of time teacher feedback can be used to motivate students towards learning process. Teachers may also use formative feedback to recall memory, skills and knowledge of the students in subject of study, which may help in the evaluation process of students. Formative feedback can be utilized to adjust pace and motivation level of students towards learning. So, formative feedback can be considered as an effective tool to enhance the level of achievement.
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Hattie (2008) has presented teacher feedback strategies in order to make the feedback effective: i.
Differentiate Between Praise & Feedback: Teacher feedback should not be combined with praise. Most of the teachers do not differentiate between feedback and praise. It has been found from different researches that feedback without praise has more effect on achievement as compared to teacher feedback with praise. Students feel themselves in classroom learning process due to praise while teacher feedback builds high level of trust between teachers and students.
ii.
Repetition of Formative Feedback: Formative feedback during classroom instruction is used to make learning effective. Short cycle formative feedback helps the students and teachers to take necessary decisions to enhance the level of achievements. It helps to provide immediate feedback during the learning process. Formative feedback is necessary during minute to minute classroom activities.
Valerie (2008) has presented different types of teacher feedback to students in order to improve learning and achievement which are shown in table 2.6:
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Table 2.6
Interpretation of Feedback
Feedback Type Nil
Interpretation Feed back without response of learners, usually it occurs when learners are asked some questions about learning activity.
Confirmative
It refers to knowledge of outcome, provides information about wrong or right.
Corrective
It informs learners about correct response without any additional
response
guideline.
Repetition
Repeat the process until correct response is achieved.
Flag on error
It highlights the location of mistakes without indicating correct answer.
Detail
Provides explanation about wrong or right answers and the specific answer is correct or not correct?
Ascribe
Provides attribute to knowledge and skills achieved.
Unexpected
When students are not expecting the feedback for encouragement
Directional
Some hints, cues or prompts are given in the direction of making strengths
Diagnostic
Information about some specific error or misconceptions.
Informative
Way or procedure to eliminate errors is provided to students without giving them answer.
The impact of formative feedback in relation to analysis of errors and reduction in cognitive load has positive effects on intrinsic motivation and on level of achievement. Formative feedback is very useful to students in complex problems in
115
learning context. Narciss & Huth (2004) have explained three main elements of formative feedback: i.
Learning Process: It involves three elements; instructional objectives in relation to curriculum, cognitive actions and errors during learning process.
ii.
Learners: It includes characteristics of learners such as learning objectives, previous knowledge, cognitive logic operations, learning motivation etc that help the learner to achieve high achievements.
iii.
Feedback for learners: It also consists of three elements (i) feedback in relation to content like cues, hints, analogies, flagging of errors and encouragement feedback, (ii) cognitive, emotional, met cognitional and motivational actionable feedback, and (iii) way of presentation of feedback to learners in order to enhance the level of performance and goal achievements.
2.9.3 Summative Feedback Prior errors provide direction to learners in the right path. Summative feedback is a type of teacher feedback which focuses on past errors and provides the direction to reduce the errors on the basis of past committed mistakes (McAlpine, 2004). Summative feedback gives attention to learning errors and creates realization among learners to eliminate mistakes. Learners are more willing to perform at higher level after the correction of errors due to summative feedback. Learners are also encouraged to perform as per their abilities and capabilities in this type of feedback. The learners having teacher summative feedback are conscious about their performance and achievements. They keep both correct and incorrect lists of errors
116
and compare their existing performance with previous one (Masoumeh & Davood, 2014). Teacher formative and summative feedback is beneficial for students. The main purpose of teacher feedback is to create the intrinsic as well as extrinsic motivation among learners to enhance level of learning. Teachers use different types of feedback strategies in classroom to help students, including written and verbal feedback on homework, assignments, performance in activities, discussion, quiz competition and written drill and practice. It also includes review of assignments, interview with individual student as well as group of students and teacher feedback on innovations during classroom instruction. For this purpose teachers observe carefully all the students in the classroom and record all observations as data. These collected data are used by teachers as feedback to students for better performance. Strengths of students during classroom instruction can be identified through teacher feedback and pointing out of deficiencies. Teacher feedback suggests the ways to reduce deficiencies in order to achieve classroom learning objectives. Individual dialogue can also be held with individual student to understand the level of feedback to students. Teacher feedback during formative assessment should be fair and content related. Most of the teachers use “Very Good”, “Good’ or “Well done”, if students do not find that how they perform according to benchmarks, then they will get only praise not proper teacher feedback. Such students are not enabled to achieve high due to defective teacher feedback. Students should believe also on marking procedure during formative or summative assessment and teacher feedback process. Feedback is fair and transparent in peer discussion. In this way summative as well as formative feedback can be made effective in the classroom learning process (Wenjie & Chunling, 2013).
117
2.9.4 Feedback on Writing John et al., (2011) have stated that corrective teacher feedback minimizes corrections of student writing and leads towards accuracy. Corrective feedback is a type of teacher feedback with a purpose to eliminate errors in the texts. It is the response of teacher errors or mistakes on the text contained. Corrective teacher feedback can be categorized into three forms in relation to strategies: (a) Teacher feedback with the cue that mistakes have been committed, (b) provides correct form of the language, and (c) provides information about the nature of error. Direct and indirect teacher feedback is used to reduce and eliminate grammatical errors in the texts. Direct feedback refers to correct answers in student response, while indirect feedback creates the environment in which errors are indicated by the teacher without presentation of correct answer. Writing of students is the key issue in classroom environment. Its importance and teacher feedback on it towards achievement cannot be ignored (Paltridge, 2004). It has been found from many researches that different types of feedback have positive effect on student writing. The frequency of teacher feedback received by students on writing improves performance due to understanding of the concepts. Better understanding develops on the basis of more teacher feedback. Teacher feedback during writing process provides the sense of improvement in writing. It can modify the behavior and thinking style of learners towards writing. Moreover teacher feedback on writing provides the opportunities to be aware of the performance level (Carless, 2006). Teacher feedback creates verbal, informational, written, and expressive awareness among students. Students seek language rules and principles of writing styles and know about application of rules in writing. So teacher feedback acts like a 118
stimulus for students to write something (Williams, 2005). All aspects of student texts like content, grammar, punctuation, spellings mistakes, sentence structure, words organization, concepts and ideas can be addressed through teacher feedback (John et al., 2011) and most of the students focus their attention to teacher feedback in order to enhance the level of writing (Ferris, 2003). Teacher feedback can be made effective when teachers know about the levels of feedback to students. Hattie (2008) has presented three levels of teacher feedback: i.
Initiative Level: It is the most common level of teacher feedback which can be observed in classroom. The focus of this level of feedback is informative to students. It builds the surface knowledge domain of students. For example students are informed about the correct or wrong answer.
ii.
Operation Level: This level of teacher feedback helps students to follow a certain process to achieve a product. It is also very useful to students to detect errors or to recognize the sense of relationship. The focus of this level of feedback is to enhance deeper learning among the students.
iii.
Self Evaluation Level: This level of teacher feedback provides the opportunities to monitor their own learning process. It creates confidence and acceptance of teacher feedback among the students in learning process. This level of feedback involves probing questions. It also creates the thinking power among the students.
Teacher feedback appears as the reflection in writing work of students. Students modify necessary information according to their own task. Teacher feedback plays a vital role in the revision activities and writings of students (Hyland & Hyland,
119
2006). There are three different aspects of teacher feedback to guide a student during revision and writing stage: (a) It provides opportunities to students to handle and solve the problems which are faced during writing; (b) it facilitates the drill and practice exercise of writing to enable students to have mastery over writing skills, and (c) It creates the sense of appropriate selection after teacher feedback and use information to improve writing (Elsa, 2010). Teacher feedback is considered as a source of input through which students are encouraged towards enhancement of writing skills (Hyland & Hyland, 2006). The some expert gives that teachers create motivation among learners to take benefit from more experienced and more knowledgeable persons. Teacher written feedback comments enable students to write such material which can be understood by readers and what they intended to express. But the fact remains that written feedback to each classroom individual is time consuming and difficult task for the teachers (Goldstein, 2005). The revision and writing performance of students depends upon different types of written teacher feedback. This written feedback has positive effect on student motivation and achievement. Students modify their path to achieve goals successfully. Written teacher feedback moves intentions of students on surface level thinking such as grammar, punctuation, tense and word organization. The clear and content focused written teacher feedback is the source of enhancement of writing skills among students. The teacher should keep in mind the needs and mental level of the learners while providing written feedback. Combination of feedback strategies can also be used in written feedback in order to enhance the level of performance and achievement (Elsa, 2010).
120
2.9.5 Feedback on Classroom Discussion Duncan (2007) has argued that feedback is considered as the basic tool in learning cycle to promote classroom learning. Unfortunately, teachers and students both are disappointed from feedback process. Most of the students do not understand written teacher feedback comments and get anxiety and frustration about remarks on assignments. They feel that teachers do not provide us correct information to improve our task. Different reasons exists among students about teacher feedback such as: (a) They are unaware about the purpose of feedback; (b) Students are unable to create the relationship between teacher feedback comments and achievement; (c) Students have not opportunity to discuss teacher feedback with them; (d) The criteria or benchmark of teacher feedback to students is not transparent, and (e) Late or little or too much teacher feedback has poor effect on students. Teachers also have concerns about feedback process. They are: (i) Students have the interests in marks or grades, so they do not take interest to read comments of teachers; (ii) Written feedback for each student of the class is very time consuming and difficult; (iii) Teachers have no idea to write feedback according to establish benchmarks; (iv) Teachers miss the focus point in their feedback, and (v) Clear and transparent teacher feedback is not provided to students for understanding the comments. Crisp (2007) has observed that students acknowledge feedback provided by teacher. This feedback is consistent because students perform better after receiving feedback during their assignments. It is a tool of getting high grades and best performance. Feedback can be made more effective through focus on students learning in written form. Written comments of the teacher are more helpful in achieving high performance as compared to oral statements of feedback. Feedback should be future oriented so that learners might be able to achieve high academic 121
achievement in next assignment. So it can be concluded that students use feedback for present as well as for future tasks. In this way feedback is utilized to explore insight abilities of the learners. It has also been found from students that formative assessment and immediate feedback of teacher do not provide us correct information about a student at the spot. Most of the students do not express themselves during classroom discussion in front of peer or teachers. They hesitate to express their views. Learning objectives of such students cannot be determined through formative teacher feedback. Such type of students need more time to express themselves through talk or response. The role of teacher in such circumstances is very important. Teacher should ask different questions from such students and wait for response with patience. Punishment and praise are not effective for such students. It means that formative assessment and teacher feedback require professional attitude. Students having poor expression during discussion can be better focused through formative teacher feedback as compared to summative teacher feedback. The specific weaknesses and problems can be identified through formative teacher feedback (Anthony & Susan, 2005). It has been found from research studies that most of the students do not try to read or understand the comments on homework or assignments provided by teachers (Duncan, 2007). Students and teachers are in isolated state to each other. Students feel that they worked hard to achieve grade and teachers feel that they have done their duties (Taras, 2003). Different strategies are used to make the teacher feedback process effective by involving all the students in feedback process. Feedback process should be designed in such a way that it is visible to all students and they get benefit from it directly. It can be so made by dividing the number of stages in one assignment and feedback provided for each stage. Students are also advised to create a document
122
about their own progress from one stage to the next. This type of strategy is very useful for the involvement of students in feedback process. The workload of teachers can also be reduced through involvement of students in feedback process. Final product is achieved with the combination of all stages and peer involvement (Nicol & Draper, 2008). The active involvement of students in teacher feedback process can be created through award of provisional grades. Students are asked to discuss about their own work to achieve higher grades on the basis of provisional grades. In this way involvement of students is possible with the suggested direction towards reading of teacher feedback comments (Taras, 2003). Duncan (2007) has stated that most of the students do not have any sense of feedback process. Therefore they do not pay attention to feedback comments. They do not have the ability to understand the purpose of teacher feedback. Similarly Hattie & Timperley (2007) have argued that most of the teachers focus on corrections or errors rather than characteristics of learning feedback. Duncan (2007) has stated some principles for effective teacher feedback to students: i.
Discussion and conversation among students should be promoted in order to achieve learning objectives
ii.
Teachers should emphases the learning aspects of feedback as compared to correctional feedback
iii.
Direction indicators towards enhancement of task and achievement of objectives should be provided in teacher feedback
iv.
Goals of assessment and teacher feedback should have the linkage with goals
123
v.
Active involvement of students in feedback process is necessary to understand the thinking of the students
vi.
Students should engage in conversation and allow to participate in classroom discussion
vii.
Teacher feedback comments should be so designed as to promote self learning and self evaluation
viii.
Establish the relationship between peer feedback and teacher feedback
Relationship of learning process and effectiveness is shown in figure 2.5:
Classroom Environment
Motivation
Learning Process
Teacher Feedback
Effectiveness
Figure2.5: Relationship of Learning Process and Effectiveness 124
2.9.6
Conclusion It can be concluded from review of literature that essential factors like
classroom environment, motivation and teacher feedback affect achievement
of
secondary school
students.
Each
factor
academic
separately plays
important role in learning process however combined effect of classroom environment, motivation and teacher feedback is more effective to enhance level
of
academic
achievement
125
of
secondary
school
students.
CHAPTER 3 METHODOLOGY The corelational research describes the actual relationship between two or more than two variables that exists in an environment. Data on multiple variables are collected from respondents and then corelational statistical tests are applied to analyze the data. Corelational research is also used to investigate multiple factors. The focus of corelational research is to describe the nature of the relationship between variables. Survey technique for investigation is considered as the most best and reliable approach (Shields & Hassan, 2006). The nature of the research was corelational research. The motive of the present study was to explore, identify and find out the effect of classroom environment, motivation and teacher feedback on the academic achievement of secondary school students in Pakistan. This chapter of the study comprises research methodology and procedure under the following headings: i.
Design of the study
ii.
Theoretical Framework
iii.
Population
iv.
Sample and sampling procedure
v.
Development of research instrument
vi.
Data collection
vii.
Analysis of the data
125
Data was collected on various aspects of classroom environment such as temperature, furniture and fixture, arrangement of furniture, class size, light, writing board facilities were collected from secondary school teachers, trained graduate teachers and students of FGEI’s throughout Pakistan. At the same time data regarding effect of motivational factors such as intrinsic motivation and extrinsic motivation techniques and feedback techniques used by male and female Secondary School Teachers (SSTs) and Trained Graduate Teachers (TGTs) were also collected and analyzed. Keeping in view the literature review and objectives of the study, a questionnaire for secondary school teachers was developed, administered and analyzed. The questionnaire was translated in Urdu for secondary school students to obtain responses.
3.1
Design of the study Mouton (2001) has stated that research design is a set of instruction, guideline
and procedure to study the research problem. The design consists of objectives of the study, hypotheses and particular method to achieve objectives. Similarly, Strydom and Jooste (2001) defined that research design is a blueprint having at least four research component. Corelational research is often criticized for its quality due to poor planning, weak procedures or methods and poor development of research instruments (Gay, Mills & Airasian, 2006). The perception of participants of the survey does not clear about co relational research and effective utilization of information (Lodico, Spaulding & Voegtle, 2006). But besides many objections, co relational research is significant in surveys about educational research and refers to an effective investigation tool to collect data in relation to address educational problems (Gay, Mills & Airasian, 2006). 126
Before analyzing the collected data, researcher should know that rate of responses can be varied on the basis of research topic relationship of researcher with participants of the survey. The acceptable response rate in distribution of questionnaire through e-mail is 30% to50% while in different situations to obtain effective result response rate may exceed 80%. There are lower response rate in internet surveys as compared to other methods. Researchers collect data on the basis of pre-established instrument in corelational research. The collected data during survey research can be varying from qualitative data to quantitative data and then collected data is analyzed according to nature of data. In the final stage generalization is made through sample representative from large population by the researcher in order to complete co relational research (Lodico, Spaulding & Voegtle, 2006). In the light of above discussion, the study was corelational in nature. Survey technique was used to collect data. The effect of independent variables classroom environment, motivation and teachers feedback on academic achievement of class X students was studied. The study entitled “Effect of classroom environment, motivation and teacher feedback on academic achievement of secondary school students in Pakistan” was co relational in nature. Survey technique was used to collect data. The effect of independent variables classroom environment, motivation and teacher feedback on academic achievement of students was studied. The information was collected from representative groups of male and female Secondary School Teachers (SSTs) and Trained Graduate Teachers (TGTs) and students from all regions under the control of FGEI’s (Cantt / Garrison) Directorate. The collected information through survey technique was analyzed. The research design of the present study is given in figure 3.1:
127
Classroom Environment
Questionnaire
SSTs & TGTs
Class X Students
Responses
Analysis
Figure3.1: Research Design of the Study 3.2
Theoretical Framework
The combination of all interrelated ideas and concepts refers to theoretical framework. It provides guidelines and path in corelational research to achieve objectives. The description of theoretical framework is important in corelational or exploratory research due to unseen future circumstance. Theoretical Framework 128
establishes a relationship among all the components of the research studies. Theoretical Framework includes all concepts, ideas, assumptions, predictions, theories and models which support the research. The variables of theoretical framework of the research studies can be explained with the help of graphs, flowcharts and in narrative form. The conceptual framework for the study has graphically been shown in Fig 3.2:
129
School
Motivation
Intrinsic Motivation
Classroom Environment
Class Size Light
Teacher Feedback
Assessment Techniques
Extrinsic Motivation
Temperature
Feedback Techniques
Motivation Techniques
Writing Board
Formative Feedback
A V Aids
Summative Feedback
Furniture and Fixture Computers
Gestures Verbal Feedback Written Feedback Feedback on Homework
Academic Achievement
Figure3.2: Conceptual Framework of the study 130
Figure 3.2 shows the relationship among variables and its effect on learner’s academic achievement. The variables of the study classroom environment, motivation and teacher feedback were consisted of fourteen statements each, while the the first six statements were comprised of demographic data. Further detail of each variable along with statement numbers for the present study is mentioned in table 3.4. Figure shows the path to achieve objectives of the study that how the effect of classroom environment, motivation and teacher’s feedback on academic achievement of learners will be measured.
3.3
Population Population is the well defined collection of individuals having same
characteristics or traits. Population in statistics is a complete set of items having common properties for analysis. Generally there are two types of population. (a) Target Population and (b) Accessible Population. The earlier refers to entire group of individuals having varying characteristics and researchers want to generalize the conclusions on the basis of individuals. It is usually considered as the theoretical population. While formal is the subject of the target population in which researchers draw samples for the study from accessible population and can apply conclusions on the basis of collected data in the form of responses. It is usually known as study population. The population should be realistic and accessible (Gay, Mills & Airasian, 2008). The population of the study was as below: i.
One hundred and thirty four federal government secondary schools in Cantt / Garrison located in ten regions under the administrative control of Federal Government Educational Institutions Directorate Sir Syed Road Rawalpindi Cantt. 131
ii.
Two thousand three hundred and seventy five Secondary School Teachers both male and female, working in these secondary schools.
iii.
All the twelve thousand six hundred and forty eight students both boys and girls of class X enrolled during session 2013-15 and appeared in Secondary School Certificate, part one (SSC-I) annual examination 2014 (FBISE Result Gazette, 2014).
Names of regions and detail concerning number of secondary schools, number of male and female teachers and students is shown in table 3.1.
132
Table 3.1
Population of the Study Secondary Schools Girls 022
Total 048
Total 945
Boys 2831
Girls 2139
Total 4970
011
011
022
216
233
449
1982
1645
3627
Lahore
005
004
009
062
075
137
0470
361
0831
04
Multan
006
005
011
097
079
176
0397
420
0817
05
Peshawar
009
010
019
148
142
290
0267
393
0660
06
Kharian
002
002
004
033
032
065
0167
134
0301
07
Gujranwala
004
004
008
059
051
110
0259
178
0437
08
Bahawalpur
002
002
004
036
033
069
0311
102
0413
09
Karachi
003
002
005
037
035
072
0102
118
0220
10
Quetta
002
002
004
040
022
062
0234
138
0372
064
134
1271
1104
2375
7020
5628
12648
Regions Rawalpindi
02
Wah
03
Total
070
Male 543
Students
Female 402
S. No 01
Boys 026
Teachers
Source: Federal Govt Educational Institutions (C/G) Directorate Rawalpindi
133
Table 3.1 shows that there are ten regions under the administrative control of Directorate of Federal Government Educational Institutions Rawalpindi Cantt.
3.4
Sample & Sampling Procedure It is not easy to collect the data from complete population due to involvement
of budget constraints and time limitations. Therefore, a sample from population facilitates the conclusion on the basis of evidence about the complete population (Gay, Mills & Airasian, 2008). The data collected from sampling represents the entire population of interest. When the population spreads over the large area then multiple stage sampling is very convenient to collect the data in the form of responses. Multistage sampling is a form of cluster sampling in which sample is selected in multiple stages or steps. The following steps are involved in multistage sampling: i.
Organization of sampling stages.
ii.
Selection of sample technique stages.
iii.
Application of sampling technique.
Wolter (2007) stated that samples at national level over large populations have complex design due to cost efficiency. Multistage sampling is used to overcome this problem. Multistage sampling involves stratification and cluster sampling. The selection of ultimate cluster is the aggregate samples of an individual over the large population. The variance estimation of sample selection method is measured within strata, which is known as single stage. Multiple stage design involves all the ultimate clusters. There are at least two stages in multi-stage sampling. Large clusters having more units than the required sample of population are selected in first stage while the units are sampled from the first stage clusters in order to achieve final sample. Sub clusters within clusters are also used for more than two stages (Wolter, 2007). 134
Gay (1995) has quoted the table of sample sizes for given population sizes. The formula for selection of sample size the table was originally developed by the United States Office of Education. The guidelines as by the table preference indicates the sample size. The sample size for the present study as selected with reference to population and is shown in table 3.2. The sample size was larger than the ones suggested in the above referenced table. Table 3.2
Sample Size (S) Required for Given Population Size (N) for the study Population Size (N)
Sample Size (S)
2600
335
15000
375
The sample of study was selected in three stages: i.
Thirty nine secondary schools from the ten regions under the administrative control of Directorate of General Headquarters IG&T Branch were randomly selected in the first stage.
ii.
Three hundred and eighty secondary school teachers working in the selected schools were randomly selected using table of random numbers.
iii.
Four hundred and thirty students who had appeared in SSC – I annual examination 2014 from the selected schools were selected randomly.
The ten Regions are divided into three categories namely large, medium and small for the present study. The three categories were framed by the researcher on the basis of number of students who appeared in Secondary School Certificate, Part one (SSC-I) examination of the Federal Board of Intermediate & Secondary Education, Islamabad. The large category was up to 8597 students, the medium category was 135
included 2308 students and small category was in the range of 1743 students who appeared in Secondary School Certificate, Part one (SSC-I) examination of the Federal Board of Intermediate & Secondary Education, Islamabad. First category included Rawalpindi and Wah region, second category consisted Lahore, Multan and Peshawar regions, while the third category included Kharian, Gujranwala, Bahawalpur, Karachi and Quetta Regions. Table 3.3 shows the sample for the study which includes the number of schools, number of male and female teachers and number of students in each category. The examining and evaluating body of all secondary schools in the ten regions is Federal Board of Intermediate & Secondary Education, Islamabad. Table 3.3 shows that all the regions were divided into three categories. Table 3.3 Category
Sample of the Study Regions
No of Sec Schools Boys Girls
Total
No of Teachers
Male Female Total
No Students
Boys Girls
Total
Rwp
07
06
13
65
65
130
70
60
130
Wah
04
04
08
40
40
80
40
40
80
Lahore
01
01
02
25
25
50
20
20
40
Medium Multan
02
02
04
25
25
50
20
20
40
Peshawar
01
01
02
10
10
20
10
20
30
Kharian
01
01
02
05
05
10
10
10
20
Gujranwala
01
01
02
05
05
10
10
10
20
Bahawalpur
01 01
02
05
05
10
15
15
30
Karachi
01
01
02
05
05
10
10
10
20
Quetta
01
01
02
05
05
10
10
10
20
20
19
39
190
190
380
215
215
430
Large
Small
Total
136
3.5
Development of Research Instrument Jackson (2009) has stated that questions are administered in survey research
method through questionnaires or interviews. Questions should be made very clear, precise and easy by the researcher to describe the responses from the participants. The question may be open ended, closed ended, partially open and rating scale questions. Closed ended questions are easy to analyze as compared to open ended questions because participants give variety of answers. The researchers like Likert scale type of questions because it is easy to describe and calculate statistically. Survey research is a combination of qualitative and quantitative research. It is the responsibility of a researcher to describe a set of observations. In the light of above given statement the nature of the research was corelational survey research. Questionnaire on five points Likert Scales was developed for secondary school teachers. Questionnaire was translated in Urdu version for class X students to obtain accurate response.
3.5.1 Validity of Research Instrument The concept of validity in descriptive research is not permanent or fixed in universe. It has an unexpected and unpredictable wide range for qualitative as well as quantitative research. Validity refers to such a construct which depends upon field of study, methodologies and tasks (winter, 2000). However, many researchers have viewed that validity is not necessary for qualitative research, but at the same time they feel about the need of some criteria to measure accountability of their research. In the same context, Creswell & Miller (2000) has suggested that validity is necessary to focus the perception of a researcher about the research. Most of the researchers have developed, constructed, generated and tested concepts of validity which are considered as a reasonable, reliable, trustworthy and full of integrity. There is a need 137
to test the validity for defensible conclusions through which generalization can be made more effective. The quality of research depends on generalization of the research and tested validity provides confidence to researcher and trustworthiness to research (Stenbacka, 2001). The resident stress and relationship among the variables are important things in survey research. Validity evidence is required for multiple choice answers, content and sources in surveys. In case of board examinations valid evidence is required to support the case for validity. Validity of instrument refers to measures for which instrument claims to measure, substantial evidence is necessary to support the case (Kane, 2002). The pilot study was arranged to evaluate and improve the effectiveness of research tool. The purpose of pilot study was to find out the weaknesses in research instrument. The expert opinion was taken from experts related to field to make more strength of research instrument. Research instrument is considered valid if the instrument measures the same characteristics which it intends to measure and establishes precisely the purpose for which it was constructed (Schram, 2006; Wallen & Fraenkel, 2001). The expert opinion from four experts was taken to determine content validity. After feedback the ambiguous statements from the questionnaire were eliminated. The opinion was then taken from experts in education to ensure that the translation of the research instrument conveyed accurately the same meaning as in English version. The detail of statements of the research instrument is given in following table 3.4.
138
Table 3.4 S.No 01
Detail of Statements of research Instrument Information /Variables Demographic Data
No of Statements
Total
01 to 06
06
02
Classroom Environment
07 to 20
14
03
Motivation
21 to 34
14
04
Teacher Feedback
35 to 48
14
-
48
Total
3.5.2 Reliability of Research Instruments Pilot study is a small scale investigation which provides necessary information about the methods adopted to achieve desired level of statistical calculation from data. It is a mini version of full scale investigation which is used to pre test of a particular research instrument, in other words pilot study is the preparation phase of major study. Polit, Beck & Hungler (2001) have stated following reasons to conduct a pilot study: i.
Acceptability and suitability of research instrument for large scale investigation.
ii.
Estimate the feasibility for survey research.
iii.
Designing and assessing whether the research method is workable, achievable and realistic.
iv.
Effectiveness of sampling frame for the study.
v.
Collection of preliminary data.
vi.
Awareness of planning for major study.
vii.
Assessment of the physical, human and financial resources for the study. 139
viii.
Inviting other stakeholders to support the research.
The pilot study was arranged to evaluate and improve the effectiveness of research tool. The purpose of pilot study was to find out the weaknesses in research instrument. The purpose of the pilot study was as under: i.
To check the reliability of research instrument up to standard level.
ii.
To find out the level of internal consistency.
The pilot study was conducted in December 2014. The detail of research tool used for pilot study is given in table 3.5. Table 3.5 S.No
Detail of Pilot Study Respondents
Total
Response Rate
01
Male Secondary School Teachers
10
100%
02
Female Secondary School Teachers
10
100%
03
Boys of X Class
20
100%
04
Girls of X Class
20
100%
There are many ways to estimate reliability which are based on type of assessment instrument. Cronbach Alpha is used to test the internal consistency. This type of test finds correlation values among the answers frequently. Correlation can be found among all the variables with every combination. The highly reliable value of correlation must be close to 1 which is acceptable to everyone (Strener, 2003). Analysis of variance (ANOVA) is also a method which can be used to find out measurement errors in different test items (Brennan, 2001). The items of questionnaire should measure the same things for which it is designed. Cronbach Alpha was used to find out the internal consistency and reliability of the research instrument. SPSS version 19 was used to find the Cronbach’s Alpha value for forty
140
two items. Secondary six items are related to demographic data. The reliability values are given in the table 3.6: Table 3.6
Reliability Statistics
Cronbach’s Alpha
Cronbach’s Alpha Based on Standardized Items .855
.814
Number of Items 42
IBM SPSS 19 was also used to find inter-item correlation matrix of all forty two items. The summary of item statistics is given in table 3.7: Table 3.7
Summary Item Statistics
Mean Minimum
4.069
1.895
Maximum Range Maximum / Minimum
4.684
2.789
2.472
Variance
.388
Number of Items
42
The same program was also used to measure errors in different test items, for this purpose ANOVA was calculated for all items. Table 3.8 shows the ANOVA with Cochran’s test results for the research instrument. Table 3.8
ANOVA with Cochran’s Test Sum of Squares df Mean Square Cochran’s Q Sig
Between People Within People
51.709
18
2.873
Between Items
302.051
41
7.367
Residual
393.449
738
.533
Total
695.500
799
.893
747.209
797
.938
Total
Grand Mean = 4.0689
141
338.315 .000
3.6
Data Collection The distribution of questionnaire during survey research through electronic
mail is a fast, simple and low cost procedure. Errors might exist in surveys because of non favorable response of the participants. Traditional methods of distribution and collection increase cost. The interaction between researcher and respondent plays a dynamic role as compared to electronic mail. Time period is also very significant in collection of data (Bethlehem & Biffignandi, 2012). Fixed and permanent guidelines are not available for the collection of data in survey research. It is the responsibility of researcher to collect accurate and up to date data with reasonable cost. Telephone, electronic mail and other human resources can be utilized to collect the data (Yinger, 2004). For collection of data for the study the questionnaires were mailed along with self addressed stamped envelopes to all the respondents. Personal telephonic resources and help from colleagues and Principal/Headmasters/Headmistresses were sought to collect filled in questionnaires from respondents. The respondents of the questionnaire were secondary school teachers, trained graduate teachers and students of class X enrolled during the session 2013-15.The amendment in names of schools were made by FGEIs Directorate vide No. 0409/01/ /77-FGEI (CPM) dated 23 June 2015 after data collection. Therefore, old and approved name of institutions are mentioned in appendices. The academic achievements of the learners were collected from annual result gazette of SSC-I for the year 2014 from Board of Intermediate & Secondary Education, H-8/4, Islamabad.
142
3.7
Analysis of Data The analysis of data was made in the light of objectives in three steps (i)
arrangement of data in frequencies, (ii) tabulation and (iii) interpretation. Each option in the five point Likert scale was calculated against every response. The academic achievement record of sample was also arranged in grades as per grading procedure of Federal Board of Intermediate and Secondary Education, Islamabad. Non parametric statistical tests were used for analysis of non parametric data. Three statistical tests were used for tabulation and interpretation of data i.e. (i) Chi Square test, (ii) Mann Whitney U test and (iii) Median test. Chi Square test was used to find out association between female secondary school teachers and girls of class X, similarly between male secondary school teachers and boys of class X. Mann Whitney U Test is a non parametric test which was used to explore the effect of first independent variable classroom environment on academic achievement. Similarly, the effect of second variable motivation and third variable teacher’s feedback were analyzed through statistical technique of Mann Whitney U Test. Median Test is also a non parametric test which was used to analyze the effect of two independent variables i.e. classroom environment and motivation on academic achievement of secondary school students. The same test was used to analyze the effect of classroom environment, teacher feedback and motivation, teacher feedback on academic achievement of secondary school students. The combined effect of all the variables on academic achievement was also analyzed through Median Test. Murphy (2012) has presented that chi square is a non-parametric test which is used to determine the association or independence between the variables. It can also be used to make the comparison between theoretical population and actual data. Chi square test is a technique which is used to test the significance of association between 143
two variables. The basic requirement of test is only degree of freedom which can be calculated with the help of following formula: d.f = (C - 1) (r - 1) Where C represents the number of columns and r denotes the number of rows. The symbol of chi square is “𝝌2 ”. The following formula is used to test the significance of association between the variables: 𝛘2 = ∑
(Oij – Eij)2 Eij
Where 𝑂𝑖𝑗 denotes the observed values and 𝐸𝑖𝑗 represents expected values in the contingency table. Zar (1998) has stated that Mann-Whiteny U test is a non-parametric test in statistics. It is used to test the null hypothesis especially when the population is large. Following steps are used to calculate the U value for acceptance or rejection of null hypotheses: i.
All the observations are given numerical ranks 𝑅1
and 𝑅2 from
smallest to largest value for sample one and two respectively. ii.
Addition of ranks for sample one and two respectively.
iii.
Calculation of 𝑈1 for sample one and 𝑈2 for sample two with the help of following formula: U1 = R1 -
n1 (n1 + 1 ) 2
Where 𝑛1 represents the sample size of first sample while 𝑅1 denotes the sum of ranks for first sample. Similarly, U2 = 𝑅2 -
𝑛2 (𝑛2 + 1 ) 2
144
Where 𝑛2 represents the sample size of the second sample while 𝑅2 denotes the sum of ranks for second sample. With the consultation of significance table the smaller value from 𝑈1
iv.
and U2 is used to test the significance level. Chaudhry (1989) stated that the median test for two or more samples is a non parametric test used to find the state of independent random samples, are taken from populations with the same median. Median test is considered as special case of chi square test for independence. The test is established on the principle that half of first and second sample observation will be above and half of it will be below the median. The following steps are used to check the state of hypothesis by using median test. i.
Combine and arrange all observations in ascending order.
ii.
Calculate the median of combined observations.
iii.
Calculate the number of observation above or below the median in each sample.
iv.
Formation of contingency table
v.
Chi Square value is calculated with the help of contingency table.
vi.
Compare calculated chi square value with the table value of chi square.
145
CHAPTER 4 DATA ANALYSIS The focus of the present research was to study the effect of classroom environment, motivation and teacher feedback as independent variables on academic achievement of secondary school students. The present research was descriptive in nature. The survey technique was used to collect the data for the study. This chapter deals with presentation and interpretation of data analysis. The respondents of the present study were both male and female secondary school teachers and class X students. The data were collected through closed ended questionnaires. This chapter of the study includes analysis and interpretation of the data to investigate the effect of classroom environment, motivation and teacher feedback on academic achievement of secondary school students in Pakistan. The questionnaires for the female and male secondary school teachers consisted of 48 statements out of which six statements were about demographic data, fourteen statements for first variable i.e. classroom environment, fourteen statements for second variable i.e. motivation and fourteen statements for third variable i-e teacher feedback. The data was collected on the basis of multistage sampling. Three categories of schools large, medium and small were categorized on the basis of number of students appeared in Secondary School Certificate (SSC-I) annual examination 2014 from Federal Board of Intermediate and Secondary Education, Islamabad. Eight thousand five hundred and ninty seven students were appeared in large category schools, two thousand three hundred and eight students were appeared in medium category schools while one thousand four hundred and forty two students 146
were appeared in small category schools. The detail analysis of the questionnaires is given below:
4.1
Demographic Data Analysis Demographic data of the present study includes response rates from large,
medium and small category schools, gender wise distribution of teachers and students, academic and professional qualifications of teachers, teaching experience and designation of teachers. The detail analysis of demographic data is given from table 4.1.1 to table 4.1.10. Table 4.1.1
Response Rates from Large Category Schools
Respondents
Sample Size
Questionnaires Returned 100
Percentage of Responses 95.23
Female Teachers
105
Male Teachers
105
95
90.47
Boys of Class X
110
110
100
Girls of Class X
100
100
100
Table 4.1.1 shows that the percentage of the questionnaires returned from female secondary school teachers was 95.23; male secondary school teachers 90.47, boys and girls of class X were 100.
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Table 4.1.2
Response Rate from Medium Category Schools
Respondents
Sample Size
Questionnaires Returned 55
Percentage of Responses 91.66
Female Teachers
60
Male Teachers
60
57
95
Boys of Class X
50
50
100
Girls of Class X
50
47
94
Table 4.1.2 reflects that the questionnaires returned from female secondary school teachers were 91.66%, male secondary school teachers were 95%, boys of class X were 100 and girls of class X were 94. Table 4.1.3
Response Rate from Small Category Schools
Respondents
Sample Size
Questionnaires Returned 22
Percentage of Responses 88
Female Teachers
25
Male Teachers
25
22
88
Boys of Class X
55
54
98
Girls of Class X
55
45
81
Table 4.1.3 shows that the percentage of the questionnaires returned from female and male secondary school teachers was 88, for boys of class X was 98 and for girls of class X was 81.
148
Table 4.1.4
Category
Overall Category wise Percentage
% age of Respondents
Large
96.42
Medium
95.16
Small
88.75
Overall % age of Respondents
93.44
Table 4.1.4 shows that the combined percentage of the respondents of female secondary school teachers, male secondary school teachers, boys and girls of class X was 93.44. Table 4.1.5
Categories Large
Gender wise Distribution of Secondary School Teachers
Female Teachers
Male Teachers
100
95
Medium
95
57
Small
22
22
Total
177
174
Table 4.1.5 shows that the 177 female secondary school teachers and 174 male secondary school teachers responded to the questionnaires delivered to them.
149
Table 4.1.6
Gender wise Distribution of Students
Categories
Boys
Girls
110
100
Medium
50
47
Small
54
45
Total
214
192
Large
Table 4.1.6 shows that the 214 boys of class X and 192 girls of class X responded to the questionnaires delivered to them. Table 4.1.7 Categories
Academic Qualifications of Teachers
B.A/B.Sc. (Percent) Male Female
M.A/M.Sc. M.Phil./M.S. (Percent) (Percent) Male Female Male Female
PhD (Percent) Male Female
Large
14.36 18.07
37.41 38.41
02.87
-
-
-
Medium
06.89
10.16
24.13
01.72
0.56
-
-
Small
01.72
01.69
09.19
0.57
-
20.38
10.73 01.14
-
Table 4.1.7 indicates that the 22.98% male and 29.94% female teachers are Bachelor degree holders. The percentage of male and female teachers holding M.A/M.Sc. degree is 70.68 and 69.49 respectively.
150
Table 4.1.8
Professional Qualification of Teachers
Categories
B.Ed/B.S.Ed. (Percent) Male Female
Large
29.88
Medium
21.83
Small
04.59
41.24
M.Ed/M.S.Ed. (Percent) Male Female
M.Phil./M.S (Percent) Male Female
24.76
15.25
-
-
23.20
10.91
07.34
-
0.56
06.77
06.89
5.64
01.14
-
Table 4.1.8 shows that the 56.32% male and 71.18% female teachers are Bachelor of Education degree holders, The percentage of male and female teachers holding Master of Education degree are 42.52 male and 28.24 respectively.
Table 4.1.9
Teaching Experience of Teachers
Categories
0-5 Years (Percent)
6-10 Years (Percent)
11-15 years (Percent)
More than 15 Years (Percent)
Large
Male Female Male Female 06.32 12.99 13.79 10.16
Male Female 13.79 12.99
Male Female 20.68 20.33
Medium
08.04
06.21
12.50
04.59
03.38
13.28
09.03
Small
02.29
02.82
02.82
01.72
01.69
04.59
05.08
06.89 04.02
_____________________________________________________________________ Table 4.1.9 indicates that the 16.66% male and 22.03% female teachers have teaching experience 0-5 Years, 24.71% male and 25.42% female teachers have teaching experience 6-10 Years, 18.07% female teacher and 20.11 male teachers have
151
teaching experience 11-15 Years, 38.50% male teachers and 34.46% female teachers have teaching experience more than 15 years. Table 4.1.10 Designation of Teachers Categories
TUGT (Percent)
TGT (Percent)
SST (Percent) Male Female 24.13 33.33
AHM/VP (Percent)
Large
Male Female Male Female 06.89 05.08 22.41 18.07
Male Female 01.14 -
Medium
04.02
01.69
16.15
18.14
10.91 10.16
01.72
01.12
Small
03.44
01.69
08.62
02.82
00.57 07.34
-
00.56
_____________________________________________________________________ Table 4.1.10 reflects that the 14.36% male and 22.03% female teachers are Trained Under Graduate Teachers, 47.12% male and 38.98% female teachers are Trained Graduate Teachers, 35.63% male and 50.84% female are Secondary School Teachers. Table 4.1.1 to table 4.1.6 are directly related to the study while table 4.1.7 to table 4.1.10 are not related to the study and may be used for some other study.
4.2
Classroom Environment in Large Category Schools The detail analysis of classroom environment in girls and boys secondary
schools along with overall classroom environment scores in large category is given below: 4.2.1
Classroom Environment in Girls Schools of Large Category
The results of classroom environment in Girls secondary schools are presented in the following tables.
152
Table 4.2.1.1 Freedom for Educational Discussion in Classroom Category SA Female Teachers 70 Girls of Class X 49 Significance level 0.05
A 29 39
UD 01 00
DA 00 06
SDA 00 06
Total 100 100
𝜒2 18.17
Table 4.2.1.1 specifies that the table value of chi square is 9.49 at 0.05 level of significance by taking 4 degree of freedom while 18.17 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Freedom for Educational Discussion in Classroom” was not accepted. Table 4.2.1.2 Classroom Brightness Category Female Teachers Girls of Class X Significance level
SA 51 55 0.05
A 39 33
UD 03 03
DA 06 05
SDA 01 04
Total 100 100
𝜒2 2.54
Table 4.2.1.2 indicates that the table value of chi square is 9.49 at 0.05 level of significance by taking 4 degree of freedom while 2.54 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Classroom Brightness” was accepted. Table 4.2.1.3 Enjoyable Environment of Classroom Category Female Teachers Girls of Class X Significance level
SA 61 41 0.05
A 32 46
UD 01 00
DA 05 06
SDA 01 07
Total 100 100
𝜒2 12.02
Table 4.2.1.3 denotes that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 12.02 was the calculated value
153
of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Enjoyable Environment of Classroom” was not accepted. Table 4.2.1.4 Opportunity to Approach Students during Instruction Category Female Teachers Girls of Class X Significance level
SA 65 81 0.05
A 29 18
UD 03 01
DA 03 00
SDA 00 00
Total 100 100
𝜒2 8.30
Table 4.2.1.4 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 8.30 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Opportunity to Approach Students during Instruction” was accepted. Table 4.2.1.5 Creativty in the Classroom Category Female Teachers Girls of Class X Significance level
SA 37 34 0.05
A 47 34
UD 10 00
DA 05 14
SDA 01 18
Total 100 100
𝜒2 31.68
Table 4.2.1.5 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 31.68 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Creativty in the Classroom” was not accepted. It means that above mentioned factor was available in classroom environment. Table 4.2.1.6 Teaching Choice in Small and Large Classes Category Female Teachers Girls of Class X Significance level
SA 33 49 0.05
A 40 30
UD 10 00
DA 16 12
154
SDA 01 09
Total 100 100
𝜒2 21.52
Table 4.2.1.6 reveals that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 21.52 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Teaching Choice in Small and Large Classes” was not accepted. Table 4.2.1.7 Adequate Classroom Temperature Category SA Female Teachers 32 Girls of Class X 24 Significance level 0.05
A 31 22
UD 09 00
DA 19 34
SDA 09 20
Total 100 100
𝜒2 20.08
Table 4.2.1.7 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 20.08 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Adequate Classroom Temperature” was not accepted. Table 4.2.1.8 Availability of Writing Board Category Female Teachers Girls of Class X Significance level
SA 71 90 0.05
A 24 08
UD 04 00
DA 01 00
SDA 00 02
Total 100 100
𝜒2 17.24
Table 4.2.1.8 declares that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 17.24 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Availability of Writing Board” was not accepted. Table 4.2.1.9 Height of Writing Board in Classroom Category SA Female Teachers 64 Girls of Class X 72 Significance level 0.05
A 32 26
UD 02 00
DA 02 01
155
SDA 00 01
Total 100 100
𝜒2 4.42
Table 4.2.1.9 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 4.42 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Height of Writing Board in Classroom” was accepted. Table 4.2.1.10 Proper Guidance for Assignments/Homework Category SA Female Teachers 57 Girls of Class X 55 Significance level 0.05
A 33 30
UD 05 00
DA 05 07
SDA 00 08
Total 100 100
𝜒2 13.51
Table 4.2.1.10 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 13.51 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Proper Guidance for Assignment/Homework” was not accepted. Table 4.2.1.11 Management of Classroom Discipline Category SA Female Teachers 11 Girls of Class X 16 Significance level 0.05
A 17 16
UD 13 03
DA 30 25
SDA 29 40
Total 100 100
𝜒2 9.41
Table 4.2.1.11 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 9.41 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Management of Classroom Discipline” was accepted. Table 4.2.1.12 Probability of Rearranging Student Chairs Category SA Female Teachers 36 Girls of Class X 46 Significance level 0.05
A 54 34
UD 05 00
DA 04 10
156
SDA 01 10
Total 100 100
𝜒2 20.70
Table 4.2.1.12 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 20.70 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Probability of Rearranging Student Chairs” was not accepted. Table 4.2.1.13 Information Technology in Classroom Category SA Female Teachers 04 Girls of Class X 03 Significance level 0.05
A 08 02
UD 12 00
DA 34 15
SDA 42 80
Total 100 100
𝜒2 34.94
Table 4.2.1.13 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 34.94 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Information Technology in Classroom” was not accepted. Table 4.2.1.14 Delightful Seating Arrangement Category SA Female Teachers 34 Girls of Class X 21 Significance level 0.05
A 41 40
UD 03 00
DA 15 17
SDA 07 22
Total 100 100
𝜒2 13.96
Table 4.2.1.14 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 13.96 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Delightful Seating Arrangement” was not accepted. 4.2.2
Classroom Environment in Boys Schools of Large Category The results of classroom environment in Boys secondary schools are presented
in the following tables.
157
Table 4.2.2.1 Freedom for Educational Discussion in Classroom Category SA Male Teachers 45 Boys of Class X 52 Significance level 0.05
A 45 44
UD 00 03
DA 04 05
SDA 01 06
Total 95 110
𝜒2 6.13
Table 4.2.2.1 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 6.13 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Freedom for Educational Discussion in Classroom” was accepted. Table 4.2.2.2 Classroom Brightness Category SA Male Teachers 37 Boys of Class X 71 Significance level 0.05
A 37 30
UD 02 01
DA 15 06
SDA 04 02
Total 𝜒2 95 15.27 110
Table 4.2.2.2 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 15.27 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Classroom Brightness” was not accepted. Table 4.2.2.3 Enjoyable Environment of Classroom Category SA Male Teachers 27 Boys of Class X 48 Significance level 0.05
A 48 33
UD 03 09
DA 12 11
SDA 05 09
Total 95 110
𝜒2 11.80
Table 4.2.2.3 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 11.80 was the calculated value
158
of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Enjoyable Environment of Classroom” was not accepted. Table 4.2.2.4 Opportunity to Approach Students during Instruction Category SA Male Teachers 39 Boys of Class X 82 Significance level 0.05
A 48 22
UD 07 01
DA 01 01
SDA 00 04
Total 𝜒2 95 32.51 110
Table 4.2.2.4 mentions that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 32.51 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Opportunity to Approach Students during Instruction” was not accepted. Table 4.2.2.5 Creativty in the Classroom Category SA Male Teachers 15 Boys of Class X 43 Significance level 0.05
A 47 26
UD 14 15
DA 16 19
SDA 03 07
Total 𝜒2 95 20.46 110
Table 4.2.2.5 testifies that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 20.46 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Creativty in the Classroom” was not accepted. It means that above mentioned factor was available in classroom environment. Table 4.2.2.6 Teaching Choice in Small and Large Classes Category SA Male Teachers 49 Boys of Class X 64 Significance level 0.05
A 25 30
UD 05 06
159
DA 13 05
SDA 03 05
Total 95 110
𝜒2 5.52
Table 4.2.2.6 reveals that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 5.52 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Teaching Choice in Small and Large Classes” was accepted. Table 4.2.2.7 Adequate Classroom Temperature Category SA Male Teachers 16 Boys of Class X 38 Significance level 0.05
A 31 27
UD 08 05
DA 32 29
SDA 08 11
Total 95 110
𝜒2 9.50
Table 4.2.2.7 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 9.50 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Adequate Classroom Temperature” was not accepted. Table 4.2.2.8 Availability of Writing Board Category SA Male Teachers 59 Boys of Class X 96 Significance level 0.05
A 32 13
UD 00 01
DA 03 00
SDA 01 00
Total 95 110
𝜒2 20.86
Table 4.2.2.8 testifies that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 20.86 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Availability of Writing Board” was not accepted. Table 4.2.2.9 Height of Writing Board in Classroom Category SA Male Teachers 49 Boys of Class X 81 Significance level 0.05
A 42 27
UD 00 00
DA 04 02
160
SDA 00 00
Total 95 110
𝜒2 10.74
Table 4.2.2.9 specifies that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 10.74 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Height of Writing Board in Classroom” was not accepted. Table 4.2.2.10 Proper Guidance for Assignments/Homework Category Male Teachers
SA 32
A 56
UD 04
DA 03
SDA 00
Total 95
Boys of Class X 49 Significance level 0.05
44
04
06
07
110
𝜒2 11.97
Table 4.2.2.10 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 11.97 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Proper Guidance for Assignment/Homework” was not accepted. Table 4.2.2.11 Management of Classroom Discipline Category SA Male Teachers 00 Boys of Class X 50 Significance level 0.05
A 25 42
UD 21 11
DA 38 06
SDA 11 01
Total 95 110
𝜒2 88.42
Table 4.2.2.11 declares that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 88.42 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Management of Classroom Discipline” was not accepted. Table 4.2.2.12 Probability of Rearranging Student Chairs Category SA Male Teachers 32 Boys of Class X 51 Significance level 0.05
A 52 25
UD 03 12
DA 07 13
161
SDA 01 09
Total 95 110
𝜒2 26.46
Table 4.2.2.12 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 26.46 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Probability of Rearranging Student Chairs” was not accepted. Table 4.2.2.13 Information Technology in Classroom Category SA Male Teachers 03 Boys of Class X 03 Significance level 0.05
A 07 07
UD 13 13
DA 43 20
SDA 32 67
Total 95 110
𝜒2 20.14
Table 4.2.2.13 testifies that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 20.14 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Information Technology in Classroom” was not accepted. Table 4.2.2.14 Delightful Seating Arrangement Category Male Teachers Boys of Class X Significance level
SA 19 43 0.05
A 55 38
UD 08 08
DA 11 12
SDA 02 09
Total 95 110
𝜒2 15.88
Table 4.2.2.14 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 15.88 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Delightful Seating Arrangement” was not accepted.
162
Table 4.2.2.15
Overall Classroom Environment Scores in Large Category Schools
Category Female Teachers Girls of Class X Male Teachers Boys of Class X Significance level
SA 626 636 419 771 0.05
A 456 378 550 408
UD 81 07 88 89
DA 145 152 202 135
SDA 92 227 71 137
Total 1400 1400 1330 1540
𝜒2 328.44
Table 4.2.2.15 indicates that the table value of chi square is 21.03 at level of significance 0.05 by taking 12 degree of freedom while 328.44 was the calculated vale of chi square. The calculated value was much greater than the table value. Therefore, hypothesis 𝐻01 in large category schools that “there is no association between overall classroom environment scores of male and female”, was not accepted.
4.3
Motivation in Large Category Schools The detail analysis of motivation in girls and boys secondary schools along
with overall motivation scores in large category is given below: 4.3.1
Motivation in Girls Schools of Large Category The results of motivation in Girls secondary schools are presented in the
following tables. Table 4.3.1.1 Exploration of Natural Talent Category SA Female Teachers 56 Girls of Class X 50 Significance level 0.05
A 39 35
UD 00 00
DA 05 12
163
SDA 00 03
Total 100 100
𝜒2 6.40
Table 4.3.1.1 mentions that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 6.40 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Exploration of Natural Talent” was accepted. Table 4.3.1.2 Expectations to Achieve High Grades from Students Category Female Teachers Girls of Class X Significance level
SA 53 59 0.05
A 43 30
UD 01 00
DA 03 10
SDA 00 01
Total 100 100
𝜒2 8.40
Table 4.3.1.2 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 8.40 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Expectations to Achieve High Grades from Students” was accepted. Table 4.3.1.3 Creating Interest for Learning Category Female Teachers Girls of Class X Significance level
SA 57 69 0.05
A 39 27
UD 01 02
DA 03 01
SDA 00 01
Total 100 100
𝜒2 5.65
Table 4.3.1.3 stipulates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 5.65 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Creating Interest for Learning” was accepted. Table 4.3.1.4 Student’s Desire for Learning with Interest Category SA Female Teachers 49 Girls of Class X 47 Significance level 0.05
A 45 35
UD 01 02
DA 05 13
164
SDA 00 03
Total 100 100
𝜒2 8.18
Table 4.3.1.4 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 8.18 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Student’s Desire for Learning with Interest” was accepted. Table 4.3.1.5 Student’s Control and Use of Emotions for Learning Category SA Female Teachers 50 Girls of Class X 39 Significance level 0.05
A 40 45
UD 01 00
DA 08 15
SDA 01 01
Total 100 100
𝜒2 4.78
Table 4.3.1.5 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 4.78 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Student’s Control and Use of Emotions for Learning” was accepted. Table 4.3.1.6 Praise of Students during Learning Process Category SA Female Teachers 60 Girls of Class X 50 Significance level 0.05
A 35 34
UD 01 00
DA 04 12
SDA 00 04
Total 100 100
𝜒2 9.92
Table 4.3.1.6 declares that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 9.92 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Praise of Students during Learning Process” was not accepted. Table 4.3.1.7 Encouragement of Students towards Problem Solving Category SA Female Teachers 66 Girls of Class X 56 Significance level 0.05
A 33 40
UD 00 02
DA 01 02
165
SDA 00 00
Total 100 100
𝜒2 3.80
Table 4.3.1.7 mentions that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 3.80 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Encouragement of Students towards Problem Solving” was accepted. Table 4.3.1.8 Extrinsic Motivation through Computers and Internet to Achieve High Grades Category SA Female Teachers 33 Girls of Class X 30 Significance level 0.05
A 40 32
UD 11 09
DA 11 19
SDA 05 10
Total 100 100
𝜒2 5.03
Table 4.13.8 denotes that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 5.03 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Extrinsic Motivation through Computers and Internet to Achieve High Grades” was accepted. Table 4.3.1.9 Appreciation of Group Work of Students Category SA Female Teachers 47 Girls of Class X 29 Significance level 0.05
A 43 32
UD 01 01
DA 09 30
SDA 00 08
Total 100 100
𝜒2 25.18
Table 4.3.1.9 represents that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 25.18 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Appreciation of Group Work of Students” was not accepted.
166
Table 4.3.1.10 Highly Motivated Students Achieve High Grades Category SA Female Teachers 66 Girls of Class X 67 Significance level 0.05
A 32 27
UD 01 04
DA 01 01
SDA 00 01
Total 100 100
𝜒2 3.23
Table 4.3.1.10 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 3.23 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Highly Motivated Students Achieve High Grades” was accepted. Table 4.3.1.11 Low Motivated Students Achieve Low Performance Level Category SA Female Teachers 38 Girls of Class X 55 Significance level 0.05
A 42 27
UD 06 03
DA 14 13
SDA 00 02
Total 100 100
𝜒2 9.40
Table 4.3.1.11 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 9.40 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Low Motivated Students Achieve Low Performance Level” was accepted. Table 4.3.1.12 Achievement of High Grades due to Extrinsic Motivation Category SA Female Teachers 59 Girls of Class X 45 Significance level 0.05
A 33 31
UD 00 03
DA 08 17
SDA 00 04
Total 100 100
𝜒2 12.18
Table 4.3.1.12 represents that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 12.18 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the 167
expression of views “Achievement of High Grades due to Extrinsic Motivation” was not accepted. Table 4.3.1.13 Intrinsic Motivation towards Learning through Stories Category SA Female Teachers 53 Girls of Class X 51 Significance level 0.05
A 40 31
UD 03 00
DA 04 14
SDA 00 04
Total 100 100
𝜒2 13.73
Table 4.3.1.13 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 13.73 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Intrinsic Motivation towards Learning through Stories” was not accepted. Table 4.3.1.14 Intrinsic Motivation through Personality of Teacher Category SA Female Teachers 67 Girls of Class X 55 Significance level 0.05
A 30 33
UD 01 00
DA 02 10
SDA 00 02
Total 100 100
𝜒2 9.65
Table 4.3.1.14 specifies that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 9.65 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Intrinsic Motivation through Personality of Teacher” was not accepted. 4.3.2
Motivation in Boys Schools of Large Category The results of motivation in Girls secondary schools are presented in the
following tables.
168
Table 4.3.2.1 Exploration of Natural Talent Category SA Male Teachers 42 Boys of Class X 48 Significance level 0.05
A 51 36
UD 02 00
DA 00 16
SDA 00 10
Total 95 110
𝜒2 30.04
Table 4.3.2.1 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 30.04 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Exploration of Natural Talent” was not accepted. Table 4.3.2.2 Expectations to Achieve High Grades from Students Category SA Male Teachers 50 Boys of Class X 64 Significance level 0.05
A 41 34
UD 03 04
DA 01 05
SDA 00 03
Total 95 110
𝜒2 7.12
Table 4.3.2.2 explains that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 7.12 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Expectations to Achieve High Grades from Students” was accepted. Table 4.3.2.3 Creating Interest for Learning Category SA Male Teachers 49 Boys of Class X 63 Significance level 0.05
A 45 38
UD 01 01
DA 00 02
SDA 00 06
Total 95 110
𝜒2 9.29
Table 4.3.2.3 declares that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 9.29 was the calculated value
169
of chi square. The calculated value was less than the table value. Therefore, the expression of views “Creating Interest for Learning” was accepted. Table 4.3.2.4 Student’s Desire for Learning with Interest Category SA Male Teachers 38 Boys of Class X 34 Significance level 0.05
A 47 31
UD 00 05
DA 10 28
SDA 00 12
Total 95 110
𝜒2 28.08
Table 4.3.2.4 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 28.08 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Student’s Desire for Learning with Interest” was not accepted. Table 4.3.2.5 Student’s Control and Use of Emotions for Learning Category SA male Teachers 31 Boys of Class X 52 Significance level 0.05
A 58 32
UD 05 02
DA 00 20
SDA 01 04
Total 95 110
𝜒2 34.99
Table 4.3.2.5 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 34.99 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Student’s Control and Use of Emotions for Learning” was not accepted. Table 4.3.2.6 Praise of Students during Learning Process Category SA Male Teachers 40 Boys of Class X 36 Significance level 0.05
A 50 47
UD 00 02
DA 05 17
SDA 00 08
Total 95 110
𝜒2 15.83
Table 4.3.2.6 declares that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 15.83 was the calculated value 170
of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Praise of Students during Learning Process” was not accepted. Table 4.3.2.7 Encouragement of Students towards Problem Solving Category SA Male Teachers 49 Boys of Class X 49 Significance level 0.05
A 42 44
UD 00 06
DA 04 03
SDA 00 08
Total 95 110
𝜒2 13.16
Table 4.3.2.7 testifies that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 13.16 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Encouragement of Students towards Problem Solving” was not accepted. Table 4.3.2.8 Extrinsic Motivation through Computers and Internet to Achieve High Grades Category SA Male Teachers 19 Boys of Class X 27 Significance level 0.05
A 39 21
UD 06 07
DA 23 37
SDA 08 18
Total 95 110
𝜒2 12.95
Table 4.3.2.8 denotes that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 12.95 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Extrinsic Motivation through Computers and Internet to Achieve High Grades” was not accepted. Table 4.3.2.9 Appreciation of Group Work of Students Category SA Male Teachers 37 Boys of Class X 34 Significance level 0.05
A 44 28
UD 06 10
DA 08 22
171
SDA 00 16
Total 95 110
𝜒2 26.25
Table 4.3.2.9 represents that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 26.25 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Appreciation of Group Work of Students” was not accepted. Table 4.3.2.10 Highly Motivated Students Achieve High Grades Category Male Teachers Boys of Class X Significance level
SA 56 84 0.05
A 32 20
UD 00 02
DA 07 02
SDA 00 02
Total 95 110
𝜒2 14.12
Table 4.3.2.10 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 14.12 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Highly Motivated Students Achieve High Grades” was not accepted. Table 4.3.2.11 Low Motivated Students Achieve Low Performance Level Category SA Male Teachers 35 Boys of Class X 59 Significance level 0.05
A 50 30
UD 00 08
DA 10 06
SDA 00 07
Total 95 110
𝜒2 26.17
Table 4.3.2.11 declares that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 26.17 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Low Motivated Students Achieve Low Performance Level” was not accepted.
172
Table 4.3.2.12 Achievement of High Grades due to Extrinsic Motivation Category SA Male Teachers 50 Boys of Class X 40 Significance level 0.05
A 40 24
UD 00 03
DA 04 29
SDA 01 14
Total 95 110
𝜒2 37.42
Table 4.3.2.12 mentions that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 37.42 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Achievement of High Grades due to Extrinsic Motivation” was not accepted. Table 4.3.2.13 Intrinsic Motivation towards Learning through Stories Category SA Male Teachers 40 Boys of Class X 46 Significance level 0.05
A 49 38
UD 00 00
DA 06 17
SDA 00 09
Total 95 110
𝜒2 15.04
Table 4.3.2.13 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 15.04 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Intrinsic Motivation towards Learning through Stories” was not accepted. Table 4.3.2.14 Intrinsic Motivation through Personality of Teacher Category SA Male Teachers 47 Boys of Class X 53 Significance level 0.05
A 41 41
UD 00 00
DA 06 12
SDA 01 04
Total 95 110
𝜒2 3.05
Table 4.3.2.14 specifies that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 3.05 was the calculated value 173
of chi square. The calculated value was less than the table value. Therefore, the expression of views “Intrinsic Motivation through Personality of Teacher” was accepted. Table 4.3.2.15 Overall Motivation Scores in Large Category Schools Category Female Teachers Girls of Class X Male Teachers Boys of Class X Significance level
SA 754 702 583 689 0.05
A 534 459 629 464
UD 28 26 23 50
DA 78 169 84 216
SDA 06 44 11 121
𝜒2
Total 1400 1400 1330 1540
333.98
Table 4.3.2.15 indicates that the table value of chi square is 21.03 at level of significance 0.05 by taking 12 degree of freedom while 333.98 was the calculated vale of chi square. The calculated value was much greater than the table value. Therefore, hypothesis 𝐻02 in large category schools that “there is no association between overall motivation scores of male and female”, was not accepted.
4.4
Teacher Feedback in Large Category Schools The detail analysis of teacher feedback in girls and boys secondary schools
along with overall teacher feedback scores in large category is given below: 4.4.1
Teacher Feedback in Girls Schools of Large Category The results of classroom environment in Girls secondary schools are presented
in the following tables. Table 4.4.1.1 Understanding Teacher’s Gestures during Teaching Category SA Female Teachers 31 Girls of Class X 16 Significance level 0.05
A 21 24
UD 02 00
DA 20 31
174
SDA 26 29
Total 100 100
𝜒2 9.52
Table 4.3.2.2 explains that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 9.52 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Understanding Teacher’s Gestures during Teaching” was not accepted. Table 4.4.1.2 Improvements in Teaching Learning due to Students Feelings about Teacher Feedback Category Female Teachers Girls of Class X Significant
SA A 37 15 21 33 df=4
DA SDA Total 𝜒2 20 26 100 13.55 23 23 100 Table value of 𝜒 2 at 0.05 level=9.49
UD 02 00
Table 4.4.1.2 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 13.55 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Improvements in Teaching Learning due to Students Feelings about Teacher Feedback” was not accepted. Table 4.4.1.3 Views about Teacher’s Comments being Helpful Feedback Category Female Teachers Girls of Class X Significance level
SA 12 07 0.05
A 15 05
UD 00 06
DA 43 24
SDA 30 58
Total 100 100
𝜒2 26.61
Table 4.4.1.2 stipulates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 26.61 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “View’s about Teacher’s Comments being Helpful Feedback” was not accepted.
175
Table 4.4.1.4 Awareness of Students about Objectives of the Lesson Category Female Teachers Girls of Class X Significance level
SA 27 28 0.05
A 21 27
UD 00 05
DA 23 29
SDA 29 11
Total 𝜒2 100 14.56 100
Table 4.4.1.4 declares that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 14.56 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Awareness of Students about Objectives of Lesson” was not accepted. Table 4.4.1.5 Provision of Immediate Feedback to Students on their Mistakes Category SA Female Teachers 27 Girls of Class X 42 Significance level 0.05
A 18 17
UD 00 02
DA 25 28
SDA 30 11
Total 100 100
𝜒2 14.26
Table 4.4.1.5 that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 14.26 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Provision of Immediate Feedback to Students on their Mistakes” was not accepted. Table 4.4.1.6 Usefulness of Written Feedback on Assignments/Homework Category SA Female Teachers 32 Girls of Class X 33 Significance level 0.05
A 21 24
UD 02 08
DA 24 24
SDA 21 11
Total 100 100
𝜒2 6.94
Table 4.4.1.6 mentions that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 6.94 was the calculated value 176
of chi square. The calculated value was less than the table value. Therefore, the expression of views “Usefulness of Written Feedback on Assignments/Homework” was accepted. Table 4.4.1.7 Verbal Feedback about Content related Questions during Teaching Category SA Female Teachers 28 Girls of Class X 39 Significance level 0.05
A 20 26
UD 02 02
DA 30 22
SDA 20 11
Total 100 100
𝜒2 6.43
Table 4.4.1.7 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 6.43 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Verbal Feedback about Content related Questions during Teaching” was accepted. Table 4.4.1.8 Importance of Verbal Feedback during Classroom Discussion Category SA Female Teachers 35 Girls of Class X 38 Significance level 0.05
A 21 16
UD 03 10
DA 21 24
SDA 20 12
Total 100 100
𝜒2 6.76
Table 4.4.1.8 explains that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 6.76 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Importance of Verbal Feedback during Classroom Discussion” was accepted. Table 4.4.1.9 Focus of Teacher Feedback as per Individual Differences of Learners Category SA Female Teachers 21 Girls of Class X 28 Significance level 0.05
A 31 40
UD 04 14
DA 22 05 177
SDA 22 13
Total 100 100
𝜒2 20.71
Table 4.4.1.9 represents that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 20.71 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Focus of Teacher Feedback as per Individual Differences of Learners” was not accepted. Table 4.4.1.10 Students Liking to Read and Follow Teacher’s Written Feedback Category SA Female Teachers 20 Girls of Class X 31 Significance level 0.05
A 34 25
UD 00 00
DA 20 23
SDA 26 21
Total 100 100
𝜒2 4.44
Table 4.4.1.10 testifies that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 4.44 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Students Liking to Read and Follow Teacher’s Written Feedback” was accepted. Table 4.4.1.11 Teacher’s Feedback Reducing Cognitive Load of Students Category SA Female Teachers 14 Girls of Class X 29 Significance level 0.05
A 28 37
UD 00 00
DA 25 25
SDA 33 09
Total 𝜒2 100 20.16 100
Table 4.4.1.11 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 20.16 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Teacher’s Feedback Reducing Cognitive Load of Students” was not accepted.
178
Table 4.4.1.12 Presentation of Present and Earlier Weaknesses in Summative Feedback Category SA Female Teachers 14 Girls of Class X 25 Significance level 0.05
A 47 31
UD 03 00
DA 36 26
SDA 00 18
𝜒2 28.99
Total 100 100
Table 4.4.1.12 denotes that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 28.99 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Presentation of Present and Earlier Weaknesses in Summative Feedback” was not accepted. Table 4.4.1.13 Improvements in Writing Skill with Teacher Feedback Category SA Female Teachers 17 Girls of Class X 57 Significance level 0.05
A 59 37
UD 02 00
DA 22 00
SDA 00 06
Total 100 100
𝜒2 56.66
Table 4.4.1.13 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 56.66 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Improvements in Writing Skill with Teacher Feedback” was not accepted. Table 4.4.1.14 Solution of Behavioral Problems with Teacher Feedback Category SA Female Teachers 25 Girls of Class X 49 Significance level 0.05
A 53 40
UD 01 00
DA 21 01
SDA 00 10
Total 100 100
𝜒2 38.78
Table 4.4.1.13 testifies that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 38.78 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the 179
expression of views “Solution of Behavioral Problems with Teacher Feedback” was not accepted.
4.4.2 Teacher Feedback in Boys Schools of Large Category The results of classroom environment in Girls secondary schools are presented in the following tables. Table 4.4.2.1 Understanding Teacher’s Gestures during Teaching Category SA Male Teachers 15 Boys of Class X 16 Significance level 0.05
A 43 39
UD 00 00
DA 10 32
SDA 27 23
Total 95 110
𝜒2 10.99
Table 4.4.2.1 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 10.99 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Understanding Teacher’s Gestures during Teaching” was not accepted. Table 4.4.2.2 Improvements in Teaching Learning due to Students Feelings about Teacher Feedback Category SA Male Teachers 24 Boys of Class X 22 Significance level 0.05
A 31 46
UD 00 00
DA 11 32
SDA 29 10
Total 𝜒2 95 21.48 110
Table 4.4.2.2 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 21.48 was the calculated vale of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Improvements in Teaching Learning due to Students Feelings about Teacher Feedback” was not accepted.
180
Table 4.4.2.3 Views about Teacher’s Comments being Helpful Feedback Category SA Male Teachers 12 Boys of Class X 15 Significance level 0.05
A 24 08
UD 00 00
DA 38 21
SDA 21 66
Total 95 110
𝜒2 35.56
Table 4.4.2.3 declares that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 35.56 was the calculated vale of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Views about Teacher’s Comments being Helpful Feedback” was not accepted. Table 4.4.2.4 Awareness of Students about Objectives of the Lesson Category SA Male Teachers 10 Boys of Class X 24 Significance level 0.05
A 46 33
UD 00 00
DA 13 32
SDA 26 21
Total 𝜒2 95 15.40 110
Table 4.4.2.4 denotes that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 15.40 was the calculated vale of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Awareness of Students about Objectives of the Lesson” was not accepted. Table 4.4.2.5 Provision of Immediate Feedback to Students on their Mistakes Category SA Male Teachers 06 Boys of Class X 29 Significance level 0.05
A 34 33
UD 06 04
DA 19 38
SDA 30 06
Total 𝜒2 95 36.96 110
Table 4.4.2.5 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 36.96 was the calculated value 181
of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Provision of Immediate Feedback to Students on their Mistakes” was not accepted. Table 4.4.2.6 Usefulness of Written Feedback on Assignments/Homework Category SA Male Teachers 26 Boys of Class X 33 Significance level 0.05
A 32 34
UD 00 02
DA 12 26
SDA 25 15
Total 95 110
𝜒2 9.51
Table 4.4.2.6 specifies that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 9.51 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Usefulness of Written Feedback on Assignments/Homework” was not accepted. Table 4.4.2.7 Verbal Feedback about Content related Questions during Teaching Category SA Male Teachers 33 Boys of Class X 31 Significance level 0.05
A 26 40
UD 05 03
DA 11 31
SDA 20 05
Total 95 110
𝜒2 21.07
Table 4.4.2.7 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 21.07 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Verbal Feedback about Content related Questions during Teaching” was not accepted. Table 4.4.2.8 Importance of Verbal Feedback during Classroom Discussion Category SA Male Teachers 27 Boys of Class X 29 Significance level 0.05
A 34 45
UD 03 10
DA 11 24
182
SDA 20 02
Total 95 110
𝜒2 23.95
Table 4.4.2.8 specifies that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 23.95 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Importance of Verbal Feedback during Classroom Discussion” was not accepted. Table 4.4.2.9 Focus of Teacher Feedback as per Individual Differences of Learners Category SA Male Teachers 32 Boys of Class X 17 Significance level 0.05
A 27 28
UD 00 00
DA 10 30
SDA 26 35
Total 95 110
𝜒2 17.15
Table 4.4.2.9 explains that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 17.15 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Focus of Teacher Feedback as per Individual Differences of Learners” was not accepted. Table 4.4.2.10 Students Liking to Read and Follow Teacher’s Written Feedback Category SA Male Teachers 09 Boys of Class X 24 Significance level 0.05
A 36 32
UD 01 00
DA 19 38
SDA 30 16
Total 95 110
𝜒2 17.64
Table 4.4.2.10 specifies that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 17.64 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Students Liking to Read and Follow Teacher’s Written Feedback” was not accepted.
183
Table 4.4.2.11 Teacher’s Feedback Reducing Cognitive Load of Students Category SA Male Teachers 23 Boys of Class X 23 Significance level 0.05
A 32 43
UD 00 04
DA 03 35
SDA 37 05
Total 95 110
𝜒2 56.14
Table 4.4.2.11 reveals that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 56.14 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Teacher’s Feedback Reducing Cognitive Load of Students” was not accepted. Table 4.4.2.12 Presentation of Present and Earlier Weaknesses in Summative Feedback Category SA Male Teachers 30 Boys of Class X 30 Significance level 0.05
A 41 33
UD 00 00
DA 05 26
SDA 19 21
Total 95 110
𝜒2 14.14
Table 4.4.2.12 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 14.14 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Presentation of Present and Earlier Weaknesses in Summative Feedback” was not accepted. Table 4.4.2.13 Improvements in Writing Skill with Teacher Feedback Category SA Male Teachers 33 Boys of Class X 34 Significance level 0.05
A 52 41
UD 06 03
DA 04 25
SDA 00 07
Total 95 110
𝜒2 23.55
Table 4.4.2.13 specifies that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 23.55 was the calculated value 184
of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Improvements in Writing Skill with Teacher Feedback” was not accepted. Table 4.4.2.14 Solution of Behavioral Problems with Teacher Feedback Category SA Male Teachers 42 Boys of Class X 27 Significance level 0.05
A 49 35
UD 00 01
DA 00 26
SDA 04 21
Total 95 110
𝜒2 43.28
Table 4.4.2.14 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 43.28 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Solution of Behavioral Problems with Teacher Feedback” was not accepted. Table 4.4.2.15 Overall Teacher Feedback Scores in Large Category Schools Category Female Teachers Girls of Class X Male Teachers Boys of Class X Significance level
SA 340 343 322 354 0.05
A 404 382 507 490
UD 21 47 21 27
DA 352 385 166 416
SDA 283 243 314 253
Total 1400 1400 1330 1540
𝜒2 157.78
Table 4.4.2.15 stipulates that the table value of chi square is 21.03 at level of significance 0.05 by taking 12 degree of freedom while 157.78 was the calculated vale of chi square. The calculated value was much greater than the table value. Therefore, hypothesis 𝐻03 in the large category schools that “there is no association between overall teacher feedback scores of male and female”, was not accepted.
185
4.5
Classroom Environment in Medium Category Schools The detail analysis of classroom environment in girls and boys secondary
schools along with overall classroom environment scores in medium category is given below: 4.5.1
Classroom Environment in Girls Schools of Medium Category The results of classroom environment in Girls secondary schools are presented
in the following tables. Table 4.5.1.1 Freedom for Educational Discussion in Classroom Category SA Female Teachers 30 Girls of Class X 33 Significance level 0.05
A 19 09
UD 06 02
DA 00 00
SDA 00 03
Total 55 47
𝜒2 8.11
Table 4.5.1.1 explains that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 8.11 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Freedom for Educational Discussion in Classroom” was accepted. Table 4.5.1.2 Classroom Brightness Category SA Female Teachers 28 Girls of Class X 22 Significance level 0.05
A 18 17
UD 01 04
DA 08 02
SDA 00 02
Total 55 47
𝜒2 7.56
Table 4.5.1.2 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 7.56 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Classroom Brightness” was accepted. 186
Table 4.5.1.3 Enjoyable Environment of Classroom Category SA Female Teachers 22 Girls of Class X 27 Significance level 0.05
A 21 09
UD 09 04
DA 03 07
SDA 00 00
Total 55 47
𝜒2 8.22
Table 4.5.1.3 denotes that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 8.22 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Enjoyable Environment of Classroom” was accepted. Table 4.5.1.4 Opportunity to Approach Students during Instruction Category SA Female Teachers 25 Girls of Class X 32 Significance level 0.05
A 25 09
UD 01 01
DA 03 04
SDA 01 01
Total 55 47
𝜒2 7.95
Table 4.5.1.4 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 7.95 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Opportunity to Approach Students during Instruction” was accepted. Table 4.5.1.5 Creativty in the Classroom Category SA Female Teachers 16 Girls of Class X 24 Significance level 0.05
A 31 09
UD 04 05
DA 04 05
SDA 00 04
Total 55 47
𝜒2 17.40
Table 4.5.1.5 explains that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 17.40 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the
187
expression of views “Creativty in the Classroom” was not accepted. It means that above mentioned factor was available in classroom environment. Table 4.5.1.6 Teaching Choice in Small and Large Classes Category SA Female Teachers 23 Girls of Class X 26 Significance level 0.05
A 13 11
UD 04 06
DA 12 02
SDA 03 02
Total 55 47
𝜒2 7.51
Table 4.5.1.6 represents that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 7.51 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Teaching Choice in Small and Large Classes” was accepted. Table 4.5.1.7 Adequate Classroom Temperature Category SA Female Teachers 14 Girls of Class X 14 Significance level 0.05
A 20 11
UD 02 08
DA 13 12
SDA 06 02
Total 55 47
𝜒2 7.67
Table 4.5.1.7 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 7.67 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Adequate Classroom Temperature” was accepted. Table 4.5.1.8 Availability of Writing Board Category SA Female Teachers 26 Girls of Class X 34 Significance level 0.05
A 24 07
UD 02 01
DA 00 04
SDA 03 01
Total 55 47
𝜒2 15.18
Table 4.5.1.8 shows that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 15.18 was the calculated value
188
of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Availability of Writing Board” was not accepted. Table 4.5.1.9 Height of Writing Board in Classroom Category SA Female Teachers 26 Girls of Class X 30 Significance level 0.05
A 22 12
UD 02 01
DA 03 02
SDA 02 02
Total 55 47
𝜒2 3.15
Table 4.5.1.9 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 3.15 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Height of Writing Board in Classroom” was accepted. Table 4.5.1.10 Proper Guidance for Assignments/Homework Category SA Female Teachers 26 Girls of Class X 16 Significance level 0.05
A 25 20
UD 02 08
DA 01 01
SDA 01 02
Total 55 47
𝜒2 6.28
Table 4.5.1.10 explains that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 6.28 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Proper Guidance for Assignments/Homework” was accepted. Table 4.5.1.11 Management of Classroom Discipline Category SA Female Teachers 07 Girls of Class X 24 Significance level 0.05
A 22 07
UD 06 05
DA 13 04
SDA 07 07
Total 𝜒2 55 21.44 47
Table 4.5.1.11 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 21.44 was the calculated value
189
of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Management of Classroom Discipline” was not accepted. Table 4.5.1.12 Probability of Rearranging Student Chairs Category SA Female Teachers 24 Girls of Class X 25 Significance level 0.05
A 21 13
UD 08 01
DA 02 04
SDA 00 04
Total 55 47
𝜒2 11.45
Table 4.5.1.12 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 11.45 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Probability of Rearranging Student Chairs” was not accepted. Table 4.5.1.13 Information Technology in Classroom Category SA Female Teachers 06 Girls of Class X 11 Significance level 0.05
A 11 06
UD 12 06
DA 17 07
SDA 09 17
Total 55 47
𝜒2 11.01
Table 4.5.1.13 explains that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 11.01 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Information Technology in Classroom” was not accepted. Table 4.5.1.14 Delightful Seating Arrangement Category SA Female Teachers 13 Girls of Class X 25 Significance level 0.05
A 28 12
UD 06 02
DA 06 02
SDA 02 06
Total 55 47
𝜒2 15.65
Table 4.5.1.14 mentions that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 15.65 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Delightful Seating Arrangement” was not accepted. 190
4.5.2
Classroom Environment in Boys Schools of Medium Category The results of classroom environment in Boys secondary schools are presented
in the following tables. Table 4.5.2.1 Freedom for Educational Discussion in Classroom Category SA Male Teachers 29 Boys of Class X 31 Significance level 0.05
A 19 14
UD 02 01
DA 07 02
SDA 00 02
Total 57 50
𝜒2 5.50
Table 4.5.2.1 explains that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 5.50 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Freedom for Educational Discussion in Classroom” was accepted. Table 4.5.2.2 Classroom Brightness Category SA Male Teachers 25 Boys of Class X 40 Significance level 0.05
A 22 08
UD 04 00
DA 05 02
SDA 01 00
Total 57 50
𝜒2 15.89
Table 4.5.2.2 stipulates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 15.89 was the calculated vale of chi square. The calculated value was greater than the table value. Therefore, the statement “Classroom Brightness” was not accepted. Table 4.5.2.3 Enjoyable Environment of Classroom Category SA Male Teachers 22 Boys of Class X 26 Significance level 0.05
A 24 22
UD 04 00
191
DA 06 01
SDA 01 01
Total 57 50
𝜒2 7.56
Table 4.5.2.3 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 7.56 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Enjoyable Environment of Classroom” was accepted. Table 4.5.2.4 Opportunity to Approach Students during Instruction Category SA Male Teachers 29 Boys of Class X 38 Significance level 0.05
A 16 11
UD 08 00
DA 04 00
SDA 00 01
Total 57 50
𝜒2 14.74
Table 4.5.2.4 shows that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 14.74 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Opportunity to Approach Students during Instruction” was not accepted. Table 4.5.2.5 Creativty in the Classroom Category SA Male Teachers 17 Boys of Class X 15 Significance level 0.05
A 26 22
UD 04 05
DA 09 05
SDA 01 03
Total 57 50
𝜒2 2.26
Table 4.5.2.5 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 2.26 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Creativty in the Classroom” was accepted. It means that above mentioned factor was not available in classroom environment.
192
Table 4.5.2.6 Teaching Choice in Small and Large Classes Category SA Male Teachers 22 Boys of Class X 27 Significance level 0.05
A 22 08
UD 03 04
DA 09 06
SDA 01 05
Total 57 50
𝜒2 10.03
Table 4.5.2.6 declares that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 10.03 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Teaching Choice in Small and Large Classes” was not accepted. Table 4.5.2.7 Adequate Classroom Temperature Category SA Male Teachers 16 Boys of Class X 11 Significance level 0.05
A 11 18
UD 03 04
DA 14 09
SDA 13 08
Total 57 50
𝜒2 4.59
Table 4.5.2.7 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 4.59 was the calculated vale of chi square. The calculated value was less than the table value. Therefore, the statement “Adequate Classroom Temperature” was accepted. Table 4.5.2.8 Availability of Writing Board Category SA Male Teachers 36 Boys of Class X 48 Significance level 0.05
A 19 02
UD 00 00
DA 01 00
SDA 01 00
Total 57 50
𝜒2 17.13
Table 4.5.2.8 testifies that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 17.13 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Availability of Writing Board” was not accepted.
193
Table 4.5.2.9 Height of Writing Board in Classroom Category SA Male Teachers 34 Boys of Class X 39 Significance level 0.05
A 20 09
UD 02 02
DA 01 00
SDA 00 00
𝜒2 5.09
Total 57 50
Table 4.5.2.9 explains that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 5.09 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Height of Writing Board in Classroom” was accepted. Table 4.5.2.10 Proper Guidance for Assignments/Homework Category SA Male Teachers 18 Boys of Class X 22 Significance level 0.05
A 25 20
UD 03 05
DA 10 01
SDA 01 02
Total 57 50
𝜒2 8.73
Table 4.5.2.10 denotes that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 8.73 was the calculated vale of chi square. The calculated value was less than the table value. Therefore, the statement “Proper Guidance for Assignments/Homework” was accepted. Table 4.5.2.11 Management of Classroom Discipline Category SA Male Teachers 10 Boys of Class X 24 Significance level 0.05
A 19 17
UD 03 02
DA 14 05
SDA 11 02
Total 𝜒2 57 16.18 50
Table 4.5.2.11 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 16.18 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Management of Classroom Discipline” was not accepted.
194
Table 4.5.2.12 Probability of Rearranging Student Chairs Category SA Male Teachers 19 Boys of Class X 11 Significance level 0.05
A 21 22
UD 01 03
DA 12 10
SDA 04 04
𝜒2 2.89
Total 57 50
Table 4.5.2.12 stipulates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 2.89 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Probability of Re arranging Student Chairs” was accepted. Table 4.5.2.13 Information Technology in Classroom Category SA Male Teachers 04 Boys of Class X 02 Significance level 0.05
A 14 01
UD 08 03
DA 14 09
SDA 17 35
Total 57 50
𝜒2 21.15
Table 4.5.2.13 explains that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 21.15 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Information Technology in Classroom” was not accepted. Table 4.5.2.14 Delightful Seating Arrangement Category SA Male Teachers 13 Boys of Class X 26 Significance level 0.05
A 26 18
UD 02 01
DA 15 04
SDA 01 01
Total 𝜒2 57 12.08 50
Table 4.5.2.14 explains that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 12.08 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Delightful Seating Arrangement” was not accepted.
195
Table 4.5.2.15 Overall Classroom Environment Scores in Medium Category Schools Category Female Teachers Girls of Class X Male Teachers Boys of Class X Significance level
SA 286 343 294 360 0.05
A 300 152 284 192
UD 65 54 47 30
DA 85 56 121 54
SDA 34 53 52 64
Total 770 658 798 700
𝜒2 121.67
Table 4.5.2.15 stipulates that the table value of chi square is 21.03 at level of significance 0.05 by taking 12 degree of freedom while 121.67 was the calculated vale of chi square. The calculated value was much greater than the table value. Therefore, hypothesis 𝐻01 in medium category schools that “there is no association between overall classroom environment scores of male and female”, was not accepted.
4.6
Motivation in Medium Category Schools The detail analysis of motivation in girls and boys secondary schools along
with overall motivation scores in medium category is given below: 4.6.1
Motivation in Girls Schools of Medium Category The results of classroom environment in Girls secondary schools are presented
in the following tables. Table 4.6.1.1 Exploration of Natural Talent Category SA Female Teachers 12 Girls of Class X 10 Significance level 0.05
A 27 15
UD 01 10
DA 01 01
SDA 14 11
Total 𝜒2 55 10.77 47
Table 4.6.1.1 explains that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 10.77 was the calculated value 196
of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Exploration of Natural Talent” was not accepted. Table 4.6.1.2 Expectations to Achieve High Grades from Students Category SA Female Teachers 16 Girls of Class X 17 Significance level 0.05
A 22 11
UD 01 03
DA 06 02
SDA 10 14
Total 55 47
𝜒2 6.77
Table 4.6.1.2 declares that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 6.77 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Expectations to Achieve High Grades from Students” was accepted. Table 4.6.1.3 Creating Interest for Learning Category SA Female Teachers 21 Girls of Class X 19 Significance level 0.05
A 20 10
UD 01 03
DA 03 02
SDA 10 13
Total 55 47
𝜒2 4.42
Table 4.6.1.3 explains that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 4.42 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Creating Interest for Learning” was accepted. Table 4.6.1.4 Student’s Desire for Learning with Interest Category SA Female Teachers 20 Girls of Class X 15 Significance level 0.05
A 21 14
UD 03 04
DA 01 01
SDA 10 13
Total 55 47
𝜒2 2.03
Table 4.6.1.4 specifies that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 2.03 was the calculated value 197
of chi square. The calculated value was less than the table value. Therefore, the expression of views “Student’s Desire for Learning with Interest” was accepted. Table 4.6.1.5 Student’s Control and Use of Emotions for Learning Category SA Female Teachers 15 Girls of Class X 08 Significance level 0.05
A 24 16
UD 03 02
DA 03 08
SDA 10 13
Total 55 47
𝜒2 6.01
Table 4.6.1.5 declares that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 6.01 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Student’s Control and Use of Emotions for Learning” was accepted. Table 4.6.1.6 Praise of Students during Learning Process Category SA Female Teachers 18 Girls of Class X 14 Significance level 0.05
A 21 08
UD 02 03
DA 02 02
SDA 12 20
Total 55 47
𝜒2 7.94
Table 4.6.1.6 declares that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 7.94 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Praise of Students during Learning Process” was accepted. Table 4.6.1.7 Encouragement of Students towards Problem Solving Category SA Female Teachers 19 Girls of Class X 06 Significance level 0.05
A 22 22
UD 03 05
DA 00 02
SDA 11 12
Total 55 47
𝜒2 8.72
Table 4.6.1.7 shows that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 8.72 was the calculated value 198
of chi square. The calculated value was less than the table value. Therefore, the expression of views “Encouragement of Students towards Problem Solving” was accepted. Table 4.6.1.8 Extrinsic Motivation through Computers and Internet to Achieve High Grades Category SA Female Teachers 07 Girls of Class X 07 Significance level 0.05
A 25 10
UD 08 08
DA 05 07
SDA 10 15
Total 55 47
𝜒2 7.17
Table 4.6.1.8 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 7.17 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Extrinsic Motivation through Computers and Internet to Achieve High Grades” was accepted. Table 4.6.1.9 Appreciation of Group Work of Students Category SA Female Teachers 10 Girls of Class X 11 Significance level 0.05
A 27 09
UD 04 05
DA 04 09
SDA 10 13
Total 55 47
𝜒2 10.91
Table 4.6.1.9 mentions that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 10.91 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Appreciation of Group Work of Students” was not accepted. Table 4.6.1.10 Highly Motivated Students Achieve High Grades Category SA Female Teachers 12 Girls of Class X 26 Significance level 0.05
A 24 03
UD 06 01
199
DA 02 03
SDA 11 14
Total 55 47
𝜒2 25.14
Table 4.6.1.10 declares that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 25.14 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Highly Motivated Students Achieve High Grades” was not accepted. Table 4.6.1.11 Low Motivated Students Achieve Low Performance Level Category SA Female Teachers 15 Girls of Class X 24 Significance level 0.05
A 22 14
UD 10 04
DA 07 03
SDA 01 02
Total 55 47
𝜒2 7.77
Table 4.6.1.11 specifies that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 7.77 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Low Motivated Students Achieve Low Performance Level” was accepted. Table 4.6.1.12 Achievement of High Grades due to Extrinsic Motivation Category SA Female Teachers 24 Girls of Class X 17 Significance level 0.05
A 23 17
UD 08 08
DA 00 05
SDA 00 00
Total 55 47
𝜒2 6.51
Table 4.6.1.12 declares that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 6.51 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Achievement of High Grades due to Extrinsic Motivation” was accepted.
200
Table 4.6.1.13 Intrinsic Motivation towards Learning through Stories Category SA Female Teachers 14 Girls of Class X 19 Significance level 0.05
A 28 21
UD 09 06
DA 02 00
SDA 02 01
Total 55 47
𝜒2 4.08
Table 4.6.1.13 mentions that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 4.08 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Intrinsic Motivation towards Learning through Stories” was accepted. Table 4.6.1.14 Intrinsic Motivation through Personality of Teacher Category SA Female Teachers 21 Girls of Class X 18 Significance level 0.05
A 20 15
UD 10 05
DA 01 06
SDA 03 03
Total 55 47
𝜒2 5.59
Table 4.6.1.14 declares that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 5.59 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Intrinsic Motivation through Personality of Teacher” was accepted. 4.6.2
Motivation in Boys Schools of Medium Category The results of motivation in Girls secondary schools are presented in the
following tables.
201
Table 4.6.2.1 Exploration of Natural Talent Category Male Teachers Boys of Class X Significance level
SA 18 14 0.05
A 26 19
UD 03 03
DA 00 00
SDA 10 14
Total 57 50
𝜒2 1.79
Table 4.6.2.1 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 1.79 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Exploration of Natural Talent” was accepted. Table 4.6.2.2 Expectations to Achieve High Grades from Students Category SA Male Teachers 16 Boys of Class X 25 Significance level 0.05
A 23 14
UD 03 00
DA 05 01
SDA 10 10
Total 57 50
𝜒2 9.41
Table 4.6.2.2 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 9.41 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Expectations to Achieve High Grades from Students” was accepted. Table 4.6.2.3 Creating Interest for Learning Category SA Male Teachers 18 Boys of Class X 21 Significance level 0.05
A 27 18
UD 00 01
DA 02 00
SDA 10 10
Total 57 50
𝜒2 4.59
Table 4.6.2.3 reveals that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 4.59 was the calculated value
202
of chi square. The calculated value was less than the table value. Therefore, the expression of views “Creating Interest for Learning” was accepted. Table 4.6.2.4 Student’s Desire for Learning with Interest Category SA Male Teachers 19 Boys of Class X 16 Significance level 0.05
A 20 15
UD 04 07
DA 03 01
SDA 11 11
Total 57 50
𝜒2 2.34
Table 4.6.2.4 reflects that the calculated vale of 𝝌2 was found to be 2.34, which is less than the table value of 𝝌2 at 0.05 level of significance by taking 4 degree of freedom. Hence, the statement “Student’s Desire for Learning with Interest” was accepted. Table 4.6.2.5 Student’s Control and Use of Emotions for Learning Category SA Male Teachers 09 Boys of Class X 06 Significance level 0.05
A 30 23
UD 04 05
DA 04 03
SDA 10 13
Total 57 50
𝜒2 1.71
Table 4.6.2.5 represents that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 1.71 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Student’s Control and Use of Emotions for Learning” was accepted. Table 4.6.2.6 Praise of Students during Learning Process Category SA Male Teachers 08 Boys of Class X 06 Significance level 0.05
A 32 23
UD 04 06
DA 03 03
SDA 10 12
Total 57 50
𝜒2 1.89
Table 4.6.2.6 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 1.89 was the calculated value 203
of chi square. The calculated value was less than the table value. Therefore, the expression of views “Praise of Students during Learning Process” was accepted. Table 4.6.2.7 Encouragement of Students towards Problem Solving Category SA Male Teachers 10 Boys of Class X 14 Significance level 0.05
A 31 19
UD 06 02
DA 00 05
SDA 10 10
Total 57 50
𝜒2 10.13
Table 4.6.2.7 shows that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 10.13 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Encouragement of Students towards Problem Solving” was not accepted. Table 4.6.2.8 Extrinsic Motivation through Computers and Internet to Achieve High Grades Category SA Male Teachers 01 Boys of Class X 10 Significance level 0.05
A 28 13
UD 04 06
DA 14 05
SDA 10 16
Total 57 50
𝜒2 18.52
Table 4.6.2.8 mentions that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 18.52 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Extrinsic Motivation through Computers and Internet to Achieve High Grades” was not accepted. Table 4.6.2.9 Appreciation of Group Work of Students Category SA Male Teachers 13 Boys of Class X 08 Significance level 0.05
A 29 10
UD 03 08
204
DA 02 07
SDA 10 17
Total 57 50
𝜒2 16.92
Table 4.6.2.9 represents that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 16.92 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Appreciation of Group Work of Students” was not accepted. Table 4.6.2.10 Highly Motivated Students Achieve High Grades Category SA Male Teachers 26 Boys of Class X 34 Significance level 0.05
A 17 05
UD 01 01
DA 03 00
SDA 10 10
𝜒2 10.19
Total 57 50
Table 4.6.2.10 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 10.19 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Highly Motivated Students Achieve High Grades” was not accepted. Table 4.6.2.11 Low Motivated Students Achieve Low Performance Level Category SA Male Teachers 13 Boys of Class X 33 Significance level 0.05
A 28 12
UD 06 03
DA 06 01
SDA 04 01
Total 57 50
𝜒2 21.09
Table 4.6.2.11 shows that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 21.09 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Low Motivated Students Achieve Low Performance Level” was not accepted. Table 4.6.2.12 Achievement of High Grades due to Extrinsic Motivation Category SA Male Teachers 23 Boys of Class X 18 Significance level 0.05
A 27 18
UD 00 06
DA 06 02 205
SDA 01 06
Total 57 50
𝜒2 13.58
Table 4.6.2.12 declares that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 13.58 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Achievement of High Grades due to Extrinsic Motivation” was not accepted. Table 4.6.2.13 Intrinsic Motivation towards Learning through Stories Category SA Male Teachers 26 Boys of Class X 21 Significance level 0.05
A 27 16
UD 03 06
DA 01 04
SDA 00 03
Total 57 50
𝜒2 8.72
Table 4.6.2.13 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 8.72 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Intrinsic Motivation towards Learning through Stories” was accepted. Table 4.6.2.14 Intrinsic Motivation through Personality of Teacher Category SA Male Teachers 30 Boys of Class X 32 Significance level 0.05
A 25 14
UD 01 03
DA 01 00
SDA 00 01
Total 57 50
𝜒2 5.73
Table 4.6.2.14 explains that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 5.73 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Intrinsic Motivation through Personality of Teacher” was accepted.
206
Table 4.6.2.15 Overall Motivation Scores in Medium Category Schools Category Female Teachers Girls of Class X Male Teachers Boys of Class X Significance level
SA 224 211 230 258 0.05
A 326 185 370 219
UD 69 67 42 57
DA 37 51 50 32
SDA 114 144 106 134
Total 770 658 798 700
𝜒2 93.49
Table 4.6.2.15 stipulates that the table value of chi square is 21.03 at level of significance 0.05 by taking 12 degree of freedom while 93.49 was the calculated vale of chi square. The calculated value was greater than the table value. Therefore, hypothesis 𝐻02 in medium category schools that “there is no association between overall motivation scores of male and female”, was not accepted.
4.7
Teacher Feedback in Medium Category Schools The detail analysis of teacher feedback in girls and boys secondary schools
along with overall teacher feedback scores in medium category is given below: 4.7.1
Teacher Feedback in Girls Schools of Medium Category The results of teacher feedback in Girls secondary schools are presented in the
following tables. Table 4.7.1.1 Understanding Teacher’s Gestures during Teaching
Category SA Female Teachers 13 Girls of Class X 19 Significance level 0.05
A 30 14
UD 09 09
DA 03 02
SDA 00 03
Total 55 47
𝜒2 9.57
Table 4.7.1.1 explains that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 9.57 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the
207
expression of views “Understanding Teacher’s Gestures during Teaching” was not accepted. Table 4.7.1.2 Improvements in Teaching Learning due to Students Feelings about Teacher Feedback Category SA Female Teachers 22 Girls of Class X 23 Significance level 0.05
A 25 18
UD 03 05
DA 04 00
SDA 01 01
Total 55 47
𝜒2 5.06
Table 4.7.1.2 mentions that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 5.06 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Improvements in Teaching Learning due to Students Feelings about Teacher Feedback” was accepted. Table 4.7.1.3 Views about Teacher’s Comments being Helpful Feedback Category SA Female Teachers 14 Girls of Class X 11 Significance level 0.05
A 17 14
UD 10 08
DA 08 04
SDA 06 10
Total 55 47
𝜒2 2.59
Table 4.7.1.3 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 2.59 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Views about Teacher’s Comments being Helpful Feedback” was accepted. Table 4.7.1.4 Awareness of Students about Objectives of the Lesson Category SA Female Teachers 17 Girls of Class X 20 Significance level 0.05
A 27 11
UD 05 07
208
DA 05 06
SDA 01 03
Total 55 47
𝜒2 7.82
Table 4.7.1.4 explains that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 7.82 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Awareness of Students about Objectives of the Lesson” was accepted. Table 4.7.1.5 Provision of Immediate Feedback to Students on their Mistakes Category SA Female Teachers 21 Girls of Class X 20 Significance level 0.05
A 21 16
UD 06 07
DA 07 03
SDA 00 01
Total 55 47
𝜒2 2.76
Table 4.7.1.5 specifies that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 2.76 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Provision of Immediate Feedback to Students on their Mistakes” was accepted. Table 4.7.1.6 Usefulness of Written Feedback on Assignments/Homework Category SA Female Teachers 22 Girls of Class X 22 Significance level 0.05
A 23 16
UD 02 05
DA 03 02
SDA 05 02
Total 55 47
𝜒2 3.42
Table 4.7.1.6 testifies that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 3.42 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Usefulness of Written Feedback on Assignments/Homework” was accepted.
209
Table 4.7.1.7 Verbal Feedback about Content related Questions during Teaching Category SA Female Teachers 23 Girls of Class X 19 Significance level 0.05
A 26 21
UD 01 04
DA 02 00
SDA 03 03
Total 55 47
𝜒2 4.11
Table 4.7.1.7 explains that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 4.11 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Verbal Feedback about Content related Questions during Teaching” was accepted. Table 4.7.1.8 Importance of Verbal Feedback during Classroom Discussion Category SA Female Teachers 29 Girls of Class X 21 Significance level 0.05
A 16 16
UD 05 07
DA 01 02
SDA 04 01
Total 55 47
𝜒2 3.13
Table 4.7.1.8 mentions that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 3.13 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Importance of Verbal Feedback during Classroom Discussion” was accepted. Table 4.7.1.9 Focus of Teacher Feedback as per Individual Differences of Learners Category SA Female Teachers 24 Girls of Class X 20 Significance level 0.05
A 27 13
UD 01 06
210
DA 01 05
SDA 02 03
Total 𝜒2 55 11.14 47
Table 4.7.1.9 denotes that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 11.14 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Focus of Teacher Feedback as per Individual Differences of Learners” was not accepted. Table 4.7.1.10 Students Liking to Read and Follow Teacher’s Written Feedback Category SA Female Teachers 20 Girls of Class X 15 Significance level 0.05
A 30 19
UD 02 07
DA 03 04
SDA 00 02
Total 55 47
𝜒2 7.52
Table 4.7.1.10 explains that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 7.52 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Students Liking to Read and Follow Teacher’s Written Feedback” was accepted. Table 4.7.1.11 Teacher’s Feedback Reducing Cognitive Load of Students Category SA Female Teachers 21 Girls of Class X 26 Significance level 0.05
A 20 15
UD 11 00
DA 03 02
SDA 00 04
Total 55 47
𝜒2 15.91
Table 4.7.1.11 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 15.91 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Teacher’s Feedback Reducing Cognitive Load of Students” was not accepted.
211
Table 4.7.1.12 Presentation of Present and Earlier Weaknesses in Summative Feedback Category SA Female Teachers 27 Girls of Class X 25 Significance level 0.05
A 24 10
UD 01 09
DA 03 01
SDA 00 02
Total 55 47
𝜒2 14.70
Table 4.7.1.12 denotes that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 14.70 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Presentation of Present and Earlier Weaknesses in Summative Feedback” was not accepted. Table 4.7.1.13 Improvements in Writing Skill with Teacher Feedback Category SA Female Teachers 25 Girls of Class X 25 Significance level 0.05
A 23 13
UD 06 02
DA 00 03
SDA 01 04
Total 55 47
𝜒2 9.01
Table 4.7.1.13 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 9.01 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Improvements in Writing Skill with Teacher Feedback” was accepted. Table 4.7.1.14 Solution of Behavioral Problems with Teacher Feedback Category SA Female Teachers 25 Girls of Class X 25 Significance level 0.05
A 26 06
UD 02 07
DA 01 07
SDA 01 02
Total 55 47
𝜒2 19.60
Table 4.7.1.14 explains that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 19.60 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the 212
expression of views “Solution of Behavioral Problems with Teacher Feedback” was not accepted. 4.7.2
Teacher Feedback in Boys Schools of Medium Category The results of teacher feedback in Boys secondary schools are presented in the
following tables. Table 4.7.2.1 Understanding Teacher’s Gestures during Teaching Category SA Male Teachers 18 Boys of Class X 21 Significance level 0.05
A 28 20
UD 03 01
DA 07 04
SDA 01 04
Total 57 50
𝜒2 4.74
Table 4.7.2.1 shows that the calculated vale of 𝝌2 was found to be 4.74, which is less than the table value of 𝝌2 at level of significance 0.05 by taking 4 degree of freedom. Hence, the statement “Understanding Teacher’s Gestures during Teaching” was accepted. Table 4.7.2.2 Improvements in Teaching Learning due to Students Feelings About Teacher Feedback Category SA Male Teachers 17 Boys of Class X 24 Significance level 0.05
A 37 21
UD 00 02
DA 00 02
SDA 03 01
Total 57 50
𝜒2 10.19
Table 4.7.2.2 declares that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 10.19 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Improvements in Teaching Learning due to Students Feelings about Teacher Feedback” was not accepted.
213
Table 4.7.2.3 Views about Teacher’s Comments being Helpful Feedback Category SA Male Teachers 04 Boys of Class X 08 Significance level 0.05
A 19 12
UD 06 13
DA 16 07
SDA 12 10
Total 57 50
𝜒2 8.77
Table 4.7.2.3 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 8.77 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Views about Teacher’s Comments being Helpful Feedback” was accepted. Table 4.7.2.4 Awareness of Students about Objectives of the Lesson Category SA Male Teachers 18 Boys of Class X 24 Significance level 0.05
A 33 13
UD 01 05
DA 05 02
SDA 00 06
Total 57 50
𝜒2 19.12
Table 4.7.2.4 shows that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 19.12 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Awareness of Students about Objectives of the Lesson” was not accepted. Table 4.7.2.5 Provision of Immediate Feedback to Students on their Mistakes Category SA Male Teachers 13 Boys of Class X 28 Significance level 0.05
A 31 17
UD 10 03
DA 02 01
SDA 01 01
Total 57 50
𝜒2 13.27
Table 4.7.2.5 reveals that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 13.72 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the 214
expression of views “Provision of Immediate Feedback to Students on their Mistakes” was not accepted. Table 4.7.2.6 Usefulness of Written Feedback on Assignments/Homework Category SA Male Teachers 26 Boys of Class X 21 Significance level 0.05
A 27 20
UD 03 07
DA 01 02
SDA 00 00
𝜒2 3.03
Total 57 50
Table 4.7.2.6 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 3.03 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Usefulness of Written Feedback on Assignments/Homework” was accepted. Table 4.7.2.7 Verbal Feedback about Content related Questions during Teaching Category SA Male Teachers 27 Boys of Class X 33 Significance level 0.05
A 27 10
UD 03 01
DA 00 01
SDA 00 05
Total 57 50
𝜒2 15.01
Table 4.7.2.4 represents that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 15.01 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Verbal Feedback about Content related Questions during Teaching” was not accepted. Table 4.7.2.8 Importance of Verbal Feedback during Classroom Discussion Category SA Male Teachers 22 Boys of Class X 22 Significance level 0.05
A 33 23
UD 02 03
DA 00 02
215
SDA 00 00
Total 57 50
𝜒2 3.54
Table 4.7.2.8 explains that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 3.54 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Importance of Verbal Feedback during Classroom Discussion” was accepted. Table 4.7.2.9 Focus of Teacher Feedback as per Individual Differences of Learners Category SA Male Teachers 22 Boys of Class X 13 Significance level 0.05
A 29 21
UD 05 07
DA 01 03
SDA 00 06
Total 57 50
𝜒2 10.51
Table 4.7.2.9 represents that the calculated vale of 𝝌2 was found to be 10.51, which is greater than the table value of 𝝌2 at level of significance 0.05 by taking 4 degree of freedom. Hence, the statement “Focus of Teacher Feedback as per Individual Differences of Learners” was not accepted. Table 4.7.2.10 Students Liking to Read and Follow Teacher’s Written Feedback Category SA Male Teachers 18 Boys of Class X 22 Significance level 0.05
A 21 19
UD 14 05
DA 04 04
SDA 00 00
Total 57 50
𝜒2 4.28
Table 4.7.2.10 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 4.28 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Students Liking to Read and Follow Teacher’s Written Feedback” was accepted.
216
Table 4.7.2.11 Teacher’s Feedback Reducing Cognitive Load of Students Category SA Male Teachers 18 Boys of Class X 29 Significance level 0.05
A 27 14
UD 08 02
DA 04 03
SDA 00 02
Total 57 50
𝜒2 12.03
Table 4.7.2.11 represents that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 12.03 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Teacher’s Feedback Reducing Cognitive Load of Students” was not accepted. Table 4.7.2.12 Presentation of Present and Earlier Weaknesses in Summative Feedback Category SA Male Teachers 23 Boys of Class X 34 Significance level 0.05
A 26 10
UD 04 05
DA 01 00
SDA 03 01
Total 57 50
𝜒2 10.93
Table 4.7.2.12 testifies that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 10.93 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Presentation of Present and Earlier Weaknesses in Summative Feedback” was not accepted. Table 4.7.2.13 Improvements in Writing Skill with Teacher Feedback Category SA Male Teachers 23 Boys of Class X 30 Significance level 0.05
A 19 14
UD 10 03
DA 04 02
SDA 01 01
Total 57 50
𝜒2 5.68
Table 4.7.2.13 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 5.68 was the calculated value 217
of chi square. The calculated value was less than the table value. Therefore, the expression of views “Improvements in Writing Skill with Teacher Feedback” was accepted. Table 4.7.2.14 Solution of Behavioral Problems with Teacher Feedback Category SA Male Teachers 24 Boys of Class X 25 Significance level 0.05
A 31 17
UD 02 03
DA 00 01
SDA 00 04
Total 57 50
𝜒2 8.88
Table 4.7.2.14 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 8.88 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Solution of Behavioral Problems with Teacher Feedback” was accepted. Table 4.7.2.15 Overall Teacher Feedback Scores in Medium Category Schools Category Female Teachers Girls of Class X Male Teachers Boys of Class X Significance level
SA 303 291 273 334 0.05
A 335 202 388 231
UD 64 83 71 60
DA 44 41 45 34
SDA 24 41 21 41
Total 770 658 798 700
𝜒2 86.27
Table 4.7.2.15 stipulates that the table value of chi square is 21.03 at level of significance 0.05 by taking 12 degree of freedom while 86.27 was the calculated vale of chi square. The calculated value was greater than the table value. Therefore, hypothesis 𝐻03 in the medium category schools that “there is no association between overall teacher feedback scores of male and female”, was not accepted.
4.8
Classroom Environment Small Category Schools The detail analysis of classroom environment in girls and boys secondary
schools along with overall teacher feedback scores in small category is given below: 218
4.8.1
Classroom Environment in Girls Schools of Small Category The results of classroom environment in Girls secondary schools are presented
in the following tables. Table 4.8.1.1 Freedom for Educational Discussion in Classroom Category SA Female Teachers 10 Girls of Class X 23 Significance level 0.05
A 10 11
UD 01 03
DA 01 04
SDA 00 04
Total 22 45
𝜒2 4.61
Table 4.8.1.1 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 4.61 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Freedom for Educational Discussion in Classroom” was accepted. Table 4.8.1.2 Classroom Brightness Category SA Female Teachers 09 Girls of Class X 30 Significance level 0.05
A 09 10
UD 01 02
DA 03 03
SDA 00 00
Total 22 45
𝜒2 5.27
Table 4.8.1.2 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 5.27 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Classroom Brightness” was accepted. Table 4.8.1.3 Enjoyable Environment of Classroom Category SA Female Teachers 08 Girls of Class X 23 Significance level 0.05
A 13 12
UD 01 03
DA 00 02
219
SDA 00 05
Total 22 45
𝜒2 8.39
Table 4.8.1.3 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 8.39 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Enjoyable Environment of Classroom” was accepted. Table 4.8.1.4 Opportunity to Approach Students during Instruction Category SA Female Teachers 12 Girls of Class X 31 Significance level 0.05
A 08 13
UD 00 01
DA 01 00
SDA 01 00
Total 22 45
𝜒2 5.31
Table 4.8.1.4 denotes that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 5.31 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Opportunity to Approach Students during Instruction” was accepted. Table 4.8.1.5 Creativty in the Classroom Category SA Female Teachers 05 Girls of Class X 16 Significance level 0.05
A 14 15
UD 00 06
DA 01 05
SDA 02 03
Total 22 45
𝜒2 7.67
Table 4.8.1.5 testifies that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 7.67 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Creativty in the Classroom” was accepted. It means that above mentioned factor was not available in classroom environment.
220
Table 4.8.1.6 Teaching Choice in Small and Large Classes Category SA Female Teachers 10 Girls of Class X 31 Significance level 0.05
A 07 09
UD 01 02
DA 02 01
SDA 02 02
Total 22 45
𝜒2 4.28
Table 4.8.1.6 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 4.28 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Teaching Choice in Small and Large Classes” was accepted. Table 4.8.1.7 Adequate Classroom Temperature Category SA Female Teachers 07 Girls of Class X 08 Significance level 0.05
A 08 13
UD 01 05
DA 03 11
SDA 03 08
Total 22 45
𝜒2 3.25
Table 4.8.1.7 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 3.25 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Adequate Classroom Temperature” was accepted. Table 4.8.1.8 Availability of Writing Board Category SA Female Teachers 13 Girls of Class X 34 Significance level 0.05
A 08 11
UD 01 00
DA 00 00
SDA 00 00
Total 22 45
𝜒2 2.88
Table 4.8.1.8 declares that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 2.88 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Availability of Writing Board” was accepted.
221
Table 4.8.1.9 Height of Writing Board in Classroom Category SA Female Teachers 14 Girls of Class X 25 Significance level 0.05
A 08 18
UD 00 01
DA 00 01
SDA 00 00
𝜒2 1.18
Total 22 45
Table 4.8.1.9 mentions that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 1.18 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Height of Writing Board in Classroom” was accepted. Table 4.8.1.10 Proper Guidance for Assignments/Homework Category SA Female Teachers 09 Girls of Class X 22 Significance level 0.05
A 11 16
UD 01 02
DA 00 02
SDA 01 03
Total 22 45
𝜒2 2.05
Table 4.8.1.10 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 2.05 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Proper Guidance for Assignments/Homework” was accepted. Table 4.8.1.11 Management of Classroom Discipline Category SA Female Teachers 07 Girls of Class X 10 Significance level 0.05
A 05 11
UD 00 07
DA 06 10
SDA 04 07
Total 22 45
𝜒2 4.19
Table 4.8.1.11 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 4.19 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Management of Classroom Discipline” was accepted.
222
Table 4.8.1.12 Probability of Rearranging Student Chairs Category SA Female Teachers 07 Girls of Class X 27 Significance level 0.05
A 12 10
UD 01 02
DA 00 03
SDA 02 03
Total 22 45
𝜒2 8.59
Table 4.8.1.12 testifies that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 8.59 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Probability of Rearranging Student Chairs” was not accepted. Table 4.8.1.13 Information Technology in Classroom Category SA Female Teachers 03 Girls of Class X 04 Significance level 0.05
A 06 06
UD 02 02
DA 05 02
SDA 06 31
Total 22 45
𝜒2 11.81
Table 4.8.1.13 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 11.81 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Information Technology in Classroom” was not accepted. Table 4.8.1.14 Delightful Seating Arrangement Category SA Female Teachers 07 Girls of Class X 19 Significance level 0.05
A 14 11
UD 00 07
DA 01 02
SDA 00 06
Total 22 45
𝜒2 12.85
Table 4.8.1.14 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 12.85 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Delightful Seating Arrangement” was not accepted.
223
4.8.2
Classroom Environment in Boys Schools of Small Category
The results of teacher feedback in Boys secondary schools are presented in the following tables. Table 4.8.2.1 Freedom for Educational Discussion in Classroom Category SA Male Teachers 13 Boys of Class X 36 Significance level 0.05
A 08 11
UD 01 04
DA 00 02
SDA 00 01
Total 22 54
𝜒2 3.15
Table 4.8.2.1 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 3.15 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Freedom for Educational Discussion in Classroom” was accepted. Table 4.8.2.2 Classroom Brightness Category SA Male Teachers 12 Boys of Class X 37 Significance level 0.05
A 09 08
UD 01 02
DA 00 06
SDA 00 01
Total 22 54
𝜒2 8.11
Table 4.8.2.2 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 8.11 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Classroom Brightness” was accepted. Table 4.8.2.3 Enjoyable Environment of Classroom Category SA Male Teachers 13 Boys of Class X 19 Significance level 0.05
A 08 12
UD 01 08
224
DA 00 12
SDA 00 03
Total 22 54
𝜒2 10.81
Table 4.8.2.3 explains the calculated vale of 𝝌2 was found to be 10.81, which is greater than the table value of 𝝌2 at level of significance 0.05 by taking 4 degree of freedom. Hence, the statement “Enjoyable Environment of Classroom” was not accepted. Table 4.8.2.4 Opportunity to Approach Students during Instruction Category SA Male Teachers 12 Boys of Class X 38 Significance level 0.05
A 10 14
UD 00 01
DA 00 01
SDA 00 00
Total 22 54
𝜒2 3.25
Table 4.8.2.4 testifies that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 3.25 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Opportunity to Approach Students during Instruction” was accepted. Table 4.8.2.5 Creativty in the Classroom Category SA Male Teachers 09 Boys of Class X 18 Significance level 0.05
A 09 18
UD 01 08
DA 03 09
SDA 00 01
Total 22 54
𝜒2 2.39
Table 4.8.2.5 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 2.39 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Creativty in the Classroom” was accepted. It means that above mentioned factor was not available in classroom environment.
225
Table 4.8.2.6 Teaching Choice in Small and Large Classes Category SA Male Teachers 07 Boys of Class X 28 Significance level 0.05
A 12 13
UD 00 04
DA 02 01
SDA 01 08
Total 22 54
𝜒2 10.87
Table 4.8.2.6 represents that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 10.87 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Teaching Choice in Small and Large Classes” was not accepted. Table 4.8.2.7 Adequate Classroom Temperature Category SA Male Teachers 06 Boys of Class X 17 Significance level 0.05
A 10 13
UD 01 05
DA 05 12
SDA 00 07
Total 22 54
𝜒2 5.74
Table 4.8.2.7 denotes that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 5.74 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Adequate Classroom Temperature” was accepted. Table 4.8.2.8 Availability of Writing Board Category SA Male Teachers 10 Boys of Class X 42 Significance level 0.05
A 10 11
UD 02 01
DA 00 00
SDA 00 00
Total 22 54
𝜒2 8.02
Table 4.8.2.8 mentions that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 8.02 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Availability of Writing Board” was accepted. 226
Table 4.8.2.9 Height of Writing Board in Classroom Category SA Male Teachers 09 Boys of Class X 44 Significance level 0.05
A 11 06
UD 02 02
DA 00 02
SDA 00 00
Total 22 54
𝜒2 16.45
Table 4.8.2.9 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 16.45 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Height of Writing Board in Classroom” was not accepted. Table 4.8.2.10 Proper Guidance for Assignments/Homework Category SA Male Teachers 12 Boys of Class X 23 Significance level 0.05
A 09 25
UD 01 03
DA 00 03
SDA 00 00
Total 22 54
𝜒2 1.88
Table 4.8.2.10 declares that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 1.88 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Proper Guidance for Assignments/Homework” was accepted. Table 4.8.2.11 Management of Classroom Discipline Category SA Male Teachers 03 Boys of Class X 30 Significance level 0.05
A 05 13
UD 06 05
DA 04 01
SDA 04 05
Total 22 54
𝜒2 17.22
Table 4.8.2.11 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 17.22 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Management of Classroom Discipline” was not accepted.
227
Table 4.8.2.12 Probability of Rearranging Student Chairs Category SA Male Teachers 09 Boys of Class X 19 Significance level 0.05
A 10 18
UD 02 05
DA 01 04
SDA 00 08
Total 22 54
𝜒2 4.21
Table 4.8.2.12 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 4.21 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Probability of Rearranging Student Chairs” was accepted. Table 4.8.2.13 Information Technology in Classroom Category SA Male Teachers 04 Boys of Class X 07 Significance level 0.05
A 03 06
UD 05 02
DA 07 04
SDA 03 35
Total 22 54
𝜒2 21.14
Table 4.8.2.13 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 21.14 was the calculated vale of chi square. The calculated value was greater than the table value. Therefore, the statement “Information Technology in Classroom” was not accepted. Table 4.8.2.14 Delightful Seating Arrangement Category SA Male Teachers 06 Boys of Class X 19 Significance level 0.05
A 10 12
UD 01 07
DA 05 07
SDA 00 09
Total 22 54
𝜒2 8.87
Table 4.8.2.14 declares that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 8.87 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Delightful Seating Arrangement” was accepted.
228
Table 4.8.2.15 Overall Classroom Environment Scores in Small Category Schools Category SA Female Teachers 121 Girls of Class X 303 Male Teachers 125 Boys of Class X 377 Significance level 0.05
A 133 166 124 180
UD 10 43 24 57
DA 23 46 27 64
SDA 21 72 08 78
Total 308 630 308 756
𝜒2 78.04
Table 4.8.2.15 indicates that the table value of chi square is 21.03 at level of significance 0.05 by taking 12 degree of freedom while 78.04 was the calculated vale of chi square. The calculated value was greater than the table value. Therefore, hypothesis 𝐻01 in small category schools that “there is no association between overall classroom environment scores of male and female”, was not accepted.
4.9
Motivation in Small Category Schools The detail analysis of motivation in girls and boys secondary schools along
with overall motivation scores in small category is given below: 4.9.1
Motivation in Girls Schools of Small Category The results of motivation in Girls secondary schools are presented in the
following tables. Table 4.9.1.1 Exploration of Natural Talent Category SA Female Teachers 03 Girls of Class X 07 Significance level 0.05
A 02 02
UD 00 03
DA 07 18
SDA 10 15
Total 22 45
𝜒2 2.88
Table 4.9.1.1 mentions that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 2.88 was the calculated vale of
229
chi square. The calculated value was less than the table value. Therefore, the statement “Exploration of Natural Talent” was accepted. Table 4.9.1.2 Expectations to Achieve High Grades from Students Category SA Female Teachers 03 Girls of Class X 15 Significance level 0.05
A 03 00
UD 00 02
DA 06 18
SDA 10 10
Total 22 45
𝜒2 12.58
Table 4.3.1.2 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 12.58 was the calculated vale of chi square. The calculated value was greater than the table value. Therefore, the statement “Expectations to Achieve High Grades from Students” was not accepted. Table 4.9.1.3 Creating Interest for Learning Category SA Female Teachers 04 Girls of Class X 13 Significance level 0.05
A 02 02
UD 00 03
DA 06 17
SDA 10 10
Total 22 45
𝜒2 5.81
Table 4.9.1.3 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 5.81 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Creating Interest for Learning” was accepted. Table 4.9.1.4 Student’s Desire for Learning with Interest Category SA Female Teachers 07 Girls of Class X 07 Significance level 0.05
A 05 01
UD 02 06
DA 08 18
SDA 00 13
Total 22 45
𝜒2 15.43
Table 4.9.1.4 represents that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 15.43 was the calculated value
230
of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Student’s Desire for Learning with Interest” was not accepted. Table 4.9.1.5 Student’s Control and Use of Emotions for Learning Category SA Female Teachers 10 Girls of Class X 10 Significance level 0.05
A 02 01
UD 02 03
DA 08 17
SDA 00 14
Total 22 45
𝜒2 11.19
Table 4.9.1.5 denotes that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 11.19 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Student’s Control and Use of Emotions for Learning” was not accepted. Table 4.9.1.6 Praise of Students during Learning Process Category SA Female Teachers 03 Girls of Class X 08 Significance level 0.05
A 02 00
UD 00 08
DA 07 17
SDA 10 12
Total 22 45
𝜒2 9.89
Table 4.9.1.6 declares that the calculated vale of 𝝌2 was found to be 9.89, which is greater than the table value of 𝝌2 at level of significance 0.05 by taking 4 degree of freedom. Hence, the statement “Praise of Students during Learning Process” was not accepted. Table 4.9.1.7 Encouragement of Students towards Problem Solving Category SA Female Teachers 02 Girls of Class X 08 Significance level 0.05
A 01 00
UD 00 13
DA 09 09
231
SDA 10 15
Total 22 45
𝜒2 12.13
Table 4.9.1.7 shows that the calculated vale of 𝝌2 was found to be 12.13, which is greater than the table value of 𝝌2 at level of significance 0.05 by taking 4 degree of freedom. Hence, the statement “Encouragement of Students towards Problem Solving” was not accepted. Table 4.9.1.8 Extrinsic Motivation through Computers and Internet to Achieve High Grades Category SA Female Teachers 08 Girls of Class X 10 Significance level 0.05
A 01 00
UD 03 14
DA 08 13
SDA 02 08
Total 22 45
𝜒2 5.93
Table 4.9.1.8 explains that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 5.93 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Extrinsic Motivation through Computers and Internet to Achieve High Grades” was accepted. Table 4.9.1.9 Appreciation of Group Work of Students Category SA Female Teachers 01 Girls of Class X 04 Significance level 0.05
A 01 01
UD 00 04
DA 10 19
SDA 10 17
Total 22 45
𝜒2 2.84
Table 4.9.1.9 represents that the calculated vale of 𝝌2 was found to be 2.84, which is less than the table value of 𝝌2 at level of significance 0.05 by taking 4 degree of freedom. Hence, the statement “Appreciation of Group Work of Students” was accepted.
232
Table 4.9.1.10 Highly Motivated Students Achieve High Grades Category SA Female Teachers 05 Girls of Class X 17 Significance level 0.05
A 00 00
UD 00 03
DA 07 12
SDA 10 13
Total 22 45
𝜒2 6.17
Table 4.9.1.10 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 6.17 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Highly Motivated Students Achieve High Grades” was accepted. Table 4.9.1.11 Low Motivated Students Achieve Low Performance Level Category SA Female Teachers 08 Girls of Class X 11 Significance level 0.05
A 00 00
UD 02 08
DA 11 16
SDA 01 10
Total 22 45
𝜒2 6.56
Table 4.9.1.11 shows that the calculated vale of 𝝌2 was found to be 6.56, which is less than the table value of 𝝌2 at level of significance 0.05 by taking 4 degree of freedom. Hence, the statement “Low Motivated Students Achieve Low Performance Level” was accepted. Table 4.9.1.12 Achievement of High Grades due to Extrinsic Motivation Category SA Female Teachers 03 Girls of Class X 18 Significance level 0.05
A 00 00
UD 01 05
DA 08 16
SDA 10 06
Total 𝜒2 22 10.36 45
Table 4.9.1.12 stipulates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 10.36 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the 233
expression of views “Achievement of High Grades due to Extrinsic Motivation” was not accepted. Table 4.9.1.13 Intrinsic Motivation towards Learning through Stories Category SA Female Teachers 01 Girls of Class X 17 Significance level 0.05
A 00 01
UD 01 03
DA 10 20
SDA 10 04
Total 22 45
𝜒2 16.13
Table 4.9.1.13 indicates that the calculated value of 𝝌2 was found to be 16.13, which is greater than the table value of 𝝌2 at level of significance 0.05 by taking 4 degree of freedom. Hence, the statement “Intrinsic Motivation towards Learning through Stories” was not accepted. Table 4.9.1.14 Intrinsic Motivation through Personality of Teacher Category SA Female Teachers 05 Girls of Class X 19 Significance level 0.05
A 00 00
UD 01 06
DA 06 18
SDA 10 02
Total 22 45
𝜒2 17.16
Table 4.9.1.14 specifies that the calculated vale of 𝝌2 was found to be 17.16, which is greater than the table value of 𝝌2 at level of significance 0.05 by taking 4 degree of freedom. Hence, the statement “Intrinsic Motivation through Personality of Teacher” was not accepted. 4.9.2
Motivation in Boys Schools of Small Category The results of motivation in Boys secondary schools are presented in the
following tables. Table 4.9.2.1 Exploration of Natural Talent Category SA Male Teachers 02 Boys of Class X 04 Significance level 0.05
A 00 08
UD 00 06
DA 10 14
234
SDA 10 22
Total 22 54
𝜒2 7.73
Table 4.9.2.1 mentions that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 7.73 was the calculated vale of chi square. The calculated value was less than the table value. Therefore, the statement “Exploration of Natural Talent” was accepted. Table 4.9.2.2 Expectations to Achieve High Grades from Students Category SA Male Teachers 02 Boys of Class X 10 Significance level 0.05
A 00 09
UD 00 03
DA 10 11
SDA 10 21
Total 22 54
𝜒2 9.49
Table 4.9.2.2 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 9.49 was the calculated vale of chi square. The calculated value was equal to the table value. Therefore, the statement “Expectations to Achieve High Grades from Students” was not accepted. Table 4.9.2.3 Creating Interest for Learning Category SA Male Teachers 02 Boys of Class X 07 Significance level 0.05
A 09 11
UD 00 04
DA 01 11
SDA 10 21
Total 22 54
𝜒2 6.97
Table 4.9.2.3 states that the calculated vale of 𝝌2 was found to be 6.97, which is less than the table value of 𝝌2 at level of significance 0.05 by taking 4 degree of freedom. Hence, the statement “Creating Interest for Learning” was accepted. Table 4.9.2.4 Student’s Desire for Learning with Interest Category SA Male Teachers 01 Boys of Class X 02 Significance level 0.05
A 00 03
UD 00 08
DA 11 15
235
SDA 10 26
Total 22 54
𝜒2 6.78
Table 4.9.2.4 reflects that the calculated vale of 𝝌2 was found to be 6.78, which is less than the table value of 𝝌2 at level of significance 0.05 by taking 4 degree of freedom. Hence, the statement “Student’s Desire for Learning with Interest” was accepted. Table 4.9.2.5 Student’s Control and Use of Emotions for Learning Category SA Male Teachers 02 Boys of Class X 01 Significance level 0.05
A 00 09
UD 00 06
DA 10 16
SDA 10 22
𝜒2 9.41
Total 22 54
Table 4.9.2.5 reflects that the calculated vale of 𝝌2 was found to be 9.41, which is less than the table value of 𝝌2 at level of significance 0.05 by taking 4 degree of freedom. Hence, the statement “Student’s Control and Use of Emotions for Learning” was accepted. Table 4.9.2.6 Praise of Students during Learning Process Category SA Male Teachers 02 Boys of Class X 07 Significance level 0.05
A 09 05
UD 00 06
DA 01 13
SDA 10 23
Total 22 54
𝜒2 14.40
Table 4.9.2.6 declares that the calculated vale of 𝝌2 was found to be 14.40, which is greater than the table value of 𝝌2 at level of significance 0.05 by taking 4 degree of freedom. Hence, the statement “Praise of Students during Learning Process” was not accepted. Table 4.9.2.7 Encouragement of Students towards Problem Solving Category SA Male Teachers 04 Boys of Class X 08 Significance level 0.05
A 08 13
UD 00 11
DA 00 12
236
SDA 10 10
Total 22 54
𝜒2 14.64
Table 4.9.2.7 shows that the calculated vale of 𝝌2 was found to be 14.64, which is greater than the table value of 𝝌2 at level of significance 0.05 by taking 4 degree of freedom. Hence, the statement “Encouragement of Students towards Problem Solving” was not accepted. Table 4.9.2.8 Extrinsic Motivation through Computers and Internet to Achieve High Grades Category SA Male Teachers 04 Boys of Class X 08 Significance level 0.05
A 10 02
UD 02 08
DA 16 16
SDA 00 20
Total 22 54
𝜒2 25.93
Table 4.9.2.8 denotes that the calculated vale of 𝝌2 was found to be 25.93, which is greater than the table value of 𝝌2 at level of significance 0.05 by taking 4 degree of freedom. Hence, the statement “Extrinsic Motivation through Computers and Internet to Achieve High Grades” was not accepted. Table 4.9.2.9 Appreciation of Group Work of Students Category SA Male Teachers 08 Boys of Class X 08 Significance level 0.05
A 00 06
UD 00 09
DA 14 17
SDA 00 14
Total 22 54
𝜒2 19.22
Table 4.9.2.9 represents that the calculated vale of 𝝌2 was found to be 19.22, which is greater than the table value of 𝝌2 at level of significance 0.05 by taking 4 degree of freedom. Hence, the statement “Appreciation of Group Work of Students” was not accepted. Table 4.9.2.10 Highly Motivated Students Achieve High Grades Category SA Male Teachers 02 Boys of Class X 20 Significance level 0.05
A 00 10
UD 00 01
DA 10 03
237
SDA 10 20
Total 22 54
𝜒2 23.52
Table 4.9.2.10 states that the calculated vale of 𝝌2 was found to be 23.52, which is greater than the table value of 𝝌2 at level of significance 0.05 by taking 4 degree of freedom. Hence, the statement “Highly Motivated Students Achieve High Grades” was not accepted. Table 4.9.2.11 Low Motivated Students Achieve Low Performance Level Category SA Male Teachers 08 Boys of Class X 09 Significance level 0.05
A 00 04
UD 02 04
DA 12 14
SD 00 23
Total 22 54
𝜒2 17.50
Table 4.9.2.11 shows that the calculated vale of 𝝌2 was found to be 17.50, which is greater than the table value of 𝝌2 at level of significance 0.05 by taking 4 degree of freedom. Hence, the statement “Low Motivated Students Achieve Low Performance Level” was not accepted. Table 4.9.2.12 Achievement of High Grades due to Extrinsic Motivation Category SA Male Teachers 03 Boys of Class X 05 Significance level 0.05
A 00 15
UD 01 08
DA 08 04
SDA 10 22
Total 22 54
𝜒2 16.17
Table 4.9.2.12 mentions that the calculated vale of 𝝌2 was found to be 16.17, which is greater than the table value of 𝝌2 at level of significance 0.05 by taking 4 degree of freedom. Hence, the statement “Achievement of High Grades due to Extrinsic Motivation” was not accepted. Table 4.9.2.13 Intrinsic Motivation towards Learning through Stories Category SA Male Teachers 10 Boys of Class X 26 Significance level 0.05
A 00 18
UD 00 03
DA 12 02
238
SDA 00 05
Total 22 54
𝜒2 32.55
Table 4.9.2.13 indicates that the calculated vale of 𝝌2 was found to be 32.55, which is greater than the table value of 𝝌2 at level of significance 0.05 by taking 4 degree of freedom. Hence, the statement “Intrinsic Motivation towards Learning through Stories” was not accepted. Table 4.9.2.14 Intrinsic Motivation through Personality of Teacher Category SA Male Teachers 05 Boys of Class X 26 Significance level 0.05
A 00 14
UD 00 04
DA 07 05
SDA 10 05
Total 22 54
𝜒2 25.22
Table 4.9.2.14 specifies that the calculated vale of 𝝌2 was found to be 25.22, which is greater than the table value of 𝝌2 at level of significance 0.05 by taking 4 degree of freedom. Hence, the statement “Intrinsic Motivation through Personality of Teacher” was not accepted. Table 4.9.2.15 Overall Motivation Scores in Small Category Schools Category Female Teachers Girls of Class X Male Teachers Boys of Class X Significance level
SA 63 164 55 141 0.05
A 19 08 36 127
UD 12 81 05 81
DA 111 228 112 153
SDA 103 149 100 254
Total 𝜒2 308 630 197.34 308 756
Table 4.9.2.15 stipulates that the table value of chi square is 21.03 at level of significance 0.05 by taking 12 degree of freedom while 197.34 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, hypothesis 𝐻02 in small category schools that “there is no association between overall motivation scores of male and female”, was not accepted.
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4.10 Teacher Feedback in Small Category Schools The detail analysis of teacher feedback in girls and boys secondary schools along with overall teacher feedback scores in small category is given below: 4.10.1 Teacher Feedback in Girls Schools of Small Category
The results of teacher feedback in Girls secondary schools are presented in the following tables. Table 4.10.1.1 Understanding Teacher’s Gestures during Teaching Category SA Female Teachers 12 Girls of Class X 21 Significance level 0.05
A 08 11
UD 00 07
DA 02 03
SDA 00 03
Total 22 45
𝜒2 5.93
Table 4.10.1.1 explains that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 5.93 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Understanding Teacher’s Gestures during Teaching” was accepted. Table 4.10.1.2 Improvements in Teaching Learning due to Students Feelings About Teacher Feedback Category SA Female Teachers 09 Girls of Class X 17 Significance level 0.05
A 11 16
UD 02 06
DA 00 02
SDA 00 04
Total 22 45
𝜒2 3.95
Table 4.10.1.2 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 3.95 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the
240
expression of views “Improvements in Teaching Learning due to Students Feelings about Teacher Feedback” was accepted. Table 4.10.1.3 Views about Teacher’s Comments being Helpful Feedback Category SA Female Teachers 06 Girls of Class X 08 Significance level 0.05
A 03 05
UD 01 19
DA 08 03
SDA 04 10
Total 22 45
𝜒2 15.79
Table 4.10.1.3 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 15.79 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Views about Teacher’s Comments being Helpful Feedback” was not accepted. Table 4.10.1.4 Awareness of Students about Objectives of the Lesson Category SA Female Teachers 08 Girls of Class X 24 Significance level 0.05
A 13 16
UD 00 01
DA 01 02
SDA 00 02
Total 22 45
𝜒2 4.24
Table 4.10.1.4 mentions that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 4.24 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Awareness of Students about Objectives of the Lesson” was accepted. Table 4.10.1.5 Provision of Immediate Feedback to Students on their Mistakes Category SA Female Teachers 09 Girls of Class X 25 Significance level 0.05
A 12 14
UD 01 05
DA 00 01
241
SDA 00 00
Total 22 45
𝜒2 3.38
Table 4.10.1.5 denotes that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 3.38 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Provision of Immediate Feedback to Students on their Mistakes” was accepted. Table 4.10.1.6 Usefulness of Written Feedback on Assignments/Homework Category SA Female Teachers 11 Girls of Class X 24 Significance level 0.05
A 10 14
UD 00 07
DA 01 00
SDA 00 00
Total 22 45
𝜒2 5.86
Table 4.10.1.6 explains that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 5.86 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Usefulness of Written Feedback on Assignments/Homework” was accepted. Table 4.10.1.7 Verbal Feedback about Content related Questions during Teaching Category SA Female Teachers 10 Girls of Class X 20 Significance level 0.05
A 11 16
UD 00 06
DA 01 01
SDA 00 02
Total 22 45
𝜒2 4.94
Table 4.10.1.7 explains that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 4.94 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Verbal Feedback about Content related Questions during Teaching” was accepted.
242
Table 4.10.1.8 Importance of Verbal Feedback during Classroom Discussion Category SA Female Teachers 13 Girls of Class X 22 Significance level 0.05
A 09 12
UD 00 07
DA 00 03
SDA 00 01
Total 22 45
𝜒2 6.62
Table 4.10.1.8 testifies that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 6.62 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Importance of Verbal Feedback during Classroom Discussion” was accepted. Table 4.10.1.9 Focus of Teacher Feedback as per Individual Differences of Learners Category SA Female Teachers 11 Girls of Class X 14 Significance level 0.05
A 10 16
UD 01 10
DA 00 03
SDA 00 02
Total 22 45
𝜒2 7.04
Table 4.10.1.9 explains that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 7.04 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Focus of Teacher Feedback as per Individual Differences of Learners” was accepted. Table 4.10.1.10 Students Liking to Read and Follow Teacher’s Written Feedback Category SA Female Teachers 09 Girls of Class X 17 Significance level 0.05
A 09 20
UD 02 03
DA 02 03
243
SDA 00 02
Total 22 45
𝜒2 1.29
Table 4.10.1.10 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 1.29 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Students Liking to Read and Follow Teacher’s Written Feedback” was accepted. Table 4.10.1.11 Teacher’s Feedback Reducing Cognitive Load of Students Category SA Female Teachers 06 Girls of Class X 24 Significance level 0.05
A 07 07
UD 05 06
DA 01 06
SDA 03 02
Total 22 45
𝜒2 7.67
Table 4.10.1.11 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 7.67 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Teacher’s Feedback Reducing Cognitive Load of Students” was accepted. Table 4.10.1.12 Presentation of Present and Earlier Weaknesses in Summative Feedback Category SA Female Teachers 12 Girls of Class X 26 Significance level 0.05
A 07 09
UD 01 06
DA 02 02
SDA 00 02
Total 22 45
𝜒2 3.49
Table 4.10.1.12 explains that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 3.49 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Presentation of Present and Earlier Weaknesses in Summative Feedback” was accepted.
244
Table 4.10.1.13 Improvements in Writing Skill with Teacher Feedback Category SA Female Teachers 09 Girls of Class X 26 Significance level 0.05
A 09 13
UD 02 02
DA 02 02
SDA 00 02
𝜒2 3.50
Total 22 45
Table 4.10.1.13 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 3.50 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Improvements in Writing Skill with Teacher Feedback” was accepted. Table 4.10.1.14 Solution of Behavioral Problems with Teacher Feedback Category SA Female Teachers 12 Girls of Class X 24 Significance level 0.05
A 08 10
UD 01 05
DA 01 01
SDA 00 05
𝜒2 4.52
Total 22 45
Table 4.10.1.14 represents that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 4.52 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Solution of Behavioral Problems with Teacher Feedback” was accepted. 4.10.2 Teacher Feedback in Boys Schools of Small Category The results of teacher feedback in Boys secondary schools are presented in the following tables. Table 4.10.2.1 Understanding Teacher’s Gestures during Teaching Category SA Male Teachers 10 Boys of Class X 18 Significance level 0.05
A 10 20
UD 02 07
DA 00 05 245
SDA 00 04
Total 22 54
𝜒2 4.76
Table 4.10.2.1 explains that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 4.76 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Understanding Teacher’s Gestures during Teaching” was accepted. Table 4.10.2.2 Improvements in Teaching Learning due to Students Feelings About Teacher Feedback Category SA Male Teachers 09 Boys of Class X 30 Significance level 0.05
A 12 14
UD 01 05
DA 00 05
SDA 00 00
Total 22 54
𝜒2 6.84
Table 4.10.2.2 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 6.84 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Improvements in Teaching Learning due to Students Feelings about Teacher Feedback” was accepted. Table 4.10.2.3 Views about Teacher’s Comments being Helpful Feedback Category Male Teachers Boys of Class X Significance level
SA 08 11 0.05
A 06 17
UD 03 10
DA 04 08
SDA 01 08
Total 22 54
𝜒2 3.41
Table 4.10.2.3 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 3.41 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Views about Teacher’s Comments being Helpful Feedback” was accepted.
246
Table 4.10.2.4 Awareness of Students about Objectives of the Lesson Category Male Teachers Boys of Class X Significance level
SA 06 21 0.05
A 12 20
UD 01 05
DA 03 01
SDA 00 07
Total 22 54
𝜒2 9.14
Table 4.10.2.4 denotes that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 9.14 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Awareness of Students about Objectives of the Lesson” was accepted. Table 4.10.2.5 Provision of Immediate Feedback to Students on their Mistakes Category SA Male Teachers 08 Boys of Class X 29 Significance level 0.05
A 11 19
UD 01 04
DA 02 00
SDA 00 02
Total 22 54
𝜒2 7.75
Table 4.10.2.5 explains that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 7.75 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Provision of Immediate Feedback to Students on their Mistakes” was accepted. Table 4.10.2.6
Usefulness of Written Feedback on Assignments/Homework
Category SA Male Teachers 09 Boys of Class X 25 Significance level 0.05
A 13 23
UD 00 02
DA 00 03
SDA 00 01
Total 22 54
𝜒2 3.44
Table 4.10.2.6 explains that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 3.44 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the 247
expression of views “Usefulness of Written Feedback on Assignments/Homework” was accepted. Table 4.10.2.7 Verbal Feedback about Content related Questions during Teaching Category SA Male Teachers 14 Boys of Class X 30 Significance level 0.05
A 08 14
UD 00 03
DA 00 04
SDA 00 03
Total 22 54
𝜒2 4.83
Table 4.10.2.7 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 4.83 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Verbal Feedback about Content related Questions during Teaching” was accepted. Table 4.10.2.8
Importance of Verbal Feedback during Classroom Discussion
Category SA Male Teachers 10 Boys of Class X 32 Significance level 0.05
A 12 17
UD 00 04
DA 00 00
SDA 00 01
Total 22 54
𝜒2 4.66
Table 4.10.2.8 mentions that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 4.66 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Importance of Verbal Feedback during Classroom Discussion” was accepted. Table 4.10.2.9 Focus of Teacher Feedback as per Individual Differences of Learners Category SA Male Teachers 08 Boys of Class X 23 Significance level 0.05
A 10 18
UD 04 07
DA 00 03
248
SDA 00 03
Total 22 54
𝜒2 3.51
Table 4.10.2.9 explains that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 3.51 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Focus of Teacher Feedback as per Individual Differences of Learners” was accepted. Table 4.10.2.10 Students Liking to Read and Follow Teacher’s Written Feedback Category SA Male Teachers 10 Boys of Class X 27 Significance level 0.05
A 10 19
UD 01 03
DA 01 04
SDA 00 01
Total 22 54
𝜒2 1.13
Table 4.10.2.10 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 1.13 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Students Liking to Read and Follow Teacher’s Written Feedback” was accepted. Table 4.10.2.11 Teacher’s Feedback Reducing Cognitive Load of Students Category SA Male Teachers 09 Boys of Class X 28 Significance level 0.05
A 08 13
UD 04 03
DA 01 06
SDA 00 04
Total 22 54
𝜒2 6.30
Table 4.10.2.11 denotes that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 6.30 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Teacher’s Feedback Reducing Cognitive Load of Students” was accepted.
249
Table 4.10.2.12
Presentation of Present and Earlier Weaknesses in Summative Feedback
Category SA Male Teachers 04 Boys of Class X 31 Significance level 0.05
A 12 16
UD 05 06
DA 01 00
SDA 00 01
Total 22 54
𝜒2 12.17
Table 4.10.2.12 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 12.17 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Presentation of Present and Earlier Weaknesses in Summative Feedback” was not accepted. Table 4.10.2.13 Improvements in Writing Skill with Teacher Feedback Category SA Male Teachers 09 Boys of Class X 28 Significance level 0.05
A 12 18
UD 00 02
DA 01 04
SDA 00 02
Total 22 54
𝜒2 3.99
Table 4.10.2.13 indicates that the calculated vale of 𝝌2 was found to be 3.99, which is less than the table value of 𝝌2 at level of significance 0.05 by taking 4 degree of freedom. Hence, the statement “Improvements in Writing Skill with Teacher Feedback” was accepted. Table 4.10.2.14 Solution of Behavioral Problems with Teacher Feedback Category SA Male Teachers 05 Boys of Class X 26 Significance level 0.05
A 16 19
UD 00 05
DA 01 01
SDA 00 03
Total 22 54
𝜒2 10.95
Table 4.10.2.14 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 10.95 was the calculated value 250
of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Solution of Behavioral Problems with Teacher Feedback” was not accepted. Table 4.10.2.15 Overall Teacher Feedback Scores in Small Category Schools Category Female Teachers Girls of Class X Male Teachers Boys of Class X Significance level
SA 137 292 119 359 0.05
A 127 179 152 247
UD 16 90 22 66
DA 21 32 14 44
SDA 07 37 01 40
Total 308 630 308 756
𝜒2 78.91
Table 4.10.2.15 stipulates that the table value of chi square is 21.03 at level of significance 0.05 by taking 12 degree of freedom while 78.91 was the calculated vale of chi square. The calculated value was greater than the table value. Therefore, hypothesis 𝐻03 in the small category schools that “there is no association between overall teacher feedback scores of male and female” was not accepted.
4.11 Classroom Environment and Academic Achievement in Large Category Schools The effect of classroom environment on academic achievement of secondary school students from all respondents in large category schools is given in following tables:
251
Table 4.11.1
Views of Female Teachers
Responses of Achievements Level Values Female Teachers A of Girls B for A
Ranks Values for A for B
Ranks for B
626 456 81 145 92
208 81 3 0 1 273 92 4 28 2 338 145 5 158 6 158 456 11 208 7 28 626 12 235 8 0 273 9 235 338 10 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:35 Sum of Ranks:43 Sum of Ranks:78 Mean of Ranks:7 Mean of Ranks:6.14 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:15 U-value:20 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is -0.3248. The p-value is 0.74896. Result B – U-value The U-value is 15. The critical value of U at p≤ 0.05 is 5. Significance level
0.05
Table 4.11.1 indicates that the effect of independent variable “Classroom Environment” on academic achievement of Girls. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were -0.3248 and 0.74896 respectively, while the table value of Mann Whitney two tailed U-test is 5 at level of significance 0.05. The calculated value of U- statistic was 15. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜4 that “there is no association between academic achievement and classroom environment of secondary school students for female teachers in large category schools”, was not accepted.
252
Table 4.11.2
Views of Class X Girls
Responses of Girls A
Achievements Level Values of Girls B for A
Ranks Values for A for B
Ranks for B
636 378 07 152 227
208 07 2 0 1 273 152 4 28 3 338 227 7 158 5 158 378 11 208 6 28 636 12 235 8 0 273 9 235 338 10 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:36 Sum of Ranks:42 Sum of Ranks:78 Mean of Ranks:7.2 Mean of Ranks:6 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:14 U-value:21 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is -0.4872. The p-value is 0.62414. Result B – U-value The U-value is 14. The critical value of U at p≤ 0.05 is 5. Significance level
0.05
Table 4.11.2 reveals the effect of independent variable “Classroom Environment” on academic achievement of Girls. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were -0.4872 and 0.62414 respectively, while the table value of Mann Whitney two tailed U-test is 5 at level of significance 0.05. The calculated value of U- statistic was 14. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜4 that “there is no association between academic achievement and classroom environment of secondary school students for secondary school girls in large category schools”, was not accepted.
253
Table 4.11.3
Views of Male Teachers
Responses of Male Teachers A
Achievements Level Values of Boys B for A
Ranks Values for A for B
Ranks for B
419 550 88 202 71
100 71 3 0 1 113 88 4 62 2 238 202 7 100 5 265 419 10 113 6 62 550 11 238 8 0 265 9 1092 1092 12 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:35 Sum of Ranks:43 Sum of Ranks:78 Mean of Ranks:7 Mean of Ranks:6.14 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:15 U-value:20 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is -0.3248. The p-value is 0.74896. Result B – U-value The U-value is 15. The critical value of U at p≤ 0.05 is 5. Significance level
0.05
Table 4.11.3 evidences the effect of independent variable “Classroom Environment” on academic achievement of Boys. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were -0.3248 and 0.74896 respectively, while the table value of Mann Whitney two tailed U-test is 5 at level of significance 0.05. The calculated value of U- statistic was 15. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜4 that “there is no association between academic achievement and classroom environment of secondary school students for male teachers in large category schools”, was not accepted.
254
Table 4.11.4
Views of Class X Boys
Responses of Boys A
Achievements Level Values Ranks Values Ranks of Boys B for A for A for B for B
771 408 89 135 137
100 89 3 0 1 113 135 6 62 2 238 137 7 100 4 265 408 10 113 5 62 771 11 238 8 0 265 9 1092 1092 12 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:37 Sum of Ranks:41 Sum of Ranks:78 Mean of Ranks:7.4 Mean of Ranks:5.86 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:13 U-value:22 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is -0.6496. The p-value is 0.5157. Result B – U-value The U-value is 13. The critical value of U at p≤ 0.05 is 5. Significance level
0.05
Table 4.11.4 testifies the effect of independent variable “Classroom Environment” on academic achievement of Boys. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were -0.6496 and 0.5157 respectively, while the table value of Mann Whitney two tailed U-test is 5 at level of significance 0.05. The calculated value of U- statistic was 13. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜4 that “there is no association between academic achievement and classroom environment of secondary school students for secondary school boys in large category schools”, was not accepted.
255
4.12 Classroom Environment and Academic Achievement in Medium Category Schools
The effect of classroom environment on academic achievement of secondary school students from all respondents in medium category schools is given in following tables: Table 4.12.1
Views of Female Teachers
Responses of Achievements Level Values Female Teachers A of Girls B for A
Ranks Values for A for B
Ranks for B
286 300 65 85 34
72 34 3 0 1 100 65 4 08 2 109 85 7 72 5 75 286 11 75 6 08 300 12 100 8 0 109 9 128 128 10 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:37 Sum of Ranks:41 Sum of Ranks:78 Mean of Ranks:7.4 Mean of Ranks:5.86 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:13 U-value:22 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is -0.6496. The p-value is 0.5157. Result B – U-value The U-value is 13. The critical value of U at p≤ 0.05 is 5. Significance level
0.05
Table 4.12.1 reflects the effect of independent variable “Classroom Environment” on academic achievement of Girls. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were -0.6496 and 0.5157 respectively, while the table value of Mann Whitney two tailed U-test is 5 at level of significance 0.05. The calculated value of U- statistic was 13. Since the 256
calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜4 that “there is no association between academic achievement and classroom environment of secondary school students for female teachers in medium category schools”, was not accepted. Table 4.12.2
Views of Class X Girls
Responses of Girls A
Achievements Level Values of Girls B for A
Ranks Values for A for B
Ranks for B
343 152 54 56 53
72 53 3 0 1 100 54 4 8 2 109 56 5 72 6 75 152 11 75 7 8 343 12 100 8 0 109 9 128 128 10 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:35 Sum of Ranks:43 Sum of Ranks:78 Mean of Ranks:7 Mean of Ranks:6.14 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:15 U-value:20 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is -0.3248. The p-value is 0.74896. Result B – U-value The U-value is 15. The critical value of U at p≤ 0.05 is 5. Significance level
0.05
Table 4.12.2 reflects the effect of independent variable “Classroom Environment” on academic achievement of Girls. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were -0.3248 and 0.74896 respectively, while the table value of Mann Whitney two tailed U-test is 5 at level of significance 0.05. The calculated value of U- statistic was 15. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜4 that “there is no association between academic achievement and 257
classroom environment of secondary school students for secondary school girls in medium category schools”, was not accepted. Table 4.12.3
Views of Male Teachers
Responses of Male Teachers A
Achievements Level Values of Boys B for A
Ranks Values for A for B
Ranks for B
294 284 47 121 52
38 47 6 0 1 44 52 7 10 2 53 121 10 38 3 41 284 11 41 4 10 294 12 44 5 0 53 8 117 117 9 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:46 Sum of Ranks:32 Sum of Ranks:78 Mean of Ranks:9.2 Mean of Ranks:4.57 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:4 U-value:31 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is -2.1112. The p-value is 0.03486. Result B – U-value The U-value is 4. The critical value of U at p≤ 0.05 is 5. Significance level
0.05
Table 4.12.3 represents the effect of independent variable “Classroom Environment” on academic achievement of Boys. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were -2.1112 and 0.03486 respectively, while the table value of Mann Whitney two tailed U-test is 5 at level of significance 0.05. The calculated value of U- statistic was 4. Since the calculated value of U-statistics is less than the table value, therefore, the hypotheses 𝐻𝑜4
that
“there
is
no
association
between
academic
achievement
and
classroom environment of secondary school students for male teachers in medium category schools”, was accepted.
258
Table 4.12.4
Views of Class X Boys
Responses of Boys A
Achievements Level Values Ranks Values of Boys B for A for A for B
Ranks for B
360 192 30 54 64
38 30 3 0 1 44 54 8 10 2 53 64 9 38 4 41 192 11 41 5 10 360 12 44 6 0 53 7 117 117 10 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:43 Sum of Ranks:35 Sum of Ranks:78 Mean of Ranks:8.6 Mean of Ranks:5 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:7 U-value:28 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is -1.624. The p-value is 0.10524. Result B – U-value The U-value is 7. The critical value of U at p≤ 0.05 is 5. Significance level
0.05
Table 4.12.4 states the effect of independent variable “Classroom Environment” on academic achievement of Boys. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were -1.624 and 0.10524 respectively, while the table value of Mann Whitney two tailed U-test is 5 at level of significance 0.05. The calculated value of U- statistic was 7. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜4 that “there is no association between academic achievement and classroom environment of secondary school students for secondary school boys in medium category schools”, was not accepted.
259
4.13 Classroom Environment and Academic Achievement in Small Category Schools The effect of classroom environment on academic achievement of secondary school students from all respondents in small category schools is given in following tables: Table 4.13.1
Views of Female Teachers
Responses of Achievements Level Values Female Teachers A of Girls B for A
Ranks Values for A for B
Ranks for B
121 133 10 23 21
50 10 3 0 1 63 21 4 3 2 66 23 5 36 6 36 121 11 50 7 3 133 12 52 8 0 63 9 52 66 10 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:35 Sum of Ranks:43 Sum of Ranks:78 Mean of Ranks:7 Mean of Ranks:6.14 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:15 U-value:20 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is -0.3248. The p-value is 0.74896. Result B – U-value The U-value is 15. The critical value of U at p≤ 0.05 is 5. Significance level
0.05
Table 4.13.1 declares the effect of independent variable “Classroom Environment” on academic achievement of Girls. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were -0.3248 and 0.74896 respectively, while the table value of Mann Whitney two tailed U-test is 5 at level of significance 0.05. The calculated value of U- statistic was 15. Since the calculated value of U-statistics is greater than the table value, therefore, the
260
hypotheses 𝐻𝑜4 that “there is no association between academic achievement and classroom environment of secondary school students for female teachers in small category schools”, was not accepted. Table 4.13.2
Views of Class X Girls
Responses of Girls A
Achievements Level Values of Girls B for A
Ranks Values for A for B
Ranks for B
303 166 43 46 72
50 63 4 0 1 63 46 5 3 2 66 72 10 36 3 36 166 11 50 6 3 303 12 52 7 0 63 8 52 66 9 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:42 Sum of Ranks:36 Sum of Ranks:78 Mean of Ranks:8.4 Mean of Ranks:5.14 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:8 U-value:27 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is -1.4616. The p-value is 0.1443. Result B – U-value The U-value is 8. The critical value of U at p≤ 0.05 is 5. Significance level
0.05
Table 4.13.2 reflects the effect of independent variable “Classroom Environment” on academic achievement of Girls. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were -1.4616 and 0.1443 respectively, while the table value of Mann Whitney two tailed U-test is 5 at level of significance 0.05. The calculated value of U- statistic was 8. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜4 that “there is no association between academic achievement and classroom environment of secondary school students for secondary school girls in small category schools”, was not accepted.
261
Table 4.13.3
Views of Male Teachers
Responses of Male Teachers A
Achievements Level Values of Boys B for A
Ranks Values for A for B
Ranks for B
125 124 24 27 8
17 8 2.5 0 1 35 24 5 8 2.5 54 27 6 17 4 57 124 10 35 7 8 125 11 54 8 0 57 9 279 279 12 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:34.5 Sum of Ranks:43.5 Sum of Ranks:78 Mean of Ranks:6.9 Mean of Ranks:6.21 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:19.5 U-value:19.5 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is -0.2436. The p-value is 0.81034. Result B – U-value The U-value is 15.5. The critical value of U at p≤ 0.05 is 5. Significance level
0.05
Table 4.13.3 mentions the effect of independent variable “Classroom Environment” on academic achievement of Boys. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were -0.2436 and 0.81034 respectively, while the table value of Mann Whitney two tailed U-test is 5 at level of significance 0.05. The calculated value of U- statistic was 15.5. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜4 that “there is no association between academic achievement and classroom environment of secondary school students for male teachers in small category schools”, was not accepted.
262
Table 4.13.4
Views of Class X Boys
Responses of Boys A
Achievements Level Values of Boys B for A
377 180 57 64 78
17 35 54 57 8 0 279
Ranks Values for A for B
0 1 8 2 17 3 35 4 54 5 57 6.5 279 11 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:45.5 Sum of Ranks:32.5 Sum of Ranks:78 Mean of Ranks:9.1 Mean of Ranks:4.64 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:4.5 U-value:30.5 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is -2.03. The p-value is 0.04236. Result B – U-value The U-value is 4.5. The critical value of U at p≤ 0.05 is 5. Significance level
57 64 78 180 377
Ranks for B
6.5 8 9 10 12
0.05
Table 4.13.4 stipulates the effect of independent variable “Classroom Environment” on academic achievement of Boys. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were -2.03 and 0.04236 respectively, while the table value of Mann Whitney two tailed U-test is 5 at level of significance 0.05. The calculated value of U- statistic was 4.5. Since the calculated value of U-statistics is less than the table value, therefore, the hypotheses 𝐻𝑜4
that
“there
is
no
association
between
academic
achievement
and
classroom environment of secondary school students for secondary school boys in small category schools”, was accepted.
263
4.14
Motivation and Academic Achievement in Large Category Schools The effect of motivation on academic achievement of secondary school
students from all respondents in large category schools is given in following tables: Table 4.14.1
Views of Female Teachers
Responses of Achievements Level Values Female Teachers A of Girls B for A
Ranks Values for A for B
Ranks for B
754 534 28 78 6
208 6 2 0 1 273 28 3.5 28 3.5 338 78 5 158 6 158 534 11 208 7 28 754 12 235 8 0 273 9 235 338 10 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:33.5 Sum of Ranks:44.5 Sum of Ranks:78 Mean of Ranks:6.7 Mean of Ranks:6.36 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:16.5 U-value:18.5 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is -0.0812. The p-value is 0.93624. Result B – U-value The U-value is 16.5. The critical value of U at p≤ 0.05 is 5. Significance level
0.05
Table 4.14.1 specifies the effect of independent variable “Motivation” on dependent variable “Academic achievement of Girls”. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were 0.0812 and 0.93624 respectively, while the table value of Mann Whitney two tailed U-test is 5 at level of significance 0.05. The calculated value of U- statistic was 16.5. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜5 that “there is no association between academic achievement and
264
motivation of secondary school students for female teachers in large category schools”, was not accepted. Table 4.14.2
Views of Class X Girls
Responses of Girls A
Achievements Level Values of Girls B for A
Ranks Values for A for B
Ranks for B
702 459 26 169 44
208 26 2 0 1 273 44 5 28 3 338 169 7 158 4 158 459 11 208 6 28 702 12 235 8 0 273 9 235 338 10 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:37 Sum of Ranks:41 Sum of Ranks:78 Mean of Ranks:7.4 Mean of Ranks:5.86 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:13 U-value:22 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is -0.6496. The p-value is 0.5157. Result B – U-value The U-value is 13. The critical value of U at p≤ 0.05 is 5. Significance level
0.05
Table 4.14.2 reflects the effect of independent variable “Motivation” on dependent variable “Academic achievement of Girls”. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were 0.6496 and 0.5157 respectively, while the table value of Mann Whitney two tailed Utest is 5 at level of significance 0.05. The calculated value of U- statistic was 13. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜5 that “there is no association between academic achievement and motivation of secondary school students for secondary school girls in large category schools”, was not accepted.
265
Table 4.14.3
Views of Male Teachers
Responses of Male Teachers A
Achievements Level Values of Boys B for A
583 629 23 84 11
Ranks Values for A for B
100 11 2 113 23 3 238 84 5 265 583 10 62 629 11 0 1092 Result Detail of A Result Detail of B Sum of Ranks:31 Sum of Ranks:47 Mean of Ranks:6.2 Mean of Ranks:6.71 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:19 U-value:16 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is 0.1624. The p-value is 0.87288. Result B – U-value The U-value is 16. The critical value of U at p≤ 0.05 is 5. Significance level
Ranks for B
0 1 62 4 100 6 113 7 238 8 265 9 1092 12 A & B Combined Sum of Ranks:78 Mean of Ranks:6.5 S.D:6.1577
0.05
Table 4.14.3 shows the effect of independent variable “Motivation” on dependent variable “Academic achievement of Boys”. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were 0.1624 and 0.87288 respectively, while the table value of Mann Whitney two tailed U-test is 5 at level of significance 0.05. The calculated value of U- statistic was 16. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜5 that “there is no association between academic achievement and motivation of secondary school students for male teachers in large category schools”, was not accepted.
266
Table 4.14.4
Views of Class X Boys
Responses of Boys A
Achievements Level Values Ranks Values of Boys B for A for A for B
Ranks for B
689 464 50 216 121
100 50 2 0 1 113 121 6 62 3 238 216 7 100 4 265 464 10 113 5 62 689 11 238 8 0 265 9 1092 1092 12 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:36 Sum of Ranks:42 Sum of Ranks:78 Mean of Ranks:7.2 Mean of Ranks:6 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:14 U-value:21 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is -0.4872. The p-value is 0.62414. Result B – U-value The U-value is 14. The critical value of U at p≤ 0.05 is 5. Significance level
0.05
Table 4.14.4 indicates the effect of independent variable “Motivation” on dependent variable “Academic achievement of Boys”. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were 0.4872 and 0.62414 respectively, while the table value of Mann Whitney two tailed U-test is 5 at level of significance 0.05. The calculated value of U- statistic was 14. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜5 that “there is no association between academic achievement and motivation of secondary school students for secondary school boys in large category schools”, was not accepted.
267
4.15 Motivation and Academic Achievement in Medium Category Schools The effect of motivation on academic achievement of secondary school students from all respondents in medium category schools is given in following tables: Table 4.15.1
Views of Female Teachers
Responses of Achievements Level Values Female Teachers A of Girls B for A 224 326 69 37 114
Ranks Values for A for B
72 37 2 100 69 3 109 114 4 75 224 6 08 326 7 0 128 Result Detail of A Result Detail of B Sum of Ranks:22 Sum of Ranks:56 Mean of Ranks:4.4 Mean of Ranks:8 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:28 U-value:7 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is 1.624. The p-value is 0.10524. Result B – U-value The U-value is 7. The critical value of U at p≤ 0.05 is 5. Significance level
Ranks for B
0 1 08 5 72 8 75 9 100 10 109 11 128 12 A & B Combined Sum of Ranks:78 Mean of Ranks:6.5 S.D:6.1577
0.05
Table 4.15.1 reveals the effect of independent variable “Motivation” on dependent variable “Academic achievement of Girls”. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were 1.624 and 0.10524 respectively, while the table value of Mann Whitney two tailed Utest is 5 at level of significance 0.05. The calculated value of U- statistic was 7. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜5 that “there is no association between academic achievement and 268
motivation of secondary school students for female teachers in medium category schools”, was not accepted. Table 4.15.2
Views of Class X Girls
Responses of Girls A
Achievements Level Values of Girls B for A
Ranks Values for A for B
Ranks for B
211 185 67 51 144
72 51 2 0 1 100 67 3 8 4 109 144 5 72 8 75 185 6 75 9 8 211 7 100 10 0 109 11 128 128 12 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:23 Sum of Ranks:55 Sum of Ranks:78 Mean of Ranks:4.6 Mean of Ranks:7.86 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:27 U-value:8 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is 1.4616. The p-value is 0.1443. Result B – U-value The U-value is 8. The critical value of U at p≤ 0.05 is 5. Significance level
0.05
Table 4.15.2 testifies the effect of independent variable “Motivation” on dependent variable “Academic achievement of Girls”. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were 1.4616 and 0.1443 respectively, while the table value of Mann Whitney two tailed Utest is 5 at level of significance 0.05. The calculated value of U- statistic was 8. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜5 that “there is no association between academic achievement and motivation of secondary school students for secondary school girls in medium category schools”, was not accepted.
269
Table 4.15.3
Views of Male Teachers
Responses of Male Teachers A
Achievements Level Values of Boys B for A
Ranks Values for A for B
Ranks for B
230 370 42 50 106
38 42 2 0 1 44 50 3 10 5 53 106 4 28 8 41 230 6 38 9 10 370 7 41 10 0 44 11 117 53 12 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:22 Sum of Ranks:56 Sum of Ranks:78 Mean of Ranks:4.4 Mean of Ranks:8 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:28 U-value:7 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is 1.624. The p-value is 0.10524. Result B – U-value The U-value is 7. The critical value of U at p≤ 0.05 is 5. Significance level
0.05
Table 4.15.3 reflects the effect of independent variable “Motivation” on dependent variable “Academic achievement of Boys”. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were 1.624 and 0.10524 respectively, while the table value of Mann Whitney two tailed Utest is 5 at level of significane 0.05. The calculated value of U- statistic was 7. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜5 that “there is no association between academic achievement and motivation of secondary school students for male teachers in medium category schools”, was not accepted.
270
Table 4.15.4
Views of Class X Boys
Responses of Boys A
Achievements Level Values Ranks Values of Boys B for A for A for B
258 219 57 32 134
38 32 2 44 57 3 53 134 5 41 219 6 10 258 7 0 117 Result Detail of A Result Detail of B Sum of Ranks:23 Sum of Ranks:55 Mean of Ranks:4.6 Mean of Ranks:7.86 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:27 U-value:8 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is 1.4616. The p-value is 0.1443. Result B – U-value The U-value is 8. The critical value of U at p≤ 0.05 is 5. Significance level
Ranks for B
0 1 10 4 38 8 41 9 44 10 53 11 117 12 A & B Combined Sum of Ranks:78 Mean of Ranks:6.5 S.D:6.1577
0.05
Table 4.15.4 denotes the effect of independent variable “Motivation” on academic achievement of boys of secondary schools. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were 1.4616 and 0.1443 respectively, while the table value of Mann Whitney two tailed Utest is 5 at level of significance 0.05. The calculated value of U- statistic was 8. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜5 that “there is no association between academic achievement and motivation of secondary school students for secondary school boys in medium category schools”, was not accepted.
271
4.16 Motivation and Academic Achievement in Small Category Schools The effect of motivation on academic achievement of secondary school students from all respondents in small category schools is given in following tables: Table 4.16.1
Views of Female Teachers
Responses of Achievements Level Values Female Teachers A of Girls B for A
Ranks Values for A for B
Ranks for B
63 19 12 111 103
50 12 2 0 1 63 19 3 3 7 66 63 4 36 8 36 103 5 50 9 3 111 6 52 10 0 63 11 52 66 12 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:20 Sum of Ranks:58 Sum of Ranks:78 Mean of Ranks:4 Mean of Ranks:8.29 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:30 U-value:5 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is 1.9488. The p-value is 0.05118. Result B – U-value The U-value is 5. The critical value of U at p≤ 0.05 is 5. Significance level
0.05
Table 4.16.1 shows the effect of independent variable “Motivation” on academic achievement of girls of secondary schools. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were 1.9488 and 0.05118 respectively, while the table value of Mann Whitney two tailed U-test is 5 at level of significance 0.05. The calculated value of U- statistic was 5. Since the calculated value of U-statistics is equal to the table value, therefore, the hypotheses 𝐻𝑜5 that “there is no association between academic achievement and motivation of secondary school students for female teachers in small category schools”, was not accepted. It means that association between motivation and 272
academic achievement was significant as per views of female teachers in small category of schools. Table 4.16.2
Views of Class X Girls
Responses of Girls A
Achievements Level Values of Girls B for A
Ranks Values for A for B
Ranks for B
164 08 81 228 149
50 88 2 0 1 63 81 3 3 4 66 149 5 36 8 36 164 6 50 9 3 228 7 52 10 0 63 11 52 66 12 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:23 Sum of Ranks:55 Sum of Ranks:78 Mean of Ranks:4.6 Mean of Ranks:7.86 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:27 U-value:8 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is 1.4616. The p-value is 0.1443. Result B – U-value The U-value is 8. The critical value of U at p≤ 0.05 is 5. Significance level
0.05
Table 4.16.2 represents the effect of independent variable “Motivation” on academic achievement of girls of secondary schools. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were 1.4616 and 0.1443 respectively, while the table value of Mann Whitney two tailed Utest is 5 at level of significance 0.05. The calculated value of U- statistic was 8. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜5 that “there is no association between academic achievement and motivation of secondary school students for secondary school girls in small category schools”, was not accepted. It means that association between motivation and
273
academic achievement was significant as per views of girls of class X in small category of schools. Table 4.16.3
Views of Male Teachers
Responses of Male Teachers A
Achievements Level Values of Boys B for A
55 36 5 112 100
5 36 55 100 112
Ranks for B
0 1 8 7 17 8 35 9 54 10 57 11 279 12 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:20 Sum of Ranks:58 Sum of Ranks:78 Mean of Ranks:4 Mean of Ranks:8.29 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:30 U-value:5 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is 1.9488. The p-value is 0.05118. Result B – U-value The U-value is 15.5. The critical value of U at p≤ 0.05 is 5. Significance level
17 35 54 57 8 0 279
Ranks Values for A for B 2 3 4 5 6
0.05
Table 4.16.3 mentions the effect of independent variable “Motivation” on academic achievement of boys of secondary schools. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were 1.9488 and 0.05118 respectively, while the table value of Mann Whitney two tailed U-test is 5 at level of significance 0.05. The calculated value of U- statistic was 15.5. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜5 that “there is no association between academic achievement and motivation of secondary school students for male teachers in small category schools”, was not accepted.
274
Table 4.16.4
Views of Class X Boys
Responses of Boys A
Achievements Level Values of Boys B for A
141 127 81 153 254
81 127 141 153 254
Ranks for B
0 1 8 3 17 8 35 9 54 10 57 11 279 12 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:24 Sum of Ranks:54 Sum of Ranks:78 Mean of Ranks:4.8 Mean of Ranks:7.71 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:26 U-value:9 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is 1.2992. The p-value is 0.1936. Result B – U-value The U-value is 9. The critical value of U at p≤ 0.05 is 5. Significance level
17 35 54 57 8 0 279
Ranks Values for A for B 2 4 5 6 7
0.05
Table 4.16.4 evidences the effect of independent variable “Motivation” on academic achievement of boys of secondary schools. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were 1.2992 and 0.1936 respectively, while the table value of Mann Whitney two tailed Utest is 5 at level of significance 0.05. The calculated value of U- statistic was 9. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜5 that “there is no association between academic achievement and motivation of secondary school students for secondary school boys in small category schools”, was not accepted.
275
4.17 Teacher Feedback and Academic Achievement in Large Category Schools The effect of teacher feedback on academic achievement of secondary school students from all respondents in large category schools is given in following tables: Table 4.17.1
Views of Female Teachers
Responses of Achievements Level Values Female Teachers A of Girls B for A
Ranks Values for A for B
Ranks for B
340 404 21 352 283
208 21 2 0 1 273 283 8 28 3 338 340 10 158 4 158 352 11 208 5 28 404 12 235 6 0 273 7 235 338 9 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:43 Sum of Ranks:35 Sum of Ranks:78 Mean of Ranks:8.6 Mean of Ranks:5 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:7 U-value:28 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is -1.624. The p-value is 0.10524. Result B – U-value The U-value is 7. The critical value of U at p≤ 0.05 is 5. Significance level
0.05
Table 4.17.1 reflects the effect of independent variable “Teacher Feedback” on academic achievement of secondary school girls. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were -1.624 and 0.10524 respectively, while the table value of Mann Whitney two tailed U-test is 5 at level of significance 0.05. The calculated value of U- statistic was 7. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜6 that “there is no association between academic achievement and
276
teacher feedback of secondary school students for female teachers in large category schools”, was not accepted. Table 4.17.2
Views of Class X Girls
Responses of Girls A
Achievements Level Values of Girls B for A
Ranks Values for A for B
Ranks for B
343 382 47 385 243
208 47 3 0 1 273 243 7 28 2 338 343 10 158 4 158 382 11 208 5 28 385 12 235 6 0 273 8 235 338 9 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:43 Sum of Ranks:35 Sum of Ranks:78 Mean of Ranks:8.6 Mean of Ranks:5 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:7 U-value:28 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is -1.624. The p-value is 0.10524. Result B – U-value The U-value is 7. The critical value of U at p≤ 0.05 is 5. Significance level
0.05
Table 4.17.2 shows the effect of independent variable “Teacher Feedback” on academic achievement of girls of secondary schools. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were 1.624 and 0.10524 respectively, while the table value of Mann Whitney two tailed Utest is 5 at level of significance 0.05. The calculated value of U- statistic was 7. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜6 that “there is no association between academic achievement and teacher feedback of secondary school students for secondary school girls in large category schools”, was not accepted.
277
Table 4.17.3
Views of Male Teachers
Responses of Male Teachers A
Achievements Level Values of Boys B for A
322 507 21 166 314
Ranks Values for A for B
100 21 2 113 166 6 238 314 9 265 322 10 62 507 11 0 1092 Result Detail of A Result Detail of B Sum of Ranks:38 Sum of Ranks:40 Mean of Ranks:7.6 Mean of Ranks:5.71 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:12 U-value:23 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is -0.812. The p-value is 0.41794. Result B – U-value The U-value is 12. The critical value of U at p≤ 0.05 is 5. Significance level
Ranks for B
0 1 62 3 100 4 113 5 238 7 265 8 1092 12 A & B Combined Sum of Ranks:78 Mean of Ranks:6.5 S.D:6.1577
0.05
Table 4.17.3 reflects the effect of independent variable “Teacher Feedback” on academic achievement of boys of secondary schools. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were 0.812 and 0.41794 respectively, while the table value of Mann Whitney two tailed Utest is 5 at level of significance 0.05. The calculated value of U- statistic was 12. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜6 that “there is no association between academic achievement and teacher feedback of secondary school students for male teachers in large category schools”, was not accepted.
278
Table 4.17.4
Views of Class X Boys
Responses of Boys A
Achievements Level Values Ranks Values Ranks of Boys B for A for A for B for B
354 490 27 416 253
100 27 2 0 1 113 253 7 62 3 238 354 9 100 4 265 416 10 113 5 62 490 11 238 6 0 265 8 1092 1092 12 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:39 Sum of Ranks:39 Sum of Ranks:78 Mean of Ranks:7.8 Mean of Ranks:5.57 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:11 U-value:24 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is -0.9744. The p-value is 0.33204. Result B – U-value The U-value is 11. The critical value of U at p≤ 0.05 is 5. Significance level
0.05
Table 4.17.4 reflects the effect of independent variable “Teacher Feedback” on academic achievement of boys of secondary schools. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were 0.9744 and 0.33204 respectively, while the table value of Mann Whitney two tailed U-test is 5 at level of significance 0.05. The calculated value of U- statistic was 11. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜6 that “there is no association between academic achievement and teacher feedback of secondary school students for secondary school boys in large category schools”, was not accepted.
279
4.18 Teacher Feedback and Academic Achievement in Medium Category Schools The effect of teacher feedback on academic achievement of secondary school students from all respondents in medium category schools is given in following tables: Table 4.18.1
Views of Female Teachers
Responses of Achievements Level Values Female Teachers A of Girls B for A
Ranks Values for A for B
Ranks for B
303 335 64 44 24
72 24 3 0 1 100 44 4 08 2 109 64 5 72 6 75 303 11 75 7 08 335 12 100 8 0 109 9 128 128 10 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:35 Sum of Ranks:43 Sum of Ranks:78 Mean of Ranks:7 Mean of Ranks:6.14 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:15 U-value:20 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is -0.3248. The p-value is 0.74896. Result B – U-value The U-value is 15. The critical value of U at p≤ 0.05 is 5. Significance level
0.05
Table 4.18.1 testifies the effect of independent variable “Teacher Feedback” on academic achievement of girls in secondary schools. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were 0.3248 and 0.74896 respectively, while the table value of Mann Whitney two tailed U-test is 5 at level of significance 0.05. The calculated value of U- statistic was 15. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜6 that “there is no association between academic achievement and
280
teacher feedback of secondary school students for female teachers in medium category schools”, was not accepted. Table 4.18.2
Views of Class X Girls
Responses of Girls A
Achievements Level Values of Girls B for A
Ranks Values for A for B
Ranks for B
291 202 83 41 41
72 41 3.5 0 1 100 41 3.5 8 2 109 83 7 72 5 75 202 11 75 6 8 291 12 100 8 0 109 9 128 128 10 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:37 Sum of Ranks:41 Sum of Ranks:78 Mean of Ranks:7.4 Mean of Ranks:5.86 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:13 U-value:22 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is -0.6496. The p-value is 0.5157. Result B – U-value The U-value is 13. The critical value of U at p≤ 0.05 is 5. Significance level
0.05
Table 4.18.2 states the effect of independent variable “Teacher Feedback” on academic achievement of girls in secondary schools. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were 0.6496 and 0.5157 respectively, while the table value of Mann Whitney two tailed Utest is 5 at level of significance 0.05. The calculated value of U- statistic was 13. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜6 that “there is no association between academic achievement and teacher feedback of secondary school students for secondary school girls in medium category schools”, was not accepted.
281
Table 4.18.3
Views of Male Teachers
Responses of Male Teachers A
Achievements Level Values of Boys B for A
Ranks Values for A for B
Ranks for B
273 388 71 45 21
38 21 3 0 1 44 45 7 10 2 53 71 9 38 4 41 273 11 41 5 10 388 12 44 6 0 53 8 117 117 10 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:42 Sum of Ranks:36 Sum of Ranks:78 Mean of Ranks:8.4 Mean of Ranks:5.14 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:8 U-value:27 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is -1.4616. The p-value is 0.1443. Result B – U-value The U-value is 8. The critical value of U at p≤ 0.05 is 5. Significance level
0.05
Table 4.18.3 stipulates the effect of independent variable “Teacher Feedback” on academic achievement of boys in secondary schools. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were 1.4616 and 0.1443 respectively, while the table value of Mann Whitney two tailed Utest is 5 at level of significance 0.05. The calculated value of U- statistic was 8. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜6 that “there is no association between academic achievement and teacher feedback of secondary school students for male teachers in medium category schools”, was not accepted.
282
Table 4.18.4
Views of Class X Boys
Responses of Boys A
Achievements Level Values Ranks Values of Boys B for A for A for B
Ranks for B
334 231 60 34 41
38 34 3 0 1 44 41 5.5 10 2 53 60 9 38 4 41 231 11 41 5.5 10 334 12 44 7 0 53 8 117 117 10 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:40.5 Sum of Ranks:37.5 Sum of Ranks:78 Mean of Ranks:81 Mean of Ranks:5.36 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:9.5 U-value:25.5 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is -1.218. The p-value is 0.22246. Result B – U-value The U-value is 9.5. The critical value of U at p≤ 0.05 is 5. Significance level
0.05
Table 4.18.4 stipulates the effect of independent variable “Teacher Feedback” on academic achievement of boys in secondary schools. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were 1.218 and 0.22246 respectively, while the table value of Mann Whitney two tailed Utest is 5 at level of significance 0.05. The calculated value of U- statistic was 9.5. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜6 that “there is no association between academic achievement and teacher feedback of secondary school students for secondary school boys in medium category schools”, was not accepted.
283
4.19 Teacher Feedback and Academic Achievement in Small Category Schools The effect of teacher feedback on academic achievement of secondary school students from all respondents in small category schools is given in following tables: Table 4.19.1
Views of Female Teachers
Responses of Achievements Level Values Female Teachers A of Girls B for A
Ranks Values for A for B
Ranks for B
137 127 16 21 7
50 7 3 0 1 63 16 4 3 2 66 21 5 36 6 36 127 11 50 7 3 137 12 52 8 0 63 9 52 66 10 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:35 Sum of Ranks:43 Sum of Ranks:78 Mean of Ranks:7 Mean of Ranks:6.14 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:15 U-value:20 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is -0.3248. The p-value is 0.74896. Result B – U-value The U-value is 15. The critical value of U at p≤ 0.05 is 5. Significance level
0.05
Table 4.19.1 presents the effect of independent variable “Teacher Feedback” on academic achievement of girls in secondary schools. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were 0.3248 and 0.74896 respectively, while the table value of Mann Whitney two tailed U-test is 5 at level of significance 0.05. The calculated value of U- statistic was 15. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜6 that “there is no association between academic achievement and
284
teacher feedback of secondary school students for female teachers in small category schools”, was not accepted. Table 4.19.2
Views of Class X Girls
Responses of Girls A
Achievements Level Values of Girls B for A
Ranks Values for A for B
Ranks for B
292 179 90 32 37
50 32 3 0 1 63 37 5 3 2 66 90 10 36 4 36 179 11 50 6 3 292 12 52 7 0 63 8 52 66 9 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:41 Sum of Ranks:37 Sum of Ranks:78 Mean of Ranks:8.2 Mean of Ranks:5.29 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:9 U-value:26 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is -1.2992. The p-value is 0.1936. Result B – U-value The U-value is 9. The critical value of U at p≤ 0.05 is 5. Significance level
0.05
Table 4.19.2 declares the effect of independent variable “Teacher Feedback” on academic achievement of girls in secondary schools. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were 1.2992 and 0.1936 respectively, while the table value of Mann Whitney two tailed Utest is 5 at level of significance 0.05. The calculated value of U- statistic was 9. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜6 that “there is no association between academic achievement and teacher feedback of secondary school students for secondary school girls in small category schools”, was not accepted.
285
Table 4.19.3
Views of Male Teachers
Responses of Male Teachers A
Achievements Level Values of Boys B for A
Ranks Values for A for B
Ranks for B
119 152 22 14 1
17 1 2 0 1 35 14 4 8 3 54 22 6 17 5 57 119 10 35 7 8 152 11 54 8 0 57 9 279 279 12 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:33 Sum of Ranks:45 Sum of Ranks:78 Mean of Ranks:6.6 Mean of Ranks:6.43 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:17 U-value:18 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is 0.00. The p-value is 1.00 Result B – U-value The U-value is 17. The critical value of U at p≤ 0.05 is 5. Significance level
0.05
Table 4.19.3 mentions the effect of independent variable “Teacher Feedback” on academic achievement of boys in secondary schools. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were 0.00 and 1.00 respectively, while the table value of Mann Whitney two tailed U-test is 5 at level of significance 0.05. The calculated value of U- statistic was 17. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜6 that “there is no association between academic achievement and teacher feedback of secondary school students for male teachers in small category schools”, was not accepted.
286
Table 4.19.4
Views of Class X Boys
Responses of Boys A
Achievements Level Values of Boys B for A
359 247 66 44 40
40 44 66 247 359
Ranks for B
0 1 8 2 17 3 35 4 54 7 57 8 279 11 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:42 Sum of Ranks:36 Sum of Ranks:78 Mean of Ranks:8.4 Mean of Ranks:5014 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:8 U-value:27 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is -1.4616. The p-value is 0.1443. Result B – U-value The U-value is 8. The critical value of U at p≤ 0.05 is 5. Significance level
17 35 54 57 8 0 279
Ranks Values for A for B 5 6 9 10 12
0.05
Table 4.19.4 mentions the effect of independent variable “Teacher Feedback” on academic achievement of boys in secondary schools. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were 1.4616 and 0.1443 respectively, while the table value of Mann Whitney two tailed Utest is 5 at level of significance 0.05. The calculated value of U- statistic was 8. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜6 that “there is no association between academic achievement and teacher feedback of secondary school students for secondary school boys in small category schools”, was not accepted.
287
4.20 Classroom Environment and Academic Achievement in all Category Schools The overall effect of classroom environment on academic achievement of secondary school students from all respondents in small, medium and large category schools is given in following table: Table 4.20.1 Overall Effect of Classroom Environment on Academic Achievement Responses A
Achievements Level Values B for A
4661 3323 595 1110 909
595 909 1110 3323 4661
Ranks for B
0 1 119 2 485 3 628 5 632 6 858 7 1903 10 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:44 Sum of Ranks:34 Sum of Ranks:78 Mean of Ranks:8.8 Mean of Ranks:4.86 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:6 U-value:29 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is -1.7864. The p-value is 0.07346. Result B – U-value The U-value is 6. The critical value of U at p≤ 0.05 is 5. Significance level
485 628 858 632 119 0 1903
Ranks Values for A for B 4 8 9 11 12
0.05
Table 4.20.1 represents the effect of independent variable “Classroom Environment” on academic achievement of secondary school students. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the pvalue were -1.7864 and 0.07346 respectively, while the table value of Mann Whitney two tailed U-test is 5 at level of significance 0.05. The calculated value of U- statistic was 6. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜4 that “there is no association between academic 288
achievement and classroom environment of secondary school students”, was not accepted.
4.21 Motivation and Academic Achievement in all Category Schools The overall effect of motivation on academic achievement of secondary school students from all respondents in small, medium and large category schools is given in following table: Table 4.21.1 Overall Effect of Motivation on Academic Achievement Responses A
Achievements Level Values B for A
4074 3376 541 1321 1286
541 1286 1321 3376 4074
Ranks for B
0 1 119 2 485 3 628 5 632 6 858 7 1903 10 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:44 Sum of Ranks:34 Sum of Ranks:78 Mean of Ranks:8.8 Mean of Ranks:4.86 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:6 U-value:29 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is -1.7864. The p-value is 0.07346. Result B – U-value The U-value is 6. The critical value of U at p≤ 0.05 is 5. Significance level
485 628 858 632 119 0 1903
Ranks Values for A for B 4 8 9 11 12
0.05
Table 4.21.1 declares the effect of independent variable “Motivation” on academic achievement of secondary school students. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were 1.7864 and 0.07346 respectively, while the table value of Mann Whitney two tailed U-test is 5 at level of significance 0.05. The calculated value of U- statistic was 6. Since the calculated value of U-statistics is greater than the table value, therefore, the 289
hypotheses 𝐻𝑜5 that “there is no association between academic achievement and motivation of secondary school students”, was not accepted.
4.22 Teacher Feedback and Academic Achievement in all Category Schools The overall effect of teacher feedback on academic achievement of secondary school students from all respondents in small, medium and large category schools is given in following table: Table 4.22.1 Overall Effect of Teacher Feedback on Academic Achievement Responses A
Achievements Level Values B for A
3467 3644 588 1594 1305
588 1305 1594 3467 3644
Ranks for B
0 1 119 2 485 3 628 5 632 6 858 7 1903 10 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:44 Sum of Ranks:34 Sum of Ranks:78 Mean of Ranks:8.8 Mean of Ranks:4.86 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:6 U-value:29 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is -1.7864. The p-value is 0.07346. Result B – U-value The U-value is 6. The critical value of U at p≤ 0.05 is 5. Significance level
485 628 858 632 119 0 1903
Ranks Values for A for B 4 8 9 11 12
0.05
Table 4.22.1 declares the effect of independent variable “Teacher Feedback” on academic achievement of Secondary School Students. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were 1.7864 and 0.07346 respectively, while the table value of Mann Whitney two tailed U-test is 5 at level of significance 0.05. The calculated value of U- statistic was 6. 290
Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜6 that “there is no association between academic achievement and teacher feedback of secondary school students”, was not accepted.
4.23 Classroom Environment, Motivation and Academic Achievement The effect of classroom environment and motivation on academic achievement of secondary school students from all respondents in small, medium and large category schools is given in following table: Table 4.23.1 Effect of Classroom Environment and Motivation on Academic Achievement Responses of Classroom Environment 4661 3323 595 1110 909
Responses of Motivation 4074 3376 541 1321 1286
Classroom Env. Above median 3 Below median 1 Total 4 Median = 909
Achievements Level of Students 485 628 858 632 119 0 1903 Motivation Achievement Level 4 1 1 6 5 7
Total 8 8 16
Calculated 𝜒 2 value = 6.3714 p-value = 0.041349 Significance level 0.05 Table 4.23.1 stipulates that the effect of independent variables “Classroom Environment” and “Motivation” on academic achievement of secondary school students. The outcome of the results presents the information about chi square 𝜒 2 value and p-value in the median test. Chi square and the p-value were 6.3714 and 0.041349 respectively, while the table value of chi square is 5.99 at level of significance 0.05 by taking 2 degree of freedom. Since the calculated value of chi 291
square statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜7 that “there is no association among academic achievement, classroom environment and motivation of secondary school students”, was not accepted.
4.24 Classroom Environment, Teacher Feedback and Academic Achievement ` The effect of classroom environment and teacher feedback on academic achievement of secondary school students from all respondents in small, medium and large category schools is given in following table: Table 4.24.1 Effect of Classroom Environment and Teacher Feedback on Academic Achievement Responses of Responses of Classroom Environment Teacher Feedback 4661 3467 3323 3644 595 588 1110 1594 909 1305
Above median Below median Total Median = 909
Classroom Env. 3 1 4
Achievements Level of Students 485 628 858 632 119 0 1903 Teacher Feedback Achievement Level 4 1 1 6 5 7
Total 8 8 16
Calculated 𝜒 2 value = 6.3714 p-value = 0.041349 Significance level 0.05 Table 4.24.1 indicates the effect of independent variables “Classroom Environment” and “Teacher Feedback” on academic achievement of secondary school students. The outcome of the results presents the information about 𝜒 2 value and p-value in the median test. Chi square and the p-value were 6.3714 and 0.041349 respectively, while the table value of chi square is 5.99 at level of significance 0.05 by 292
taking 2 degree of freedom. Since the calculated value of chi square statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜8 that “there is no association among academic achievement, classroom environment and teacher feedback of secondary school students”, was not accepted.
4.25 Motivation, Teacher Feedback and Academic Achievement The effect of motivation and teacher feedback on academic achievement of secondary school students from all respondents in small, medium and large category schools is given in following table: Table 4.25.1 Effect of Motivation and Teacher Feedback on Academic Achievement Responses of Motivation 4074 3376 541 1321 1286
Responses of Teacher Feedback 3467 3644 588 1594 1305
Motivation Above median 3 Below median 1 Total 4 Median = 1286
Achievements Level of Students 485 628 858 632 119 0 1903 Teacher Feedback Achievement Level 4 1 1 6 5 7
Total 8 8 16
Calculated 𝜒 2 value = 6.3714 p-value = 0.041349 Significance level 0.05 Table 4.25.1 stipulates the effect of independent variables “Motivation” and “Teacher Feedback” on academic achievement of secondary school students. The outcome of the results presents the information about 𝜒 2 value and p-value in the median test. Chi square and the p-value were 6.3714 and 0.041349 respectively, while
293
the table value of chi square is 5.99 at level of significance 0.05 by taking 2 degree of freedom. Since the calculated value of chi square statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜9 that “there is no association among academic achievement, motivation and teacher feedback of secondary school students”, was not accepted.
4.26 Classroom Environment, Motivation, Teacher Feedback and Academic Achievement The effect of classroom environment, motivation and teacher feedback on academic achievement of secondary school students from all respondents in small, medium and large category schools is given in following table: Table 4.26.1 Effect of Classroom Environment, Motivation and Teacher Feedback on Academic Achievement Responses of Responses of Classroom Environment Motivation 4661 4074 3323 3376 595 541 1110 1321 909 1286
Responses of Achievements Level Teacher Feedback of Students 3467 485 3644 628 588 858 1594 632 1305 119 0 1903
Classroom Env. Motivation Teacher Feedback Achievement Level Total
Above median Below median Total Median = 1198
2 3 5
4 1 5
4 1 5
1 6 7
11 11 22
Calculated 𝜒 2 value = 7.3714 p-value = 0.060956 Significance level
0.10
Table 4.26.1 reflects the effect of independent variables “Classroom Environment”, “Motivation” and “Teacher Feedback” on academic achievement of secondary school students. The outcome of the results presents the information about
294
𝜒 2 value and p-value in the median test. Chi square and the p-value were 7.3714 and 0.060956 respectively, while the table value of chi square is 6.25 at level of significance 0.10 by taking 3 degree of freedom. Since the calculated value of chi square statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜10 that “there is no association among academic achievement, classroom environment, motivation and teacher feedback of secondary school students”, was not accepted.
4.27
Discussion
4.27.1 Nature of Classroom Environment This part of discussion relates to nature of classroom environment of large, medium and small category schools from all regions in Pakistan. The respondents of the study were male and female secondary school teachers, boys and girls of class X. The significance was tested at 0.05and 0.10 level for all types of analyses. Table 4.20.1 stipulates that the U-value in Mann Whitney U-test is found to be greater than the critical value of U at p≤ 0.05. Therefore, the null hypothesis 𝐻04 that “there is no association between academic achievement and classroom environment of secondary school students”, was not accepted. Suleman & Hussain (2014) concluded that physical environment of classroom has significant effect on academic achievement of secondary school students and classroom with well equipped tools and teaching aids has positive effect on academic achievement scores of secondary school students of Kohat Division, Pakistan. Swati (2015) has also found academic achievement of the students in experimental group better as compared to the control group due to various physical facilities in classroom learning environment which included white board, arrangement of pure drinking water, computers, internet, projectors, proper light and air. Ekpo, Akpan, Essuen & Imo (2009) has reported in research project that the cause
295
of poor performance of the students in social studies was due to lack of physical facilities in classroom environment. The unpleasant environment of the classroom was the basic reason of poor academic achievement of the students and recommended that the academic achievement of students in social studies can be enhanced with the improvement in physical layout of the classroom. Barrett, Davies, Zhang & Barrett (2015) conducted research involving 3766 students in 153 classrooms of 27 schools and found that seven key design parameters out of ten were the best essential factors affecting the progress of students. These factors were the quality and quantity of natural light received in classroom, temperature, air for respiration, sense of ownership among the students, provision of space for students, appropriate visual diversity for learners and color of walls of classroom. Thus the present study substantiates the findings of above mentioned researches.
4.27.2 Nature of Motivation Table 4.21.1 indicates that the U-value in Mann Whitney U-test is found to be greater than the critical value of U at p≤ 0.05. Therefore, the null hypothesis 𝐻05 that there is no association between academic achievement and motivation of secondary school students was not accepted. Asifa & Kamal (2013) have presented in analytical study regarding the impact of motivation on learning of secondary school students in Karachi, Pakistan and found that different types of teaching methods used by the secondary school teachers according to needs, interest and age of learners, are the best tools to motivate learners towards learning. Besides teaching methods, acknowledgement of feelings of students and activity base learning develop the sense of confidence among the learners learning. Teaching learning process is not effective without motivation. Tella (2007) conducted a research study in Nigeria and found significant difference when motivation was used as a variable of interest in relation to 296
academic achievement of students in mathematics. The results of the study indicate that highly motivated students perform much better as compared to low motivated secondary school students. Sikhwari (2014) has concluded that there is significant correlation among three variables i.e. self concept, motivation and academic achievement of the students. It was also concluded that female students are more motivated as compared to male students and that motivation is essential ingredient to enhance the level of academic achievement of the students. Badola (2013) in his corelational study about academic achievement of secondary school students concluded that there is a positive significant difference in academic achievement in relation to motivation of secondary school students in different schools. Thus the present study corroborates earlier findings on the subject.
4.27.3 Nature of Teacher Feedback Table 4.22.1 indicates that the U-value in Mann Whitney U-test is greater than the critical value of U at p≤ 0.05. Therefore, the null hypotheses 𝐻06 that there is no association between academic achievement and teacher feedback of secondary school students, was not accepted. It means that female and male secondary school teachers along with girls and boys of class X have opined that there exists a significant difference regarding effect of teacher feedback. The hypothesis 𝐻07 that there is no association among academic achievement, classroom environment and motivation of secondary school students, was not accepted (Table 4.23.1). The hypothesis 𝐻08 that there is no association among academic achievement, classroom environment and teacher feedback of secondary school students, was also not accepted (Table 4.24.1). Similarly, the hypothesis 𝐻09 that there is no association among academic achievement, motivation and teacher feedback of secondary school students, was not accepted (Table 4.25.1). The hypothesis 𝐻010 that there is no 297
association among academic achievement, classroom environment, motivation and teacher feedback of secondary school students, was not accepted (Table 4.26.1). Ahmad, Saeed & Salam (2013) found that teacher’s corrective feedback enhances the level of learning and performance among the students. Students had shown better performance in the examination on the basis of corrective teacher feedback. It has also been concluded that improper teacher feedback develops the sense of confusion in students. Lisa (2011) investigated the effect of written teacher feedback with learning challenges for students. It has been concluded that written teacher feedback has positive effect on performance of the students. Denton (2014) investigated the effect of screen capture technology feedback on academic achievement of students. It was found that screen capture feedback had positive effect in reducing corrections during writing of assignments because students received immediate feedback. Tleceker & Akcan (2010) studied effect of oral and written teacher feedback on writing of students. The study was focused on writing of students, content and organization. The mean score of first draft of students was .0193 at p-value < 0.05 on Wilcoxon Signed Rank Test. It was concluded that written and oral teacher feedback on final draft enhanced the level of writing skills of the students. It can be concluded from above discussion that independent variables classroom environment, motivation and teacher feedback in the present study have significant positive effect on academic achievement of secondary school students. The combined effect of classroom environment and motivation; classroom environment and teacher feedback; motivation and teacher feedback; classroom environment, motivation and teacher feedback, have also significant effect on academic achievement of secondary school students.
298
CHAPTER 5 SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS 5.1
Summary The ambition of the study was to examine the effect of classroom
environment, motivation and teacher feedback on academic achievement of secondary school students. The objectives of the study at secondary school level were (i) To find out the nature of classroom environment; (ii) To explore the nature of motivation; (iii) To identify the mode and style of feedback by the teacher; (iv) To find out the effect of classroom environment on the academic achievement; (v) To relate the effect of motivation on the academic achievement; (vi) To associate the effect of teachers feedback on the academic achievement; and (vii) To measure the combined effect of classroom environment, motivation and teacher feedback on the academic achievement. The population of the study was (i) One hundred and thirty four federal government secondary schools in Cantt / Garrison located in ten regions under the administrative control of Directorate of Federal Government Educational Institutions (Cantt /Garrison) Rawalpindi; (ii) Two thousand three hundred and seventy five Secondary School Teachers both male and female, working in these secondary schools; and (iii) All the twelve thousand six hundred and forty eight students both boys and girls of class X who appeared in Secondary School Certificate, part one (SSC-I) annual examination 2014.
299
Multi stage sampling was used in present study. The sample of study was selected in three stages randomly i.e. (i) Thirty nine secondary schools from the ten regions under the administrative control of Directorate of Federal Government Educational Institutions (Cantt / Garrison) Rawalpindi; (ii) Three hundred and eighty secondary school teachers working in the selected schools were randomly selected using table of random numbers; and (iii) Four hundred and thirty students who had appeared in SSC – I annual examination 2014. The ten Regions are divided into three categories namely large, medium and small for the present study. The three categories were framed by the researcher on the basis of number of students who appeared in Secondary School Certificate, Part one (SSC-I) annual examination 2014 of the Federal Board of Intermediate & Secondary Education. First category included into Rawalpindi and Wah region, second category consisted Lahore, Multan and Peshawar regions, while the third category included under Kharian, Gujranwala, Bahawalpur, Karachi and Quetta Regions. The examining and evaluating body of all secondary schools in the ten regions is Federal Board of Intermediate & Secondary Education. Data were collected for the present study through questionnaires. The questionnaires were mailed along with self addressed stamped envelopes to all the respondents. Personal electronic resources and help from colleagues and Principal/Headmasters/Headmistresses were sought to collect filled in questionnaires from respondents. The respondents of the questionnaire were secondary school teachers, trained graduate teachers and students of class X enrolled during the session 2013-15. The academic achievements of the learners were collected from result gazette of SSC-I for the year 2014 from Federal Board of Intermediate & Secondary Education.
300
Content validity of the questionnaire was ensured with the consultation of three experts in the field of education. Whereas, the Cronbach Alpha was used to find out the internal consistency and reliability of the research instrument. SPSS version 19 was used to find the Cronbach’s Alpha value for forty two items. Six items are related to demographic data. After the collection of data, analyses were made through statistical tests i.e. Chi Square, Mann Whiteny U test and Median test.
5.2
Findings Following were the major findings of the study on the basis of analyses: (i)
It was found that classroom environment during teaching learning process was effective for academic achievement at secondary school level. The classroom environment indicated the existence of adequate physical and modern instructional facilities of classroom for teaching and learning process. The positive effect of classroom environment on academic achievement was found for small, medium and large category schools (Table 4.2.2.15, Table 4.5.2.15, Table 4.8.2.15 & Table 4.20.1).
(ii)
The results were found significant in relation to motivation, since the calculated value of Chi Square was greater than the table value. This illustrated the effectiveness of motivation for academic achievement of students from of all the three categories (Table 4.3.2.15, Table 4.6.2.15, Table 4.9.2.15 & Table 4.21.1).
(iii)
It was also revealed that there is a positive significant effect of teacher feedback on academic achievement of secondary students in learning. The teacher feedback was considered as the effective tool used to enhance the level of academic achievement of students in both boys 301
and girls as well as all the three categories of schools (Table 4.4.2.15, Table 4.7.2.15, 4.10.2.15 & Table 4.22.1). (iv)
While analyzing the combined effect of classroom environment and motivation during learning process on academic achievement of secondary school students, the calculated value of Chi Square in the Median Test was greater than the table value. Therefore, the combined effect of classroom and motivation was found to be significant (Table 4.23.1).
(v)
A positive significant effect of classroom environment and teacher feedback in learning process on academic achievement of secondary school students was noted, because the calculated value of Chi Square in the Median Test was greater than the table value. Therefore, the combined effect of classroom and teacher feedback was found to be significant (Table 4.24.1).
(vi)
A positive significant effect of motivation and teacher feedback in learning process on academic achievement of secondary school students was found, because the calculated value of Chi Square in the Median Test was greater than the table value. Therefore, the combined effect of motivation and teacher feedback was found to be significant (Table 4.25.1).
(vii)
The combined effect of three variables namely classroom environment, motivation and teacher feedback was positive and significant on academic achievement of secondary students because, the calculated value of Chi Square in Median test was greater than the table value.
302
Therefore, it illustrated the positive significant effect on academic achievement of students (Table 4.26.1).
5.3
Conclusions Following conclusions were drawn on the basis of analysis and findings: (i)
There is a positive significant effect of classroom environment on academic achievement of secondary school students in small, medium and large category schools.
(ii)
Positive significant effect of classroom motivation exists on academic achievement of secondary school students in small, medium and large category schools.
(iii)
There is a positive significant difference in academic achievement of secondary school students so far as teacher feedback in small, medium and large category schools is concerned.
(iv)
There is a positive significant effect of classroom environment and motivation on academic achievement of secondary school students in small, medium and large category schools.
(v)
Significant effect of classroom environment and teacher feedback on academic achievement of secondary school students exists in small, medium and large category schools.
(vi)
There is a positive significant effect of classroom motivation and teacher feedback on academic achievement of students in small, medium and large category schools.
(vii)
There is a positive significant effect of classroom environment, motivation and teacher feedback on academic achievement of
303
secondary school students in small, medium and large category schools.
5.4
Recommendations The researcher was able to make following recommendations on the
basis of findings and conclusions, and to suggest further areas of research for future development in the field of education in Pakistan:
5.4.1
Recommendations for Teachers (i)
Teachers may use feedback during learning process for keeping the students in right direction in relation to provide immediate written or verbal feedback to students during teaching to concept clarification, awareness of their own strengths and weaknesses, and for improvement in learning.
(ii)
Use of multimedia, computers and internet may be introduced in secondary school classrooms to meet the demands of present era. Teachers may be given training in proper use of such equipment for instructional purpose.
5.4.2.1 (i)
Recommendations for Administration Classroom environment might be made attractive for teaching learning process in secondary schools of Pakistan. For this purpose, some extra funds may be allocated to make the classroom learning environment equipped with basic and modern facilities. Teachers may use innovative ways to make classroom environment attractive for students.
(ii)
Authorities may introduce training programs on motivation for teachers to enhance their knowledge and competence and at the same 304
time enable them to use various motivating techniques in the classroom. (iii)
Generally academic achievement of girls schools is better than boys schools, it can help if some insentive schemes are initiated to encourage female teachers for further improvement in academic achievement of their students.
5.5
Topics for Further Research The following topics are given by the researcher for further research in
the field of education in Pakistan: (i)
The present study was carried out in Federal Government Educational Institutions (Cantt/Garrison) schools. Research may be conducted in government schools as well as private schools using the variables of the present study.
(ii)
Research may be conducted in schools by adding more innovative instructional tools by using variable classroom environment.
(iii)
Experimental studies may be suggested at secondary school level by using variable motivation.
(iv)
The individual and combined effect of the variables of present research may be conducted at primary, elementary and higher education level.
305
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346
Appendices
347
Appendix-A Annual Results of Boys and girls in Class IX from Large Category Schools
S.No 247 1
2
Total
App
A1
A
B
C
D
E
F/Comp
F G Boys Public Secondary School Mahfooz Road Rwp Cantt
Name of School
247
246
35
33
51
46
04
00
77
FG Public School
55
54
03
05
11
04
01
00
30
222
221
05
08
13
25
13
01
156
97
97
01
09
08
15
05
00
59
342
338
04
11
23
32
08
00
260
188
187
09
10
19
14
04
00
131
64
64
02
02
01
05
02
00
52
229
227
32
32
51
43
05
00
64
68
68
07
12
11
07
05
00
26
383
382
01
23
45
66
15
00
232
Mahfooz Road Rawalpindi 3
FG Public School (2nd Shift) Mahfooz Road, Rawalpindi
4
FG Technical High School Chaklala Rawalpindi
5
FG Boys High School No 1 Chaklala Rawalpindi
6
FG Technical High School Tariqabad Rawalpindi
7
FG Boys High School No 1 Tariqabad Rawalpindi
8
FG Boys High School Attock 9
FG Boys Public School Wah Cantt
10
FG Boys High School Sanjwal
348
11
20
20
01
01
05
08
00
00
05
1915 267
1907 267
100 37
113 72
238 68
265 33
62 02
00 00
1092 55
110
109
12
32
33
17
03
00
12
192
190
25
26
43
31
10
00
55
90
88
34
23
22
03
00
00
06
99
99
05
18
35
15
03
00
23
89
89
04
06
19
19
06
00
35
192
192
51
45
41
26
03
00
26
126
126
25
41
36
04
00
00
10
81
80
10
06
40
10
01
00
13
10
10
05
04
01
00
00
00
00
Total
1256
1251
208
273
338
158
28
00
235
G TOTAL
3171
3158
308
386
576
423
90
00
1327
FG Boys High School No 7 Wah Cantt Total
12
FG Sir Syed Girls Secondary School Rawalpindi
13
FG Girls High School Tariqabad Rawalpindi
14
FG Girls High School Ch Iqbal Road Rawalpindi
15
FG Girls Public School Lalazar Rawalpindi
16
FG Girls School MH Road Rawalpindi
17
FG Girls High School Attock
18
FG Girls Public School Wah Cantt
19
FG Girls High School No 3 Wah Cantt
20
FG Girls High School Sanjwal
21
FG Girls High School KARF Kamra
349
Appendix-B Annual Results of Boys and girls in Class IX from Medium Category Schools S.No
1
Name of School
A1
A
B
C
D
43
43
03
03
03
08
00 00
26
127
125
20
22
28
14
06 00
35
98
97
15
16
19
15
04 00
28
38
38
00
03
03
04
00 00
28
306
303
38
44
53
41
10 00
117
137
137
14
28
39
27
04 00
25
61
60
08
15
11
11
02 00
13
170
169
12
21
35
22
00 00
79
55
55
07
11
13
14
02 00
08
Total
494
492
72
100 109
75
08 00
128
G TOTAL
800
795 110 144 162 116 18 00
245
FG Boys High
Total App
E
F/Comp
School No 5 Lahore 2
FG Boys High School No 1 Multan
3
FG Boys High School No 2 Multan
4
FG Tech High School Tariq Road Peshawar Total
5 FG Girls High School RA Bazar Lahore 6 FG SMHS (NH) Girls High School Multan 7 FG Girls High School Multan 8 FG Girls Public School Peshawar
350
Appendix-C Annual Results of Boys and girls in Class IX from Small Category Schools
S.No
Name of School
Total App A1
A
99
98
01
06 19
13 01 00 58
94
93
03
13 08
11 03 00 55
66
66
09
09
09
56
55
00
01 04
06 00 00 44
138
138
04
06
18
453
450
17 35
72
72
11
14 22
16 00 00 09
36
36
12
08 09
03 01 00 03
72
72
16
21
08
17
17
05
06 04
01 00 00 01
73
73
06
14
08
Total
270
270
50
63 66
G TOTAL
723
720
67
98 120 93 11 00 331
1
B
C
D
E
F/Comp
FG Boys High School Kharian 2
FG Boys Public School Sialkot
3
FG Boys Public School
06
03
00
30
Bahawalpur 4
FG Boys High School Hyderabad
5
FG Boys Public School
17
01
00
92
Quetta Total 6
FG Girls High School
54
57 08 00
279
Kharian 7
FG Girls Secondary School Sialkot
8
FG Girls Public School
10
00
00
17
Bahawalpur 9
FG Girls High School Hyderabad
10
FG Girls Public School
21
02
00
22
Quetta
351
36 03 00 52
Appendix - D Population List of Boys & Girls Secondary Schools in Large Category (Regions: Rawalpindi & Wah)
S. No 1
2
3
4
5
6
7
8
9
10
11
12
13
Old Name of Institution
Approved Name of Institution
FG Sir Syed Boys Secondary School
FG Sir Syed Public School (Boys)
Rawalpindi
Rawalpnidi
FG Sir Syed Girls Secondary School
FG Sir Syed Public School (Girls)
Rawalpindi
Rawalpnidi
FG Public School Mahfooz Road
FG Public School Mahfooz Road
Rawalpindi
Rawalpindi
FG Boys High School No 1 Chaklala
FG Public School No 1 (Boys)
Rawalpindi
Chaklala Rawalpnidi
FG Boys High School No 2 Chaklala
FG Public School No 2 (Boys)
Rawalpindi
Chaklala Rawalpnidi
FG Technical High School Chaklala
FG Public School No 3 (Boys)
Rawalpindi
Chaklala Rawalpnidi
FG Girls High School No 1 Chaklala
FG Public School No 1 (Girls)
Rawalpindi
Chaklala Rawalpnidi
FG Girls High School No 2 Chaklala
FG Public School No 2 (Girls)
Rawalpindi
Chaklala Rawalpnidi
FG Sir Syed Boys Secondary School
FG Sir Syed Public School (Boys) (2nd
(2nd Shift) Rawalpindi
Shift) Rawalpindi
FG Sir Syed Girls Secondary School
FG Sir Syed Public School (Girls) (2nd
(2nd Shift) Rawalpindi
Shift) Rawalpindi
FG Public School (2nd Shift) Mahfooz
FG Public School (2nd Shift) Mahfooz
Road, Rawalpindi
Road, Rawalpindi
FG Girls High School No 2 (2nd Shift)
FG Public School No 2 (Girls)
Chaklala Rawalpindi
Shift) Chaklala Rawalpindi
FG Technical High School (2nd Shift)
FG Public School No 3 (2nd Shift)
Chaklala Rawalpindi
Chaklala Rawalpnidi
352
(2nd
S. No 14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
Old Name of Institution
Approved Name of Institution
FG Boys High School No 1
FG Public School No 1 (Boys)
Tariqabad Rawalpindi
Tariqabad Rawalpnidi
FG Technical High School Tariqabad
FG Public School No 2 (Boys)
Rawalpindi
Tariqabad Rawalpnidi
FG Girls High School Tariqabad
FG Public (Girls) Tariqabad
Rawalpindi
Rawalpnidi
FG Boys Secondary School Adamjee
FG Public School (Boys) Adamjee
Road Rawalpindi
Road Rawalpindi
FG Boys High School Marir Hassan
FG Public School (Boys) Marir
Rawalpindi
Hassan Rawalpindi
FG Boys High School Daryabad
FG Public School (Boys) Daryabad
Rawalpindi
Rawalpindi
FG Boys Secondary School Peshawar
FG Public School (Boys) Peshawar
Road Rawalpindi
Road Rawalpindi
FG Boys Secondary School Nai
FG Public School (Boys) Nai Chawni
Chawni Rawalpindi
Rawalpindi
FG Girls Secondary School Nai
FG Public School (Girls) Nai Chawni
Chawni Rawalpindi
Rawalpindi
FG Boys High School RA Bazar
FG Public School (Boys) RA Bazar
Rawalpindi
Rawalpindi
FG Girls Public School Lalazar
FG Public School (Girls) Lalazar
Rawalpindi
Rawalpindi
FG Girls Public School Abid Majeed
FG Public School (Girls) Abid
Road Rawalpindi
Majeed Road Rawalpindi
FG Girls Public School (2nd Shift)
FG Public School (Girls) (2nd Shift)
Lalazar Rawalpindi
Lalazar Rawalpindi
FG Girls Public School (2nd Shift)
FG Public School (Girls) (2nd Shift)
Abid Majeed Road Rawalpindi
Abid Majeed Road Rawalpindi
FG Girls High School Ch Iqbal Road
FG Public School (Girls) Ch Iqbal
Rawalpindi
Road Rawalpindi 353
S. No 29
30
31
32
33
34
35
36
Old Name of Institution
Approved Name of Institution
FG Girls High School (2nd Shift) Ch
FG Public School (Girls) (2nd Shift)
Iqbal Road Rawalpindi
Ch Iqbal Road Rawalpindi
FG Girls High School Kashmir Road
FG Public School (Girls) Kashmir
Rawalpindi
Road Rawalpindi
FG Girls High School Misrial Road
FG Public School (Girls) Misrial Road
Rawalpindi
Rawalpindi
FG Girls High School Daryabad
FG Public School (Girls) Daryabad
Rawalpindi
Rawalpindi
FG Public School CMT & SD Golra
FG Public School CMT & SD Golra
Rawalpindi
Rawalpindi
FG Public School (2nd Shift) CMT &
FG Public School (2nd Shift) CMT &
SD Golra Rawalpindi
SD Golra Rawalpindi
FG Public School (2nd Shift) Morgah
FG Public School (2nd Shift) Morgah
Rawalpindi
Rawalpindi
FG Boys Secondary School (2nd Shift) FG Public School (Boys) (2nd Shift) Peshawar Road Rawalpindi
Peshawar Road Rawalpindi
FG Boys High School (2nd Shift) Nai
FG Public School (Boys) (2nd Shift)
Chawni Rawalpindi
Nai Chawni Rawalpindi
FG Girls School MH Road
FG Public School (Girls) MH Road
Rawalpindi
Rawalpindi
39
FG Boys High School Attock
FG Public School (Boys) Attock
40
FG Girls High School Attock
FG Public School (Girls) Attock
41
FG Boys High School Mansar Camp
FG Public School Mansar Camp
Attock
Attock
42
FG Boys Public School Jhelum
FG Public School No 1 (Boys) Jhelum
43
FG Girls Public School Jhelum
FG Public School No 1 (Girls) Jhelum
44
FG Boys High School Jhelum
FG Public School No 2 (Boys) Jhelum
45
FG Boys Public School Abbotabad
FG Public School (Boys) Abbotabad
46
FG Girls Public School Abbotabad
FG Public School (Girls) Abbotabad
47
FG Burki Girls High School AMC
FG Public School (Girls) AMC Centre
Centre Abbotabad
Abbotabad
37
38
354
S. No 48
Old Name of Institution
Approved Name of Institution
FG Boys High School Barian Murree
FG Public School Barian Murree
49
FG Boys Public School Wah Cantt
FG Public School No 1 (Boys) Wah Cantt
50
FG Boys High School No 6 Wah
FG Public School No 2 (Boys) Wah
Cantt
Cantt
FG Boys High School No 7 Wah
FG Public School No 3 (Boys) Wah
Cantt
Cantt
FG Boys High School No 9 Wah
FG Public School No 4 (Boys) Wah
Cantt
Cantt
FG Boys High School No 11 Wah
FG Public School No 5 (Boys) Wah
Cantt
Cantt
54
FG Model High School Wah Cantt
FG Model Public School Wah Cantt
55
FG Boys Public School Wah Cantt
FG Public School No 1 (Boys) (2nd
51
52
53
Shift) Wah Cantt 56
57
58
59
60
61
FG Girls High School No 1 Wah
FG Public School No 1 (Girls) Wah
Cantt
Cantt
FG Girls High School No 2 Wah
FG Public School No 2 (Girls) Wah
Cantt
Cantt
FG Girls High School No 3 Wah
FG Public School No 3 (Girls) Wah
Cantt
Cantt
FG Girls High School No 4 Wah
FG Public School No 4 (Girls) Wah
Cantt
Cantt
FG Girls High School No 5 Wah
FG Public School No 5 (Girls) Wah
Cantt
Cantt
FG Girls Public School Wah Cantt
FG Public School No 6 (Girls) Wah Cantt
62
FG Girls High School No 8 Wah
FG Public School No 7 (Girls) Wah
Cantt
Cantt
63
FG Girls High School Taxila
FG Public School Taxila
64
FG Boys High School Sanjwal
FG Public School (Boys) Sanjwal 355
S. No 65
Old Name of Institution
Approved Name of Institution
FG Girls High School Sanjwal
FG Public School (Girls) Sanjwal
66
FG Boys Public School PAC Kamra
FG Public School PAC Kamra
67
FG Boys Public School AMF Colony
FG Public School AMF Kamra
Kamra 68
FG Girls High School KARF Kamra
FG Public School KARF Kamra
69
FG Public School Havelian
FG Public School Havelian
70
FG Boys High School Havelian
FG Public School No 1 (Boys) Havelian
356
Appendix – E Population List of Boys & Girls Secondary Schools in Medium Category (Regions: Lahore, Multan & Peshawar) S. No 1
2
3
Old Name of Institution
Approved Name of Institution
FG Abid Majeed Boys High
FG Abid Majeed Public High School
School RA Bazar Lahore
(Boys) RA Bazar Lahore
FG Girls High School RA Bazar
FG Public School No 1 (Girls) RA Bazar
Lahore
Lahore
FG Boys High School No 1
FG Public School No 1 (Boys) Lahore
Lahore 4
FG Boys High School No 2
FG Public School No 2 (Boys) Lahore
Lahore 5
FG Girls High School No 4 Lahore FG Public School No 4 (Girls) Lahore
6
FG Boys High School No 5
FG Public School No 5 (Boys) Lahore
Lahore 7
FG Girls Model High School
FG Public School (Girls) Sarwar Road
Lahore
Lahore
8
FG Boys High School Chunian
FG Public School (Boys) Chunian
9
FG Girls High School Chunian
FG Public School (Girls) Chunian
10
FG Boys Public School Multan
FG Public School (Boys) Sher Shah Road Multan
11
FG Girls Public School Multan
FG Public School (Girls) Sher Shah Road Multan
12
FG Boys High School No 1
FG Public School No 1 (Boys) Multan
Multan 13
FG Boys High School No 2
FG Public School No 2 (Boys) Multan
Multan 14
FG Girls High School Multan
15
FG SMHS (NH) Girls High School FG SMHS (NH) Public School (Girls) Multan
FG Public School No 3 (Girls) Multan
Multan 357
S. No 16
Old Name of Institution FG Boys Secondary School (2nd
Approved Name of Institution FG Public School No 2 (Boys) (2nd Shift)
Shift) Multan
Multan
FG Girls Secondary School (2nd
FG Public School No 3 (Girls) (2nd Shift)
Shift) Multan
Aurang Zeb Road Multan
18
FG Boys High School Okara
FG Public School No 1 (Boys) Okara
19
FG Girls High School Okara
FG Public School No 2 (Girls) Okara
20
FG Boys Public School Peshawar
FG Public School (Boys) Khyber Road
17
Peshawar 21
FG Girls Public School Peshawar
FG Public School (Girls) Khyber Road Peshawar
22
FG Tech High School Tariq Road
FG Public School Tariq Road Peshawar
Peshawar 23
24
FG Girls High School Stadium
FG Public School (Girls) Stadium Road
Road Peshawar
Peshawar
FG Girls High School No 4
FG Public School No 4 (Girls) Peshawar
Peshawar 25
FG Girls Public School Abid
FG Public School (Girls) Abid Majeed
Majeed Road Rawalpindi
Road Rawalpindi
26
FG Public School Warsak
FG Public School Warsak
27
FG Boys High School Nowshera
FG Public School No 1 (Boys) Nowshera
28
FG Girls High School Nowshera
FG Public School No 2 (Girls) Nowshera
29
FG Sapper Boys High School
FG Sapper Public School No 2 (Boys)
Risalpur
Risalpur
FG Girls High School Risalpur
FG Public School No 3 (Girls) Risalpur
30
358
S. No 31
Old Name of Institution
Approved Name of Institution
FG Sapper Girls High School
FG Sapper Public School No 4 (Girls)
Risalpur
Risalpur
32
FG Model High School Mardan
FG Model Public School No 2 Mardan
33
FG Girls High School PRC
FG Public School No 3 (Girls) PRC
Mardan
Mardan
34
FG Public School Kohat
FG Public School No 1 Kohat
35
FG Boys High School Kohat
FG Public School No 2 (Boys) Kohat
36
FG Girls High School STC Kohat
FG Public School No 3 (Girls) STC Kohat
37
FG Boys Public School Bannu
FG Public School (Boys) Bannu
38
FG Girls Public School Bannu
FG Public School (Girls) Bannu
39
FG Model High School D.I Khan
FG Public School D.I Khan
359
Appendix – F Population List of Boys & Girls Secondary Schools in Small Category (Regions: Kharian, Gujranwala, Bahawalpur, Karachi & Quetta)
S. No
Old Name of Institution
Approved Name of Institution
1
FG Boys Public School Kharian
FG Public School (Boys) Kharian
2
FG Girls Public School Kharian
FG Public School (Girls) Kharian
3
FG Boys High School Kharian
FG Public School No 1 (Boys) Kharian
4
FG Girls High School Kharian
FG Public School No 2 (Girls) I.J. Colony Kharian
5
FG Boys High School Gujranwala
FG Public School No 1 (Boys) Gujranwala
6
FG Girls High School Gujranwala
FG Public School No 2 (Girls) Gujranwala
7
FG Boys Public School Sialkot
FG Public School No 1 (Boys) Sialkot
8
FG Girls Public School Sialkot
FG Public School No 1 (Girls) Sialkot
9
FG Boys Secondary School Sialkot
FG Public School No 2 (Boys) Tariq Road Sialkot
10
FG Girls Secondary School Sialkot
FG Public School No 2 (Girls) Aziz Shaheed Road Sialkot
11
12
FG Boys High School Tariqabad
FG Public School No 1 (Boys)
Sargodha
Tariqabad Sargodha
FG Girls Secondary School Chak-
FG Public School (Girls) Chak-87/NB
87/NB Sargodha
Sargodha
360
S. No 13
Old Name of Institution
Approved Name of Institution
FG Boys Public School
FG Public School (Boys) Bahawalpur
Bahawalpur 14
FG Girls Public School
FG Public School (Girls) Bahawalpur
Bahawalpur 15
16
17
18
19
FG Boys High School Trust
FG Public School No 1 (Boys) Trust
Colony Bahawalpur
Colony Bahawalpur
FG Girls Secondary School
FG Public School No 1 (Girls)
Bahawalpur
Bahawalpur
FG Minwala Girls Public School
FG Minwala Public School (Girls)
Karachi
Karachi
FG Boys High School Abbysinia
FG Public School (Boys) Abbysinia
Lines Karachi
Lines Karachi
FG Boys High School Hyderabad
FG Public School No 1 (Boys) Hyderabad
20
FG Girls High School Hyderabad
FG Public School No 2 (Girls) Hyderabad
21
22
FG Boys Secondary School Pano
FG Public School No 1 (Boys) Pano
Aqil
Aqil
FG Boys Public School Quetta
FG Public School (Boys) Madrisa Road Quetta
23
FG Girls Public School Quetta
FG Public School (Girls) Quetta
24
FG Boys High School Quetta
FG Public School (Boys) Tufail Road Quetta
25
FG Girls High School Quetta
FG Public School (Girls) aziz Bhatti Road Quetta
361
Appendix - G Sample List of Boys Secondary Schools in Large Category (Regions: Rawalpindi & Wah) S. No 1
Old Name of Institution
Approved Name of Institution
FG Public School Mahfooz Road
FG Public School Mahfooz Road
Rawalpindi
Rawalpindi
FG Public School (2nd Shift) Mahfooz
FG Public School (2nd Shift) Mahfooz
Road, Rawalpindi
Road, Rawalpindi
FG Technical High School Chaklala
FG Public School No 3 (Boys)
Rawalpindi
Chaklala Rawalpnidi
FG Boys High School No 1 Chaklala
FG Public School No 1 (Boys)
Rawalpindi
Chaklala Rawalpnidi
FG Technical High School Tariqabad
FG Public School No 2 (Boys)
Rawalpindi
Tariqabad Rawalpnidi
FG Boys High School No 1
FG Public School No 1 (Boys)
Tariqabad Rawalpindi
Tariqabad Rawalpnidi
7
FG Boys High School Attock
FG Public School (Boys) Attock
8
FG Boys Public School Wah Cantt
FG Public School No 1 (Boys) Wah
2
3
4
5
6
Cantt 9
FG Boys High School Sanjwal
FG Public School (Boys) Sanjwal
10
FG Boys High School No 7 Wah
FG Public School No 3 (Boys) Wah
Cantt
Cantt
FG Boys Public School PAC Kamra
FG Public School PAC Kamra
11
362
Appendix - H Sample List of Girls Secondary Schools in Large Category (Regions: Rawalpindi & Wah)
S. No 1
2
3
4
5
6
Old Name of Institution
Approved Name of Institution
FG Sir Syed Girls Secondary School
FG Sir Syed Public School (Girls)
Rawalpindi
Rawalpnidi
FG Girls High School Tariqabad
FG Public (Girls) Tariqabad
Rawalpindi
Rawalpnidi
FG Girls High School Ch Iqbal Road FG Public School (Girls) Ch Iqbal Rawalpindi
Road Rawalpindi
FG Girls Public School Lalazar
FG Public School (Girls) Lalazar
Rawalpindi
Rawalpindi
FG Girls School MH Road
FG Public School (Girls) MH Road
Rawalpindi
Rawalpindi
FG Girls High School Attock
FG Public School (Girls) Attock
FG Girls Public School Wah Cantt
FG Public School No 6 (Girls) Wah
7 8
Cantt FG Girls High School No 3 Wah
FG Public School No 3 (Girls) Wah
Cantt
Cantt
9
FG Girls High School Sanjwal
FG Public School (Girls) Sanjwal
10
FG Girls High School KARF Kamra
FG Public School KARF Kamra
363
Appendix - I Sample List of Boys Secondary Schools in Medium Category (Regions: Lahore, Multan & Peshawar)
S. No 1
Old Name of Institution
Approved Name of Institution
FG Boys High School No 5 Lahore
FG Public School No 5 (Boys) Lahore
2
FG Boys High School No 1 Multan
FG Public School No 1 (Boys) Multan
3
FG Boys High School No 2 Multan
FG Public School No 2 (Boys) Multan
4
FG Tech High School Tariq Road
FG Public School Tariq Road
Peshawar
Peshawar
364
Appendix - J Sample List of Girls Secondary Schools in Medium Category (Regions: Lahore, Multan & Peshawar)
S. No 1
Old Name of Institution
Approved Name of Institution
FG Girls High School RA Bazar
FG Public School No 1 (Girls) RA
Lahore
Bazar Lahore
FG SMHS (NH) Girls High School
FG SMHS (NH) Public School (Girls)
Multan
Multan
3
FG Girls High School Multan
FG Public School No 3 (Girls) Multan
4
FG Girls Public School Peshawar
FG Public School (Girls) Khyber Road
2
Peshawar
365
Appendix - K Sample List of Boys Secondary Schools in Small Category (Regions: Kharian, Gujranwala, Bahawalpur, Karachi & Quetta)
S. No
Old Name of Institution
Approved Name of Institution
1
FG Boys High School Kharian
FG Public School No 1 (Boys) Kharian
2
FG Boys Public School Sialkot
FG Public School No 1 (Boys) Sialkot
3
FG Boys Public School
FG Public School (Boys) Bahawalpur
Bahawalpur
4
FG Boys High School Hyderabad FG Public School No 1 (Boys) Hyderabad
5
FG Boys Public School Quetta
FG Public School (Boys) Madrisa Road Quetta
366
Appendix - L Sample List of Girls Secondary Schools in Small Category (Regions: Kharian, Gujranwala, Bahawalpur, Karachi & Quetta)
S. No 1
2
3
Old Name of Institution
Approved Name of Institution
FG Girls High School
FG Public School No 2 (Girls) I.J. Colony
Kharian
Kharian
FG Girls Secondary School
FG Public School No 2 (Girls) Aziz Shaheed
Sialkot
Road Sialkot
FG Girls Public School
FG Public School (Girls) Bahawalpur
Bahawalpur 4
FG Girls High School
FG Public School No 2 (Girls) Hyderabad
Hyderabad 5
FG Girls Public School
FG Public School (Girls) Quetta
Quetta
367
Appendix-M Respected Sir/Madam, Assalam-o-Alaikum! I feel great honor to have your attention to my personal as well as national educational cause. I am a student of PhD Program at Mohi Ud Din Islamic University and working on my research topic “The Effect of classroom environment, motivation and teacher feedback on academic achievement of secondary school students in Pakistan”. You are requested to kindly spare your precious time for filling up this questionnaire. I ensure you that this information will be used only for research purpose. Regards, Tariq Javed SST F G Boys High School No. 1, Tariqabad, Rwp Cantt.
Questionnaire for Teachers SECTION A: DEMOGRAPHIC DATA 1. Name (optional):______________________________________________ 2. Institution:___________________________________________________ Note: Please Tick 3.
Sex
the relevant box.
Male
Female
4. Qualifications Academic B.A/B.Sc.
MA/M.Sc.
M.Phil. /M.S.
PhD
M.Ed/M.S.Ed.
M.Phil.
Professional PTC/CT
B.Ed/B.S.Ed.
PhD
5. Teaching Experience 0-5 Years
6-10 Years
11-15 Years
More than 15 Years
6. Designation MTT
TUGT
TGT
368
SST
AHM/VP
SECTION B Note: Given below are some statements followed by five levels of your agreement or disagreement. Please Tick -⁄ the box which is the closest to your opinion. SA= Strongly Agree A= Agree UNC= Undecided DA= Disagree S.No
SDA= Strongly Disagree Statements SA A
7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26
I provide opportunity for free educational discussion in my classroom. The whole area of my classroom has the facility of bright light. The classroom environment is comfortable for students. I have access to all students of my class during teaching. Creative activities of students are performed in classroom. It is easy for me to teach in small class as compared to large one. The classroom temperature is comfortable in all seasons. Classroom has a writing board facility. I have easy access to height of writing board during teaching. Proper guidance is provided by teachers relating to assignments/homework. Students are given corporal punishment on violation of classroom discipline. Classroom student chairs can be rearranged easily. Computers and internet are used in my classroom. Classroom chairs are comfortable for the students. I encourage the students to explore their natural talent Expectations are developed in students to achieve high grades. Efforts are made to create interest in students for learning. The desire of my students is to learn with interest. Emotions are controlled and utilized by teachers to motivate students. Students are praised during learning process.
369
Options UNC DA SDA
S.No
Statements
27
Students are encouraged to find solutions of the problems. Computers and internet motivate students to achieve high grades. Group work by students in classroom is appreciated. Highly motivated students achieve high grades.
SA A
28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48
Options UNC DA SDA
Low motivated students have low performance level. Students achieve high grades if they receive prizes, rewards or praise. Students like to hear stories of successful persons of the world. Personality of the teacher is the source of inspiration for students to achieve high grades. Students understand the message of my gestures during teaching. Student feelings about teacher feedback improve teaching learning process. The comment like Excellent, very good or good is not very helpful feedback. Students are informed of the objectives of the lesson. Immediate feedback is provided to students on their mistakes. Assignment/homework is useful for students if helping comments are made on them. Questions related to content are asked from students during teaching. Oral feedback for students is necessary during discussion. Feedback by the teacher needs to take care of individual differences of learners. Students like to read and follow on written comments of teachers. Teacher’s feedback reduces cognitive load of students. Feedback at the end of a term should be based upon present and earlier weaknesses. Students can improve their writing with the help of feedback from teacher. Feedback during classroom discussion can be helpful in solving behavioral problems.
Thanks
370
Appendix-N
371
372
Appendix-O
List of Experts for Validation of Questionnaire
S.No
1
Experts
Professor Dr. Muhammad Aslam Asghar Mohi ud Din Islamic University (MIU) Nerian Sharif AJ & K.
2
Dr. Javed Iqbal Professor in Education/Director Mass Education Department, Sarhad University of Science & Information Technology (SUIT) Peshawar
3
Dr. Muhammad Munir Kayani Assistant Professor/Acting Chairman Department of Education, International Islamic University (IIUI) Islamabad.
4
Dr. Makhdoom Ali Syed Subject Specialist (SS), Govt Dannys Higher Secondary School Saddar Rawalpindi
373
TARIQ JAVED Roll Number 480003 Registration Number 13-PRI-15684
MOHI-UD-DIN ISLAMIC UNIVERSITY NERIAN SHARIF AJ&K 2017
EFFECT OF CLASSROOM ENVIRONMENT, MOTIVATION AND TEACHER FEEDBACK ON ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN PAKISTAN
TARIQ JAVED Roll Number 480003 Registration Number 13-PRI-15684
Submitted in partial fulfillment of the requirement for the degree of Doctor of Philosophy in Education at the Faculty of Social Sciences Mohi-ud-Din Islamic University Nerian Sharif AJ&K
Supervisor: Dr. Muhammad Aslam Asghar
ii
18 September 2017
In the name of Almighty Allah, the most merciful, the beneficent
iii
DEDICATED
To my Beloved Late Parents (Muhammad Younas Mughal & Maqsooda Bibi), Sisters, Wife & Children
iv
ABSTRACT
Topic
:
Effect of classroom Environment, Motivation and Teacher Feedback on Academic Achievement of Secondary School Students in Pakistan.
Pages
:
373
Researcher
:
Tariq Javed
Supervisor
:
Dr. Muhammad Aslam Asghar.
Degree
:
Doctor of Philosophy (PhD)
Area
:
Teacher Education.
University
:
Mohi-ud-Din Islamic University Nerian Sharif AJ&K.
Key words
:
Academic Achievement, Classroom Environment, Motivation, Teacher Feedback
The purpose of the study was to investigate the effect of classroom environment, motivation and teacher feedback on academic achievement of secondary school students. The objectives of the study at secondary school level were (i) To find out the nature of classroom environment; (ii) To explore the nature of motivation; (iii) To identify the mode and style of feedback by the teacher; (iv) To find out the effect of classroom environment on the academic achievement; (v) To relate the effect of motivation on the academic achievement; (vi) To measure the effect of teachers feedback on the academic achievement; and (vii) To measure the combined effect of classroom environment, motivation and teacher feedback on the academic achievement. The population of the study was (i) One hundred and thirty four Federal Government secondary schools in Cantt / Garrison located in ten regions; (ii) Two vi
thousand three hundred and seventy five Secondary School Teachers both male and female, working in these secondary schools; and (iii) All the twelve thousand six hundred and forty eight students both boys and girls of class X enrolled in session 2013-15 who appeared in Secondary School Certificate, part one (SSC-I) annual examination 2014. Multi stage sampling was used in present study. The sample of study was selected in three stages randomly i.e. (i) Thirty nine secondary schools from the ten regions; (ii) Three hundred and eighty secondary school teachers working in the selected schools were randomly selected using table of random numbers; and (iii) Four hundred and thirty students who had appeared in SSC – I annual examination 2014. Data were collected for the present study through questionnaires. The respondents of the questionnaire were secondary school teachers, trained graduate teachers and students of class X enrolled during the session 2013-15. Content validity of the questionnaire was ensured with the consultation of four experts in the field of education. Whereas, the Cronbach Alpha was used to find out the internal consistency and reliability of the research instrument through SPSS version 19. A positive significant effect of classroom environment and teacher feedback in learning process on academic achievement of secondary school students was noted and found the calculated value of Chi Square in the Median Test was greater than the table value. Therefore, the combined effect of classroom and teacher feedback was found significant. A positive significant effect of motivation and teacher feedback in learning process on academic achievement of secondary school students was found, because the calculated value of Chi Square in the Median Test was greater than the table
vii
value. Therefore, the combined effect of motivation and teacher feedback was found significant. There is a positive significant effect of classroom environment, motivation and teacher feedback on academic achievement of secondary school students in small, medium and large category schools. While analyzing the combined effect of classroom environment and motivation during learning process on academic achievement of secondary school students, the calculated value of Chi Square in the Median Test was greater than the table value. Therefore, the combined effect of classroom and motivation was found significant.
viii
ACKNOWLEDGMENTS First of all, I thank almighty ALLAH who has created me as a Muslim and blessed me with aptitude, capability and ability to complete this research work. I offer Darood o Salam from the inner core of my heart to the Last Holy Prophet Hazrat Muhammad (Peace be upon Him) who is forever a source of enlightenment, guidance and knowledge for humanity. I would like to express my sincere gratitude, passionate thanks to my advisor, Professor Dr. Muhammad Aslam Asghar, Mohi-ud-Din Islamic University, for providing counseling, guidance, motivation, support and valuable suggestions in the completion of present research work and encouraging words will forever resonate within my heart. I take this opportunity to thank the rest of my teachers namely Dr. Javed Iqbal, Dr. Muhammad Munir Kayani, Dr. Manzoor Hussain Shah, Dr. Muhammad Irshad Arshad, Dr Fazal Ur Rehman, Professor Tassawer Hussain Kazmi and Dr. Col. Muhammad Arif for their help, encouragement, comments and extraordinary training during the course work, and in completion of my dissertation. I thank my fellows Mr. Mate-ur-Rehman and Miss Nazneen Nazak for the stimulating and valuable discussion during the course work and research. I would like to thank Brig. Khush Muhammad Khan Director FGEI, Col. Rana Munnawar Hussain Dy. Director FGEI, Lt Col Najam ul Saqib GSO-I Rawalpindi Region, Maj Naveed Sadiq Malik, GSO-II Rawalpindi Region. I am grateful to Principals FGEI Zahoor Ahmed Azhar, Muhammad Mazhar, Nishan Ullah, Zulfiqar Ahmed, Moazzam Habib Ahmed Khan, Muhammad Tahir Qureshi, Khalid Hussain Shah, Arshad Rafique Naz, Akhtar Hussain, Muhammad Ali, Saeed Sajid; SSTs
ix
Hayat Khan, Safdar Ali, Sher Aman Khan, Muhammmad Qasim and TGT Syed Saqlain Abbas for facilitated in data collection. At the end, I would like to express my deep and sincere gratitude to my colleagues, my wife Nazia Khan & sisters Robina Nadeem Shahzad Mughal; Rehana Shakeel Ramay; Nasira Shafqat Ramay for the moral support and encouragement at different time. I highly appreciate my children Abdul Muqeet Mughal, Meerub Tariq Mughal and Muhammad Aaraiz Mughal who have missed my love and affection during the period of work on my dissertation.
TARIQ JAVED
x
DECLARATION I, ___Tariq Javed________________ S/o / D/o __Muhammad Younas___________ Registration No. _13-PRI-15684____________ Roll No. _48003 _ , a student of Ph.D. Education at Mohi-ud-Din Islamic University, Nerian Sharif, AJ&K do hereby solemnly declare that the dissertation, titled “Effect of Classroom Environment, Motivation and Teacher Feedback on Academic Achievement of Secondary School Students in Pakistan“ submitted by me in partial fulfillment of the requirements for PhD Education is my original work and has not been submitted or published earlier and shall not, in future, be submitted by me for obtaining any degree from Mohi-ud-Din Islamic University, Nerian Sharif, AJ&K or any other University or institution. In case this research work, at any stage, is found to be plagiarized (already printed, conducted, presented or published by someone else) the University shall have the authority to withdraw/ revoke my Ph.D. degree.
Signature _______________________ Date: __18.9.2017______
Name
xi
Tariq Javed_______
PLAGIARISM UNDERTAKING I, _____Tariq Javed_________ S/o / D/o __Muhammad Younas_______________ Registration No. ___13-PRI-15684_____ Roll No. __48003___________________ a student of Ph.D. Education, solemnly declare that research work presented in the dissertation, titled “EFFECT OF CLASSROOM ENVIRONMENT, MOTIVATION AND TEACHER FEEDBACK ON ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN PAKISTAN“ is solely my research work with no significant contribution from any other person. Minor contribution/help wherever taken has been duly acknowledged and that complete dissertation has been written by me. I understand the zero tolerance, policy of the HEC and Mohi-ud-Din Islamic University, Nerian Sharif, AJ&K towards plagiarism. Therefore, I, as the Author of the above titled dissertation, declare that no portion of my dissertation has been plagiarized and any material used as reference is properly referred/cited. I undertake that if I am found guilty of any formal plagiarism in the above titled dissertation even after award of Ph.D. degree, the University reserves the right to withdraw/revoke my Ph.D. degree and that HEC and the University have the right to publish my name on the HEC/University Website on which names of students are placed who submitted plagiarized theses/dissertations.
Student’s Signature _____________ Date: _18.9.2017_________
Name __Tariq Javed____________
xii
TABLE OF CONTENTS CHAPTER 1
INTRODUCTION
1
1.1 Background
1
1.2 Statement of the Problem
7
1.3 Objectives of the Study
7
1.4 Null Hypotheses
8
1.6 Significance of the Study
9
1.7 Delimitations
CHAPTER 2
11
REVIEW OF LITERATURE
12
2.1 Learning
12
2.1.1
Learning Styles
15
2.1.2
Learning Tools
18
2.1.3
Learning Strategies
21
2.2 Theories of Learning
23
2.3 Individual Differences
26
2.4 Role of Teacher in Learning Process
30
2.5 Creative Learning
32
2.6 Academic Achievement
35
2.7 Classroom Environment
45
2.7.1
47
Covered Area and Size of Classroom
xiii
2.7.2
Physical Arrangement in the Classroom
50
2.7.3
Consequences of Sub standard Furniture and Fixtures
56
2.7.4
Preferences for Classroom Environment
57
2.7.5
Classroom Flipped Learning Model
59
2.7.6
IT Facilities in Classrooms
60
2.7.7
Teacher-Student Ratio
61
2.7.8
Freedom in the Classroom
65
2.7.9
Control of Disruptive Behavior
68
2.7.10
Corporal Punishment
68
2.7.11
Classrooms Management
70
2.8
Motivation
71
2.8.1
Types of Motivation
76
2.8.2
Elements of Motivation
94
2.8.3
Relationship of Motivation with Learning
95
2.9
Teacher Feedback
98
2.9.1
Feedback on Homework
107
2.9.2
Formative Feedback
111
2.9.3
Summative Feedback
116
2.9.4
Feedback on Writing
118
2.9.5
Feedback on Classroom Discussion
121
2.9.6
Conclusion
125 xiv
CHAPTER 3
METHODOLOGY
125
3.1
Design of the study
126
3.2
Theoretical Framework
128
3.3
Population
131
3.4
Sample & Sampling Procedure
134
3.5
Development of Research Instrument
137
3.5.1
Validity of Research Instrument
137
3.5.2
Reliability of Research Instruments
139
3.6
Data Collection
142
3.7
Analysis of Data
143
CHAPTER 4
DATA ANALYSIS
146
4.1
Demographic Data Analysis
147
4.2
Classroom Environment in Large Category Schools
152
4.2.1
Classroom Environment in Girls Schools of Large Category
152
4.2.2
Classroom Environment in Boys Schools of Large Category
157
4.3
Motivation in Large Category Schools
163
4.3.1
Motivation in Girls Schools of Large Category
163
4.3.2
Motivation in Boys Schools of Large Category
168
4.4
Teacher Feedback in Large Category Schools
174
4.4.1
Teacher Feedback in Girls Schools of Large Category
174
xv
4.4.2
Teacher Feedback in Boys Schools of Large Category
180
4.5
Classroom Environment in Medium Category Schools
186
4.5.1
Classroom Environment in Girls Schools of Medium Category
186
4.5.2
Classroom Environment in Boys Schools of Medium Category
191
4.6
Motivation in Medium Category Schools
196
4.6.1
Motivation in Girls Schools of Medium Category
196
4.6.2
Motivation in Boys Schools of Medium Category
201
4.7
Teacher Feedback in Medium Category Schools
207
4.7.1
Teacher Feedback in Girls Schools of Medium Category
207
4.7.2
Teacher Feedback in Boys Schools of Medium Category
213
4.8
Classroom Environment Small Category Schools
218
4.8.1
Classroom Environment in Girls Schools of Small Category
219
4.8.2
Classroom Environment in Boys Schools of Small Category
224
4.9
Motivation in Small Category Schools
229
4.9.1
Motivation in Girls Schools of Small Category
229
4.9.2
Motivation in Boys Schools of Small Category
234
4.10
Teacher Feedback in Small Category Schools
240
4.10.1
Teacher Feedback in Girls Schools of Small Category
240
4.10.2
Teacher Feedback in Boys Schools of Small Category
245
4.11
Classroom Environment and Academic Achievement in Large Category Schools
251
xvi
4.12
4.13
Classroom Environment and Academic Achievement in Medium Category Schools
256
Classroom Environment and Academic Achievement in Small Category Schools
260
4.14
Motivation and Academic Achievement in Large Category Schools
264
4.15
Motivation and Academic Achievement in Medium Category Schools
268
4.16
Motivation and Academic Achievement in Small Category Schools
272
4.17
Teacher Feedback and Academic Achievement in Large Category Schools
276
Teacher Feedback and Academic Achievement in Medium Category Schools
280
Teacher Feedback and Academic Achievement in Small Category Schools
284
Classroom Environment and Academic Achievement in all Category Schools
288
4.21
Motivation and Academic Achievement in all Category Schools
289
4.22
Teacher Feedback and Academic Achievement in all Category Schools
290
4.23
Classroom Environment, Motivation and Academic Achievement
291
4.24
Classroom Environment, Teacher Feedback and Academic Achievement 292
4.25
Motivation, Teacher Feedback and Academic Achievement
293
4.26
Classroom Environment, Motivation, Teacher Feedback and Academic Achievement
294
4.18
4.19
4.20
4.27
Discussion
295
4.27.1
Nature of Classroom Environment
295
xvii
4.27.2
Nature of Motivation
296
4.27.3
Nature of Teacher Feedback
297
CHAPTER 5 SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS 299 5.1
Summary
299
5.2
Findings
301
5.3
Conclusions
303
5.4
Recommendations
304
5.5
Topics for Further Research
305
References
306
Appendices
347
xviii
LIST OF TABLES Table
Title
Page
2.1
Grades of Academic Achievement
40
2.2
Covered Area of Classrooms
48
2.3
Height of writing Boards
48
2.4
Number of Students in Various Classes
63
2.5
Pupil-Teacher Ratio
64
2.6
Interpretation of Feedback
115
3.1
Population of the Study
133
3.2
Sample Size (S) Required for Given Population Size (N) for the Study
135
3.3
Sample of the Study
136
3.4
Detail of Statements of Research Instrument
139
3.5
Detail of Pilot Study
140
3.6
Reliability Statistics
141
3.7
Summary Items Statistics
141
3.8
ANOVA with Cochran’s Test
141
4.1.1
Response Rates from Large Category Schools
147
4.1.2
Response Rate from Medium Category Schools
148
4.1.3
Response Rate from Small Category Schools
148
4.1.4
Overall Category wise Percentage
149
4.1.5
Gender wise Distribution of Secondary School Teachers
149
4.1.6
Gender wise Distribution of Student Respondents
150
4.1.7
Academic Qualification of Teachers
150
4.1.8
Professional Qualification of Teachers
151
xix
4.1.9
Teaching Experience of Teachers
151
4.1.10
Designation of Teachers
152
4.2.1.1
Freedom for Educational Discussion in Classroom
153
4.2.1.2
Classroom Brightness
153
4.2.1.3
Enjoyable Environment of Classroom
153
4.2.1.4
Opportunity to Approach Students during Instruction
154
4.2.1.5
Classroom Creative Activities
154
4.2.1.6
Teaching Choice in Small and Large Classes
154
4.2.1.7
Adequate Classroom Temperature
155
4.2.1.8
Availability of Writing Board
155
4.2.1.9
Height of Writing Board in Classroom
155
4.2.1.10
Proper Guidance for Assignments/Homework
156
4.2.1.11
Management of Classroom Discipline
156
4.2.1.12
Probability of Rearranging Student Chairs
156
4.2.1.13
Information Technology in Classroom
157
4.2.1.14
Delightful Seating Arrangement
157
4.2.2.1
Freedom for Educational Discussion in Classroom
158
4.2.2.2
Classroom Brightness
158
4.2.2.3
Enjoyable Environment of Classroom
158
4.2.2.4
Opportunity to Approach Students during Instruction
159
4.2.2.5
Classroom Creative Activities
159
4.2.2.6
Teaching Choice in Small and Large Classes
159
4.2.2.7
Adequate Classroom Temperature
160
4.2.2.8
Availability of Writing Board
160
4.2.2.9
Height of Writing Board in Classroom
160
xx
4.2.2.10
Proper Guidance for Assignments/Homework
161
4.2.2.11
Management of Classroom Discipline
161
4.2.2.12
Probability of Rearranging Student Chairs
161
4.2.2.13
Information Technology in Classroom
162
4.2.2.14
Delightful Seating Arrangement
162
4.2.2.15
Overall Classroom Environment Scores in Large Category Schools
163
4.3.1.1
Exploration of Natural Talent
163
4.3.1.2
Expectations to Achieve High Grades from Students
164
4.3.1.3
Creating Interest for Learning
164
4.3.1.4
Student’s Desire for Learning with Interest
164
4.3.1.5
Student’s Control and Use of Emotions for Learning
165
4.3.1.6
Praise of Students during Learning Process
165
4.3.1.7
Encouragement of Students towards Problem Solving
165
4.3.1.8
Extrinsic Motivation through Computers and Internet to Achieve High Grades
166
4.3.1.9
Appreciation of Group Work of Students
166
4.3.1.10
Highly Motivated Students Achieve High Grades
167
4.3.1.11
Low Motivated Students Achieve Low Performance Level
167
4.3.1.12
Achievement of High Grades due to Extrinsic Motivation
167
4.3.1.13
Intrinsic Motivation towards Learning through Stories
168
4.3.1.14
Intrinsic Motivation through Personality of Teacher
168
4.3.2.1
Exploration of Natural Talent
169
4.3.2.2
Expectations to Achieve High Grades from Students
169
4.3.2.3
Creating Interest for Learning
169
xxi
4.3.2.4
Student’s Desire for Learning with Interest
170
4.3.2.5
Student’s Control and Use of Emotions for Learning
170
4.3.2.6
Praise of Students during Learning Process
170
4.3.2.7
Encouragement of Students towards Problem Solving
171
4.3.2.8
Extrinsic Motivation through Computers and Internet to Achieve High Grades
171
4.3.2.9
Appreciation of Group Work of Students
171
4.3.2.10
Highly Motivated Students Achieve High Grades
172
4.3.2.11
Low Motivated Students Achieve Low Performance Level
172
4.3.2.12
Achievement of High Grades due to Extrinsic Motivation
173
4.3.2.13
Intrinsic Motivation towards Learning through Stories
173
4.3.2.14
Intrinsic Motivation through Personality of Teacher
173
4.3.2.15
Overall Motivation Scores in Large Category Schools
174
4.4.1.1
Understanding Teacher’s Gestures during Teaching
174
4.4.1.2
Improvements in Teaching Learning due to Students Feelings about Teacher Feedback
175
4.4.1.3
Views about Teacher’s Comments being Helpful Feedback
175
4.4.1.4
Awareness of Students about Objectives of the Lesson
176
4.4.1.5
Provision of Immediate Feedback to Students on their Mistakes
176
4.4.1.6
Usefulness of Written Feedback on Assignments/Homework
176
4.4.1.7
Verbal Feedback about Content related Questions during Teaching
177
4.4.1.8
Importance of Verbal Feedback during Classroom Discussion
177
4.4.1.9
Focus of Teacher Feedback as per Individual Differences of Learners
177
4.4.1.10
Students Liking to Read and Follow Teacher’s Written Feedback
178
xxii
4.4.1.11
Teacher’s Feedback Reducing Cognitive Load of Students
178
4.4.1.12
Presentation of Present and Earlier Weaknesses in Summative Feedback
179
4.4.1.13
Improvements in Writing Skill with Teacher Feedback
179
4.4.1.14
Solution of Behavioral Problems with Teacher Feedback
179
4.4.2.1
Understanding Teacher’s Gestures during Teaching
180
4.4.2.2
Improvements in Teaching Learning due to Students Feelings about Teacher Feedback
180
4.4.2.3
Views about Teacher’s Comments being Helpful Feedback
181
4.4.2.4
Awareness of Students about Objectives of the Lesson
181
4.4.2.5
Provision of Immediate Feedback to Students on their Mistakes
181
4.4.2.6
Usefulness of Written Feedback on Assignments/Homework
182
4.4.2.7
Verbal Feedback about Content related Questions during Teaching
182
4.4.2.8
Importance of Verbal Feedback during Classroom Discussion
182
4.4.2.9
Focus of Teacher Feedback as per Individual Differences of Learners
183
4.4.2.10
Students Liking to Read and Follow Teacher’s Written Feedback
183
4.4.2.11
Teacher’s Feedback Reducing Cognitive Load of Students
184
4.4.2.12
Presentation of Present and Earlier Weaknesses in Summative Feedback
184
4.4.2.13
Improvements in Writing Skill with Teacher Feedback
184
4.4.2.14
Solution of Behavioral Problems with Teacher Feedback
185
4.4.2.15
Overall Teacher Feedback Scores in Large Category Schools
185
4.5.1.1
Freedom for Educational Discussion in Classroom
186
4.5.1.2
Classroom Brightness
186
4.5.1.3
Enjoyable Environment of Classroom
187
xxiii
4.5.1.4
Opportunity to Approach Students during Instruction
187
4.5.1.5
Classroom Creative Activities
187
4.5.1.6
Teaching Choice in Small and Large Classes
188
4.5.1.7
Adequate Classroom Temperature
188
4.5.1.8
Availability of Writing Board
188
4.5.1.9
Height of Writing Board in Classroom
189
4.5.1.10
Proper Guidance for Assignments/Homework
189
4.5.1.11
Management of Classroom Discipline
189
4.5.1.12
Probability of Rearranging Student Chairs
190
4.5.1.13
Information Technology in Classroom
190
4.5.1.14
Delightful Seating Arrangement
190
4.5.2.1
Freedom for Educational Discussion in Classroom
191
4.5.2.2
Classroom Brightness
191
4.5.2.3
Enjoyable Environment of Classroom
191
4.5.2.4
Opportunity to Approach Students during Instruction
192
4.5.2.5
Classroom Creative Activities
192
4.5.2.6
Teaching Choice in Small and Large Classes
193
4.5.2.7
Adequate Classroom Temperature
193
4.5.2.8
Availability of Writing Board
193
4.5.2.9
Height of Writing Board in Classroom
194
4.5.2.10
Proper Guidance for Assignments/Homework
194
4.5.2.11
Management of Classroom Discipline
194
4.5.2.12
Probability of Rearranging Student Chairs
195
4.5.2.13
Information Technology in Classroom
195
4.5.2.14
Delightful Seating Arrangement
195
xxiv
4.5.2.15
Overall Classroom Environment Scores in Medium Category Schools
196
4.6.1.1
Exploration of Natural Talent
196
4.6.1.2
Expectations to Achieve High Grades from Students
197
4.6.1.3
Creating Interest for Learning
197
4.6.1.4
Student’s Desire for Learning with Interest
197
4.6.1.5
Student’s Control and Use of Emotions for Learning
198
4.6.1.6
Praise of Students during Learning Process
198
4.6.1.7
Encouragement of Students towards Problem Solving
198
4.6.1.8
Extrinsic Motivation through Computers and Internet to Achieve High Grades
199
4.6.1.9
Appreciation of Group Work of Students
199
4.6.1.10
Highly Motivated Students Achieve High Grades
199
4.6.1.11
Low Motivated Students Achieve Low Performance Level
200
4.6.1.12
Achievement of High Grades due to Extrinsic Motivation
200
4.6.1.13
Intrinsic Motivation towards Learning through Stories
201
4.6.1.14
Intrinsic Motivation through Personality of Teacher
201
4.6.2.1
Exploration of Natural Talent
202
4.6.2.2
Expectations to Achieve High Grades from Students
202
4.6.2.3
Creating Interest for Learning
202
4.6.2.4
Student’s Desire for Learning with Interest
203
4.6.2.5
Student’s Control and Use of Emotions for Learning
203
4.6.2.6
Praise of Students during Learning Process
203
4.6.2.7
Encouragement of Students towards Problem Solving
204
4.6.2.8
Extrinsic Motivation through Computers and Internet to Achieve High Grades
204
xxv
4.6.2.9
Appreciation of Group Work of Students
204
4.6.2.10
Highly Motivated Students Achieve High Grades
205
4.6.2.11
Low Motivated Students Achieve Low Performance Level
205
4.6.2.12
Achievement of High Grades due to Extrinsic Motivation
205
4.6.2.13
Intrinsic Motivation towards Learning through Stories
206
4.6.2.14
Intrinsic Motivation through Personality of Teacher
206
4.6.2.15
Overall Motivation Scores in Medium Category Schools
207
4.7.1.1
Understanding Teacher’s Gestures during Teaching
207
4.7.1.2
Improvements in Teaching Learning due to Students Feelings about Teacher Feedback
208
4.7.1.3
Views about Teacher’s Comments being Helpful Feedback
208
4.7.1.4
Awareness of Students about Objectives of the Lesson
208
4.7.1.5
Provision of Immediate Feedback to Students on their Mistakes
209
4.7.1.6
Usefulness of Written Feedback on Assignments/Homework
209
4.7.1.7
Verbal Feedback about Content related Questions during Teaching
210
4.7.1.8
Importance of Verbal Feedback during Classroom Discussion
210
4.7.1.9
Focus of Teacher Feedback as per Individual Differences of Learners
210
4.7.1.10
Students Liking to Read and Follow Teacher’s Written Feedback
211
4.7.1.11
Teacher’s Feedback Reducing Cognitive Load of Students
211
4.7.1.12
Presentation of Present and Earlier Weaknesses in Summative Feedback
212
4.7.1.13
Improvements in Writing Skill with Teacher Feedback
212
4.7.1.14
Solution of Behavioral Problems with Teacher Feedback
212
4.7.2.1
Understanding Teacher’s Gestures during Teaching
213
xxvi
4.7.2.2
Improvements in Teaching Learning due to Students Feelings about Teacher Feedback
213
4.7.2.3
Views about Teacher’s Comments being Helpful Feedback
214
4.7.2.4
Awareness of Students about Objectives of the Lesson
214
4.7.2.5
Provision of Immediate Feedback to Students on their Mistakes
214
4.7.2.6
Usefulness of Written Feedback on Assignments/Homework
215
4.7.2.7
Verbal Feedback about Content related Questions during Teaching
215
4.7.2.8
Importance of Verbal Feedback during Classroom Discussion
215
4.7.2.9
Focus of Teacher Feedback as per Individual Differences of Learners
216
4.7.2.10
Students Liking to Read and Follow Teacher’s Written Feedback
216
4.7.2.11
Teacher’s Feedback Reducing Cognitive Load of Students
217
4.7.2.12
Presentation of Present and Earlier Weaknesses in Summative Feedback
217
4.7.2.13
Improvements in Writing Skill with Teacher Feedback
217
4.7.2.14
Solution of Behavioral Problems with Teacher Feedback
218
4.7.2.15
Overall Teacher Feedback Scores in Medium Category Schools
218
4.8.1.1
Freedom for Educational Discussion in Classroom
219
4.8.1.2
Classroom Brightness
219
4.8.1.3
Enjoyable Environment of Classroom
219
4.8.1.4
Opportunity to Approach Students during Instruction
220
4.8.1.5
Classroom Creative Activities
220
4.8.1.6
Teaching Choice in Small and Large Classes
221
4.8.1.7
Adequate Classroom Temperature
221
4.8.1.8
Availability of Writing Board
221
4.8.1.9
Height of Writing Board in Classroom
222
xxvii
4.8.1.10
Proper Guidance for Assignments/Homework
222
4.8.1.11
Management of Classroom Discipline
222
4.8.1.12
Probability of Rearranging Student Chairs
223
4.8.1.13
Information Technology in Classroom
223
4.8.1.14
Delightful Seating Arrangement
223
4.8.2.1
Freedom for Educational Discussion in Classroom
224
4.8.2.2
Classroom Brightness
224
4.8.2.3
Enjoyable Environment of Classroom
224
4.8.2.4
Opportunity to Approach Students during Instruction
225
4.8.2.5
Classroom Creative Activities
225
4.8.2.6
Teaching Choice in Small and Large Classes
226
4.8.2.7
Adequate Classroom Temperature
226
4.8.2.8
Availability of Writing Board
226
4.8.2.9
Height of Writing Board in Classroom
227
4.8.2.10
Proper Guidance for Assignments/Homework
227
4.8.2.11
Management of Classroom Discipline
227
4.8.2.12
Probability of Rearranging Student Chairs
228
4.8.2.13
Information Technology in Classroom
228
4.8.2.14
Delightful Seating Arrangement
228
4.8.2.15
Overall Classroom Environment Scores in Small Category Schools
229
4.9.1.1
Exploration of Natural Talent
229
4.9.1.2
Expectations to Achieve High Grades from Students
230
4.9.1.3
Creating Interest for Learning
230
4.9.1.4
Student’s Desire for Learning with Interest
230
xxviii
4.9.1.5
Student’s Control and Use of Emotions for Learning
231
4.9.1.6
Praise of Students during Learning Process
231
4.9.1.7
Encouragement of Students towards Problem Solving
231
4.9.1.8
Extrinsic Motivation through Computers and Internet to Achieve High Grades
232
4.9.1.9
Appreciation of Group Work of Students
232
4.9.1.10
Highly Motivated Students Achieve High Grades
233
4.9.1.11
Low Motivated Students Achieve Low Performance Level
233
4.9.1.12
Achievement of High Grades due to Extrinsic Motivation
233
4.9.1.13
Intrinsic Motivation towards Learning through Stories
234
4.9.1.14
Intrinsic Motivation through Personality of Teacher
234
4.9.2.1
Exploration of Natural Talent
234
4.9.2.2
Expectations to Achieve High Grades from Students
235
4.9.2.3
Creating Interest for Learning
235
4.9.2.4
Student’s Desire for Learning with Interest
235
4.9.2.5
Student’s Control and Use of Emotions for Learning
236
4.9.2.6
Praise of Students during Learning Process
236
4.9.2.7
Encouragement of Students towards Problem Solving
236
4.9.2.8
Extrinsic Motivation through Computers and Internet to Achieve High Grades
237
4.9.2.9
Appreciation of Group Work of Students
237
4.9.2.10
Highly Motivated Students Achieve High Grades
237
4.9.2.11
Low Motivated Students Achieve Low Performance Level
238
4.9.2.12
Achievement of High Grades due to Extrinsic Motivation
238
4.9.2.13
Intrinsic Motivation towards Learning through Stories
238
xxix
4.9.2.14
Intrinsic Motivation through Personality of Teacher
239
4.9.2.15
Overall Motivation Scores in Small Category Schools
239
4.10.1.1
Understanding Teacher’s Gestures during Teaching
240
4.10.1.2
Improvements in Teaching Learning due to Students Feelings about Teacher Feedback
240
4.10.1.3
Views about Teacher’s Comments being Helpful Feedback
241
4.10.1.4
Awareness of Students about Objectives of the Lesson
241
4.10.1.5
Provision of Immediate Feedback to Students on their Mistakes
241
4.10.1.6
Usefulness of Written Feedback on Assignments/Homework
242
4.10.1.7
Verbal Feedback about Content related Questions during Teaching
242
4.10.1.8
Importance of Verbal Feedback during Classroom Discussion
243
4.10.1.9
Focus of Teacher Feedback as per Individual Differences of Learners
243
4.10.1.10 Students Liking to Read and Follow Teacher’s Written Feedback
243
4.10.1.11 Teacher’s Feedback Reducing Cognitive Load of Students
244
4.10.1.12 Presentation of Present and Earlier Weaknesses in Summative Feedback
244
4.10.1.13 Improvements in Writing Skill with Teacher Feedback
245
4.10.1.14 Solution of Behavioral Problems with Teacher Feedback
245
4.10.2.1
Understanding Teacher’s Gestures during Teaching
245
4.10.2.2
Improvements in Teaching Learning due to Students Feelings about Teacher Feedback
246
4.10.2.3
Views about Teacher’s Comments being Helpful Feedback
246
4.10.2.4
Awareness of Students about Objectives of the Lesson
247
4.10.2.5
Provision of Immediate Feedback to Students on their Mistakes
247
4.10.2.6
Usefulness of Written Feedback on Assignments/Homework
247
xxx
4.10.2.7
Verbal Feedback about Content related Questions during Teaching
248
4.10.2.8
Importance of Verbal Feedback during Classroom Discussion
248
4.10.2.9
Focus of Teacher Feedback as per Individual Differences of Learners
248
4.10.2.10 Students Liking to Read and Follow Teacher’s Written Feedback
249
4.10.2.11 Teacher’s Feedback Reducing Cognitive Load of Students
249
4.10.2.12 Presentation of Present and Earlier Weaknesses in Summative Feedback
250
4.10.2.13 Improvements in Writing Skill with Teacher Feedback
250
4.10.2.14 Solution of Behavioral Problems with Teacher Feedback
250
4.10.2.15 Overall Teacher Feedback Scores in Small Category Schools
251
4.11
Classroom Environment and Academic Achievement in Large Category Schools
251
4.11.1
Views of Female Teachers
252
4.11.2
Views of Class X Girls
253
4.11.3
Views of Male Teachers
254
4.11.4
Views of Class X Boys
255
4.12
Motivation and Academic Achievement in Medium Category Schools
256
4.12.1
Views of Female Teachers
256
4.12.2
Views of Class X Girls
257
4.12.3
Views of Male Teachers
258
4.12.4
Views of Class X Boys
259
4.13
Teacher Feedback and Academic Achievement in Small Category 260 Schools
4.13.1
Views of Female Teachers
260
4.13.2
Views of Class X Girls
261 xxxi
4.13.3
Views of Male Teachers
262
4.13.4
Views of Class X Boys
263
4.14
Motivation and Academic Achievement in Large Category Schools
264
4.14.1
Views of Female Teachers
264
4.14.2
Views of Class X Girls
265
4.14.3
Views of Male Teachers
266
4.14.4
Views of Class X Boys
267
4.15
Motivation and Academic Achievement in Medium Category Schools
268
4.15.1
Views of Female Teachers
268
4.15.2
Views of Class X Girls
269
4.15.3
Views of Male Teachers
270
4.15.4
Views of Class X Boys
271
4.16
Motivation and Academic Achievement in Small Category Schools
272
4.16.1
Views of Female Teachers
272
4.16.2
Views of Class X Girls
273
4.16.3
Views of Male Teachers
274
4.16.4
Views of Class X Boys
275
4.17
Teacher Feedback and Academic Achievement in Large Category 276 Schools
4.17.1
Views of Female Teachers
276
4.17.2
Views of Class X Girls
277
4.17.3
Views of Male Teachers
278
4.17.4
Views of Class X Boys
279
xxxii
4.18
Teacher Feedback and Academic Achievement in Medium Category Schools
280
4.18.1
Views of Female Teachers
280
4.18.2
Views of Class X Girls
281
4.18.3
Views of Male Teachers
282
4.18.4
Views of Class X Boys
283
4.19
Teacher Feedback and Academic Achievement in Small Category 284 Schools
4.19.1
Views of Female Teachers
284
4.19.2
Views of Class X Girls
285
4.19.3
Views of Male Teachers
286
4.19.4
Views of Class X Boys
287
4.20.1
Overall Effect of Classroom Environment on Academic Achievement
288
4.21.1
Overall Effect of Motivation on Academic Achievement
289
4.22.1
Overall Effect of Teacher Feedback on Academic Achievement
290
4.23.1
Effect of Classroom Environment and Motivation on Academic Achievement
291
4.24.1
Effect of Classroom Environment and Teacher Feedback on Academic Achievement
292
4.25.1
Effect of Motivation and Teacher Feedback on Academic Achievement
293
4.26.1
Effect of Classroom Environment, Motivation and Teacher Feedback on Academic Achievement
294
xxxiii
LIST OF APPENDICES Appendix
A
Title
Page
Annual Results of Boys and Girls in Class IX from Large Category
348
Annual Results of Boys and Girls in Class IX from Medium Category
350
Annual Results of Boys and Girls in Class IX from Small Category
351
Population List of Boys & Girls Secondary Schools in Large Category
352
Population List of Boys & Girls Secondary Schools in Medium Category
357
Population List of Boys & Girls Secondary Schools in Small Category
360
G
Sample List of Boys Schools in Large Category
362
H
Sample List of Girls Schools in Large Category
363
I
Sample List of Boys Schools in Medium Category
364
J
Sample List of Girls Schools in Medium Category
365
K
Sample List of Boys Schools in Small Category
366
L
Sample List of Girls Schools in Small Category
367
M
Questionnaire for Secondary School Teachers
368
N
Questionnaire for Students
371
O
List of Experts for Validation of Questionnaire
373
B
C
D
E
F
xxxiv
LIST OF FIGURES Figure
Title
Page
2. 1
Input, process and output flow chart of academic achievement
37
2.2
Factors of Classroom Environment
47
2.3
Factors Effecting Learner Academic Achievement
80
2.4
Factors making Teacher Feedback
100
2.5
Relationship of Learning Process and Effectiveness
124
3.1
Research Design of the Study
128
3.2
Conceptual Framework of the study
130
xxxv
CHAPTER 1 INTRODUCTION
1.1
Background The issue of classroom environment, motivation and teacher feedback during
the teaching learning process in education system of Pakistan is often not properly addressed according to needs and perceptions of secondary school students. Although students learn knowledge in schools, but still there is a lack of critical thinking, problem solving skills and decision making abilities, which are essential ingredients for democratic life of a nation (Dean, 2005). Education is a substantial and constructive activity, which provides sources for intellectual power, ideological, critical thinking and moral training to individuals, so as to enable them to have full awareness of their purpose in life. It enables them to achieve the aims or objectives of life. It is a tool for spiritual growth as well as fulfillment of socially acceptable values in relation to human needs within the content of Islamic apprehension. Education is an effective tool for developing the behavior and attitude of individuals in accordance with the values of purity to help and develop a sound Islamic society (Govt. of Pakistan, 2010). The factors which influence the thinking and learning styles of the learners in classroom environment include type of school, location of the school, gender, diversity of learners, ethnic differences, learning environment and subject area (Huang, 2003).
1
Pink (2005) stated that classroom culture may be provide the facility and opportunity for thinking, innovation and creativity to learners. The content organization should also focus on logical construction of new knowledge. The classroom of twenty first century will be influenced by different types of capabilities of learners which include different learning styles, activity based learning and brain based learning. Many researchers have admitted the fact that theory and research can be used for improvement in school climate including classroom environment. The extensive literature exists about school effectiveness on environmental conditions of learners and their social and cognitive development, which can be utilized to improve classroom environment. The relationship between classroom environment and issues related to academic achievement, teacher student ratio, staff problems needs to be addressed. Most of the studies have been conducted in this regard during the last decade. The school is expected to achieve highly valued outcomes from learners, which is focused on learner centered and accountability. The educational institution should teach skills, knowledge, creativity, innovations, technology, global languages and critical thinking which are needed for survival in the global and virtual world. The organization, arrangement and decoration of classroom creates attractive environment for learners. Classroom environment provides the motivation of ownership to students. Students are more specifically careful about their classroom. Classroom environment may facilitate and accept all instructional methods that are used for teaching learning process. Children are God gifted to us and they are very sensitive to temperature. Children feel coldness in winter and warmth in summer due to low resistance power. The areas of classroom should be accessible to all children.
2
Colorful walls of the classroom provide pleasant effect on learners during learning (Scott and Bucholz, 2008). Classroom environment provides the relationship between teachers and pupils. There is significant difference in teaching learning process between trustful and supportive classroom environment and traditional classroom environment. Stressful climate of learning classroom is factor of poor academic achievement of learners because it establishes negative corelation between learners and their academic achievements (Senior, 2002). Patrick, Ryan & Kaplan (2007) have stated that classroom environment involves educational concepts, physical atmosphere, cognitive domains, social contexts, instructional tools and a broad range of academic achievements and performances. Many researchers have observed the relationship among different variables such as environment with outcomes, learning, motivation, engagement for learning time and feedback and behavior of a person depends upon the environment. Classroom size effects directly or indirectly the behavior of teachers and learners. Studies have also found that larger classroom with greater number of students face more stress, problems and issues as compared to classroom with smaller number of learners. Most of the teachers use same instructional strategies for both smaller and larger classrooms. However, administrative problems can be minimized through proper motivation and positive feedback of teacher. There is a strong relationship among classroom environment, behaviors of learner and academic outcome. Most innovative tools for formation of classroom climate can be used in school improvement plan. Opinions and perceptions are the two basic tools through which effective classroom environment can be established. Opinion refers to statistical information while perception is linked with behavior. There is positive, permanent,
3
effective and strong relationship between motivation and engagement of learners with perception of classroom environment which is built on social norms. The perception of classroom environment can be made effective through mutual respect and honor so that learners feel confidence and autonomy in learning and in this way learners become able to complete their assignments successfully. Learners can also be made more
progressive
with
pleasant
classroom
environment,
motivation
and
encouragement by teachers. Fraser (2002) has developed a scale WIHIC (What Is Happening In the Classroom) to find out the measurement of perceptions of students about classroom environment. WIHIC scale consists of classroom dimensions, involvement of students in learning process, teacher’s support, investigation, cooperation, teacher’s feedback and task orientation. It is an admitted fact that physical environment of classroom effects teaching learning process. It can also have effect on the performance of students and teachers. The arrangement of learning environment comprises learners, teachers, physical infrastructure and teaching aids (Lippmann, 2010). Motivation closely relates to learning. In other words learning cannot take place without motivation. The role of motivation is effective particularly on academic achievement of learners. Motivation is the effective tool through which learner may be able to achieve educational goals. Motivation enhances the pace of learning and performance during teaching learning process in classroom. It also provides direction of doing task to learners. Motivation links directly or indirectly to high or low achievement of the learner (Brown, 2001). Melucci (2010) has stated that all human beings want to engage themselves in different behaviors to achieve success for survival. Intrinsic theory of motivation is
4
based on intrinsic and biological factors. Most of the animals seasonally migrated from one place to another due to their specific needs because of their intrinsic motivation, which may occur on the basis of their needs. Similarly, learners are also motivated in certain behaviors due to natural inborn characteristics. Bernstein (2011) has viewed that people are attracted towards certain behaviors due to positive incentives and hated from certain behavior due to negative consequences. The gap between behaviors and individual differences vary from person to person or from one situation to another situation. The value of a person can be traced on the basis of available incentives. According to incentive theory of motivation learners are motivated towards certain behaviors in order to achieve goals due to extrinsic motivation. Similarly drive theory of motivation explains that some learners are motivated to do certain things due to reduction in their internal anxiety and tension. Motivation is an important element through which learning can be enhanced in classroom environment. It is a difficult and time consuming factor. The role of teachers and parents is very significant for promotion of motivation among students. Proper guidance, counseling and supportive style of teacher develops interest of learners towards learning and high academic achievement. Teacher can help the student for the selection of assignment at their own choice. Sense of control and motivation power can be developed among learners with the help of teacher’s support, guidance and counseling. In this way learners feel autonomy and may be increased their interest in learning with enjoyment. Supportive style of teacher involves careful listening, advice, encouragement, empathy, kindness and love (Reeve and Hyungshim, 2006).
5
Most of the teachers do not take interest in finding out individual interest of the learner. Interest is directly linked to the classroom learning environment, so teachers should take into account control over individual interest. Effective learning results in enhancement of academic achievement with the knowledge and understanding about the situational interest. Teaching strategies, assignments, presentations, contextual factors, learning environment and learning experiences are the basic ingredients through which situational interest can be modified (Durik &Harackiewicz, 2007; & Dyson, 2002). Bound (2010) has studied that it is an admitted fact that feedback of teacher has a great impact on learner’s academic achievement. There are two main types of feedback that are intrinsic feedback and extrinsic feedback. The role of extrinsic feedback is to provide justification to learner about particular achievement while intrinsic feedback facilitates the learner to develop learning behavior during teaching learning process. The feedback provides the information to learner about strengths and weaknesses of their achievements and also provides guidelines for future task. So, feedback refers to two way communication between learner and teacher. In the same context Kerr (2008) believed that learners can develop their concept and understanding and can improve their academic achievement with the help of right kind of feedback. It means that feedback acts like a bridge between existing gap and desired gap set by the teachers for achievement of learner in classroom environment. It can be concluded from above discussion that classroom environment, motivation of learners and proper, timely and positive feedback has importance in teaching learning process to enhance achievement level of the learners. Learners can be motivated through teacher feedback in classroom environment during teaching learning process in order to not only obtain high level of achievement but it plays an
6
important function to enhance the level of achievement of slow learners. In the slow learners, average and most talented learners can obtain benefit from motivation and teacher feedback in classroom environment. Sometimes students feel difficulty and even most talented learner face a lot of problems in classroom environment during teaching learning process in order to achieve high or average level of achievement, so in this way students consider that formal education is dull and boring for them. This practice is often carried out in classroom learning environment because of poor pedagogy, less practical applications, poor classroom environment, insufficient motivation level for the satisfaction of learners and improper feedback of teacher during teaching learning process in Pakistan. There is a need to explore the nature of motivation, classroom environment and style of feedback of teacher for secondary school students in Pakistan in order to enhance achievement level of learners, which facilitates the young generation that could lead the nation towards progress and prosperity.
1.2
Statement of the Problem The academic achievement of learner depends upon many factors, but this
study addresses the factors of classroom environment, motivation and teacher feedback in classroom. This is why the study “The effect of classroom environment, motivation and teacher feedback on academic achievement of secondary school students in Pakistan” was undertaken.
1.3
Objectives of the Study The following were the objectives of the study: i.
To find out the nature of classroom environment at secondary school level.
ii.
To explore the nature of motivation at secondary school level. 7
iii.
To identify the mode and style of feedback by the teacher at secondary school level.
iv.
To find out the effect of classroom environment on the academic achievement at secondary school level.
v.
To relate the effect of motivation on the academic achievement at secondary school level.
vi.
To measure the effect of teachers feedback on the academic achievement at secondary school level.
vii.
To measure the effect of classroom environment, motivation and teacher feedback on the academic achievement at secondary school level.
1.4
Null Hypotheses In order to achieve the objectives of the study, following hypotheses were
framed: 𝐻𝑜1 :
There is no association between overall classroom environment scores of male and female.
𝐻𝑜2 :
There is no association between overall motivation scores of male and female.
𝐻𝑜3 :
There is no association between overall teacher feedback scores of mal𝑒 and female.
𝐻𝑜4 :
There is no association between academic achievement and classroom environment of secondary school students.
𝐻𝑜5 :
There is no association between academic achievement and motivation of secondary school students.
𝐻𝑜6 :
There is no association between academic achievement and teacher 8
feedback of secondary school students. 𝐻𝑜7 :
There is no association among academic achievement, classroom environment and motivation of secondary school students.
𝐻𝑜8 :
There is no association among academic achievement, classroom environment and teacher feedback of secondary school students.
𝐻𝑜9 :
There is no association among academic achievement, motivation and teacher feedback of secondary school students.
𝐻𝑜10 :
There is no association among academic achievement, classroom environment, motivation, and teacher feedback of secondary school students.
1.6
Significance of the Study The meaning of life is worthless without any goal or aim. Every human being
has goals or aims which may be diverse in nature. The desire to achieve higher academic achievement is inherited by every human being since birth for successful survival in society. It has been observed through the literature review that classroom environment has direct influence on academic achievement of learners. Classroom environment is a formal way of learning in which learners can be motivated through positive feedback of instructor. It has been also noticed that intrinsic motivation and extrinsic motivation plays an important role for high academic achievement of learners and right type of feedback of the instructor develops the strong relationship between learner and the learning environment. Higgins et al., (2005) has concluded that low achiever learners are directly affected by desk arrangements. The learning behavior during task is increased when 9
the learners are allowed to sit in proper rows. Many researchers argued that seating arrangements of learners in classroom environment is significantly important for effective transfer of knowledge. Seating arrangement in classroom can be organized territorial or functional. Territorial arrangement refers to the type of arrangement in which space must be organized on the basis of desk ownership by each individual, while functional arrangement refers to activity base space among learners. In the same context Stevenson (2007) has stated that there are different classroom seating arrangements for different teaching and learning context. The purposed study will be very helpful for teachers, students, principals, top level management and policy makers as they will have more additional information about necessary features affecting teaching learning process. The study will also have significant importance for teachers as they use feedback in classroom. Its impact on academic achievement will help them in teaching learning process. The study will also provide opportunities to encourage teacher and student dialogue around learning. Teachers at school would also be more aware of the need for motivating learners by using variety of motivation techniques. The study may lead to arrangements for continues professional development of teachers in relation to motivation and right type of feedback. The study might be helpful for teachers in relation to effect of classroom environment on learner’s academic achievement. The study will be of great significance as it will helpful to measure effect of classroom environment on academic achievement. The study will be helpful in creating awareness among teachers about effect of intrinsic motivation and extrinsic motivation. The study will also lead to creating overall conducive environment for learning and to enhance academic achievement. The outcome of this study would bring collaborative learning
10
environment among principals, teachers and learners in classroom environment to elevate high academic achievement.
1.7
Delimitations The study was delimited to the following: i.
All Federal Government Secondary Schools for boys and girls except co-education institutions and F. G. Fazzaia secondary schools under the administrative control of Directorate Federal Government Educational Institutions (Cantt/Garrsion) Sir Syed Road Rawalpindi Cantt.
ii.
Class X students enrolled in academic session 2013-15.
11
CHAPTER 2 REVIEW OF LITERATURE 2.1
Learning According to behaviorists school of thought learning is a process linked with
conditioning situation and it can be associated with system of reward and target. It means that behavior of an individual is controlled by instrumental conditioning. Positive and negative reinforcement encourages a practical behavior while the same level of punishment decreases it (Baum, 2005). The believers of cognitive theory explain that learning is a change in behavior which is a lean statement over the complexities of human environment and power of retention. Learning is a framework of understanding of thought and way to solve problems. They also believe that human mind is the source of information and the process of thinking in human mind is another name of computing something. Attention, memory, logical reasoning and recall are the ingredients of mind through which a series of information are taken in to achieve a particular task (Malone, 2009). The constructivism advocates express that learning is based upon previous knowledge while acquisition of knowledge and skills is a series of action and steps of an individual towards construction of knowledge. Human beings gain knowledge with the help of their experiences and with their environment. Learners can be motivated to solve problems and to get mastery over it in learning process (Ormrod, 2012). Learning is a process of obtaining new knowledge, skills, values and desire. It involves different kinds of information. One cannot seek all the information at one time it rather is based upon previous knowledge. Learning is not a collection of facts and figures but it is a process of enhancing existing knowledge. Temporary and 12
permanent change in behavior is directly or indirectly linked with learning. Learning provides a permanent change in behavior and attitude of learners (Joshi, Venkatasubrahmanyam & Anvekar, 2014). Marsick & Watkins (2001) has viewed that learning refers to acquire knowledge, skills, attitudes and abilities through the combination of formal, non formal and informal ways. Most of the learning depends upon activities of daily life in relation to task, family or free time activities without any organization and structure. These daily life tasks do not have any learning time, any specific objectives and certification. Informal learning is an intentional way of learning and sometimes it is non-intentional. The informal learning can be carried out in institutions, but it is not classroom based, organized and structured learning. Colley, Hodkinson & Malcolm (2003) have differentiated between informal and formal learning. Teachers are not involved during informal learning while teachers are considered as an authority in educational premises during formal learning. Learner control is a key factor in informal learning, while teacher control is an important factor in formal learning during teaching learning process. Rohs (2007) has stated differentiation between informal and formal learning: (1) Learning intention is organized through pedagogy in formal learning, while informal learning is based on problem solving demand, (2) Formal learning is organized and structured, while informal learning is not organized and non structured, (3) Content is fixed in formal learning while content is holistic in nature in informal learning, (4) Teacher control is important in formal learning while informal learning is self directed learning, (5) Formal learning is conscious learning while informal is non conscious learning and (6) Formal learning is focused on theoretical knowledge while informal learning is totally based on experiential knowledge.
13
The interest of a learner during classroom teaching learning process relates with trust of the learner on teacher and classroom environment. If learners do not trust the instructor then directly or indirectly resistance and learning problems can be created, directly or indirectly, in classroom environment. The communication in the classroom environment by the instructor should be effective and goal oriented. The teacher should organize content and arrange effective delivery modes of transitions. The effective two way communication is essential for teaching learning process which creates strong relationship between teachers and learners (Chesebro & Martin, 2010). Learning process cannot be promoted without involvement of learners. Active learners perform better as compared to passive. Active learners are creative in classroom assignments. Learners are motivated and encouraged to become active in classroom through open discussion and two way communication (Matveev & Milner, 2010). It has also been proved in the last few decades that learners feel enjoyment during learning process in learner-centered approach as compared to teacher-centered one (Limbach & Waugh, 2010). The process of collecting information can be said to be learning. In this process, learner associates collected information with previous to learn new knowledge (Simina & Hamel, 2005). The window of new world is opened in front of learner as a result of a combination of new information and previous knowledge. New knowledge is based upon understanding and idea of new information. Learning is a process of innovations and its value and scope are different for each and every individual. Meaningful learning can be explored with the help of previous and existing ideas, active participation of learner, collaborative approach and group work (Hunter & Krantz, 2010).
14
2.1.1 Learning Styles The style of evidence based teaching is becoming more popular than other styles of teaching in recent years. This style of teaching in formal classroom has increased effect on learning outcome. The evidence based teaching provides opportunities for teachers to manipulate the learning environment for each and every student in teaching learning process. The main focus of this style of teaching is development, growth and formation of intellectual abilities of learner (Griffin, 2007). Michael (2006) has presented five key findings about active learning during teaching learning process in relation to any level of education: i.
Learners relate new knowledge with the previous existing knowledge and information to understand the meaning of learning. Human brain assembles the new and old knowledge for the construction of new knowledge and to make the conceptual change logically and systematically.
ii.
Most of the students know about the facts of knowledge but they are not able to solve problems by applying it, because there is a major difference between learning facts and to do something. More opportunities, teacher feedback and practice are necessary to use knowledge, skills and abilities to solve problems successfully. The sequence from easy to complex towards problem solving is considered as the best approach to solve problems in active learning.
iii.
Specific learning occurred in specific environment while many facts are transferred to other domains of human brain. This is the reason why students use knowledge, skills and attitudes in different subjects.
15
iv.
Students learn more in groups as compared to learning individually. Peers create competition approach among learners and learners are motivated to achieve goals.
v.
Learners can explain the content in their own words after meaningful learning. The desire to have high academic achievement is present among the learners
since childhood. Most of the learners face difficulties and problems in the process of achievement. Problems during teaching learning process are those situations in which learners are motivated to achieve objectives in the presence of obstacles. These obstacles do not allow the learners to achieve something, but motivation is the best tool to reduce problems and enhance the level of achievement (Ross & Markman, 2005). In the same context, Woolfolk (2004) has described that problem is the initial stage of goal achievement. It provides the path to achieve the solution of the problem. Learners can overcome the problems with the help of their skills, knowledge and abilities acquired by them in learning process. The fundamental tool in teaching learning process is mindfulness. Mindfulness is calm and unemotional listening of sounds and voices during learning to create power of thinking. Mindfulness involves the participation of mind, heart and all the five senses in learning process without any judgment. It provides the basis for ethical, social interaction and democratic values. Mindfulness is considered as a most powerful tool in teaching learning process to enhance the pedagogical practices. A lot of practice is involved in mindfulness. It is fully based on interaction among the learners and teachers to focus on only the present situation of learning. The process of mindfulness requires patience and tolerance, but tolerance should not be used as a confusing agent. Learners and teachers use mindfulness to create the decision making
16
power during teaching learning process. The root of mindfulness is derived from Freire’s pedagogy of freedom and Bloom’s taxonomy of learning. The main focus of Freire’s pedagogy of freedom and Bloom’s taxonomy is that the involvement of research, culture and learners in teaching learning process and the creation of possibilities for construction of knowledge, skills and attitudes for learners (Dannielle, 2014). The learning style of each individual is different from each other. Joshi, Venkatasubrahmanyam & Anvekar (2014) have presented three common features of cognitive learning styles: (i)
Visible: This style of learning involves graphs, pictures, videos and other visual aids. It provides perception rules to learners. An individual becomes able to memorize and recall the information through visible learning. Students feel satisfaction on watching videos instead of lectures.
(ii)
Voice: Hearing and speaking are used in this type of learning. Appropriate sounds help the learner to get information. Learners can retain and use information with the help of hearing and speaking. Background music and different types of sounds help to recall.
(iii)
Sensory: New knowledge is acquired through practical or activity. Group work technique is used to learn in less time. Generally sensory learning is effective in learning. Learning styles relate to teaching styles but are used to make
classroom environment more motivated towards learning and enhancement in academic achievement level.
17
2.1.2 Learning Tools Zajonc (2009) has explained that situation mediation would be used as a future pedagogical tool for classroom instruction. Mediation is a dramatic situation in which learners enter to obtain knowledge spiritually during teaching learning process. Spiritual type of imaginative mediation can be used to transfer of knowledge through the effective religious and classical content. Practice, patience and tolerance are the necessary requirements to promote imaginative mediation. The engagement of learners in teaching learning process is necessary to achieve objectives of the learning. The engaged methodology is the combination of union of minds, body and intrinsic motivation of learners through which learning becomes love for learners in classroom as well as in daily life experiences. Rendon (2008) has stated some points for teaching learning process after the study of engaged integrative learning: i.
Transfer of knowledge should be less shatter and more conceptual.
ii.
Encouragement of democratic style of learning and discouragement of autocratic style in teaching learning process.
iii.
Active learning should be promoted rather than passive learning.
iv.
Education should be focused on shared vision of construction of knowledge instead of focus on information and facts.
v.
Change in behavior should be concerned with the whole personality of an individual and should not be focused on only intellectual development.
vi.
It must be focused to on issues of diversity in classroom learning.
vii.
Collaborative approach in learning and active learning should be promoted during teaching learning process. 18
Different types of active learning strategies are used to engage the learners in classroom during teaching learning process. The learners are involved in learning process with the help of teaching strategies. The learners become able to think about the things. Prince (2004) has stated the following advantages of active classroom learning: i.
Active classroom learning provides the opportunity to enhance short term and long term memory.
ii.
Students improve their academic achievements and level of performance.
iii.
Students enhance their level of conceptual understanding two times more as compared to traditional way of learning.
iv.
Active classroom learning is used to improve the level of retention and attention towards learning process.
v.
It improves the interest and engagement of learners in classroom.
vi.
Active classroom learning reduces misconceptions of learners about the content.
vii.
Critical thinking skills among learners can be promoted through active classroom learning.
viii. ix.
It also develops a strong relationship between teacher and student. It enhances the self esteem and creates teamwork skills among learners.
Teaching and learning process is directly linked with the retention and attention of the students in classroom. Some students show reasonable academic achievement through memorization of content, collection of information about content and without proper understanding. But this is said to be type of test taken.
19
However, retention of knowledge is necessary to achieve high level of achievement. Forsgren, Chirstensen, & Hedemalm (2014) have presented three basic classroom strategies that push the students towards memorization. Students enhance their broader view, deeper concept and understanding about knowledge with the help of case studies and simulations. Case studies and simulations create the power of thinking among the learners to achieve academic success. Students relate and apply the knowledge, skills and attitudes with daily life with the help of simulations. Some graphical and logical tools like concept maps and flow charts are used to help the students in differentiating between words and concepts. Visualize connections facilitate the learners to think analytically about previous knowledge and apply them in daily life. One minute test is considered as effective tool of active learning strategy. This tool is used to assess the child during teaching learning process. One minute test includes open ended questions about the content of the classroom. Kelly (2007) has stressed that immediacy is an effective instructional classroom tool through which learning behavior of the learner can be modified. The distance between student and teacher is decreased due to immediacy. There are two types of immediacy behaviors namely (a) Non verbal behaviors; and (b) Verbal behaviors. Non verbal behaviors in classroom involve gestures, tone while addressing, eye contact, smile on face, postures of body, and movement around the class, more attention to students rather than white board, removal of barriers, professional attitude and casual, neat and clean dress. On the other hand verbal behaviors consist of feedback to students, apathy, kindness, cooperation, students call by first name, classroom conversation and subject command. Learning tools are essential for classroom environment to engage learners in creative task during teaching learning process which also provide motivation to learners towards innovative task.
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2.1.3 Learning Strategies The teaching learning process is a complex process because it involves not only transfer of knowledge, skills and attitudes but it also facilitates and influences the process of learning. Teacher is the main agent to carry out this complex process in classroom. The whole teaching learning process focuses on understanding and perception of the learner. Teaching methods and strategies help to facilitate the understanding of the learners about the content. Teaching skills can be enhanced through different types of teaching strategies like microteaching which is used to learn and to develop pedagogical skills. Microteaching involves six steps: (i) Planning, (ii) Teaching, (iii) Observation, (iv) Re-planning, (v) Re-teaching and (vi) Reobservation. Teaching complexities during teaching learning process can be minimized through proper use of microteaching (Chen, Zeng & Yang, 2010). Microteaching is a substantiated method to achieve instructional experiences and enhancement in teaching skills. A single concept or very small lesson is undertaken for practice at one time. It is real teaching and immediate feedback can be obtained after each and every lesson (Bell & Maladenovic, 2008). Rogers (2003) has stated two approaches of teaching learning process. One approach is named as task conscious while the other is learning conscious approach. Task conscious approach is concrete and all time learning, which is based on specific activities as per general principles of learning. This type of learning starts at home with the help of parents and other family members. During this stage the learner may not be conscious about learning, but has some awareness about the specific task, while learning starts with the facilitation of learning process. The process of learning itself is a task, in learning conscious approach the learner has awareness about the learning under guided circumstances during teaching learning process. These two 21
approaches are present in families as well as in schools. The combination of these two learning approaches makes a continuous sequence of teaching learning environment. Both unintentional and accidental learning episodes are essential for the survival in daily life activities. The experiential activities arise from daily life routines and provide strong basis for conscious learning. The learning activities can be made more purposeful to learn something within prescribed content in a systematic way by using conscious approach of learning. Conscious learning also helps to create motivation for self directed learning. In fact, conscious learning endeavors to fulfill learning needs of the learner in a formal mode during teaching learning process. Metaphors are used to identify the dimensions of teaching learning process along with the functions and performance of teachers (Jensen, 2006; Patchen & Crawford, 2011). Similarly Haggis (2004) has explained that metaphor is an agent which is used to shape the thoughts and nature of activity in a creative manner. Students are allowed to discuss or talk about teaching learning process, understanding about concept and nature of learning in a creative manner. Fernandes (2008) has stated that there are main two advantages of using metaphors: (i) It provides foundations for fundamental concepts in a communicative nature; and (ii) It helps to facilitate the invisible things visible. Teaching learning process is defined by professional development of teachers. Pedagogical research is linked with the issues related to academic culture, professionalism of teachers and continuous professional development of teachers. These issues are related to academic context. When research is carried out in the dimension of pedagogical issues then innovations can be made which are very favorable to teaching learning process. The broader range of knowledge with reasoning can be transferred in classroom. So analogical reasoning and specific use of
22
metaphors are considered as necessary tools for teaching learning process. The analogy is used to make learning models which facilitate teaching learning process. Its dimensions start from reference domain and ends at targeted domain and metaphor can be explored (Steen, 2007). The thinking process of students in classroom can be created through Meta cognition. Many researchers believe that the approach of thinking process of learners is necessary for teaching learning which should be visible (Tanner, 2012).
2.2
Theories of Learning All learning theories are considered as conceptual frameworks which describe
the path to acquire knowledge, skills and abilities processed and retained during teaching learning process. Previous knowledge, cognitive domain, emotional factors and environmental conditions provide a sound and safe foundation for understanding the concepts (Illeris, 2004). Behaviorist school of thought believed that learning is associated with conditioning. The system of rewards and praise is necessary for learning. The experts of cognitive theory of learning believe that change in behavior is very narrow and unacceptable believe which enforces the study of learner instead of environment. Constructivists have viewed that the ability of learner depends upon already known knowledge. The process of acquisition of knowledge, skills and abilities is a continuous process of construction. Transformative learning theory refers to focus on learning process which is based on brain and multiple intelligence (Ormrod, 2012). Direct instruction focuses on teacher directed approaches which effect learning while learner centered approaches are based on cognitive theory of learning instead of teaching. The philosophy of cognitive theory of learning has long lasting and durable
23
influence on teacher education (Louden et al., 2005; Rohal & Greaves, 2004; Rowe, 2005). The debate about teaching strategies has been generated since many years. This debate has created controversy between classroom theory and practice. There are two main positions that provide foundation for controversy: one is an explicit instruction while the other is learner centered constructivist methods of learning approaches (Purdie & Ellis, 2005; Westwood, 2006). Westwood (2006) has explained that constructivists have proved that teaching methods must be student centered that can establish a relationship between knowing and learning. The advocates of constructivism like Dewey (1933), Piaget (1954), Bruner (1966), Ausubel (1968), Vygotsky (1978) and Rousseau (1979) and have proved their work on active and experimental learning which is based on student centered learning approach. The constructivism approaches in learning and teaching includes anchored learning, situational learning, discovery learning, problem based learning and task based learning. The problem based learning is considered as issues based learning which has become most popular teaching learning approach in medical field and other professional fields of education during recent years. Problem based learning is linked with student centered approach of learning and based on two important rationales i.e. (a) students have intrinsic motivation towards learning process, so they are involved in the learning process, (b) the content of learning becomes more authentic, interesting and relevant for learners. The data collection about understanding and perception of students is essential to take forward steps in learning process. For this purpose formative assessment is considered as the best tool to select the pace of learning during the teaching learning process. Stiggins (2006) has suggested the balance approach for assessment in
24
classroom environment. The balanced approach should perform two functions: (i) assessment of learning and (ii) assessment for learning. The process of classroom assessment is continuous measurement process through which collected feedback can be used to enhance teaching learning process. The formative assessment process provides feedback to learners and teachers which meet the need of the learner. Both low and high achievers raise their level of achievement through formative assessment. Teachers should use the formative assessment not only for the progress of learners but also for the modification and enhancement of their own instruction. Popham (2006) has stated that teachers should follow the national standards of curriculum in teaching learning process because they are accountable against these standards. Teachers should determine and carefully analyses the skills and knowledge that they want the students to acquire and to have mastery over them within prescribed limits of national standards. After the completion of analysis teachers can do the work jointly to develop formative assessments for each subject. Formative assessments provide basic information to teachers about their work they had done, what they did not do and what they should do. Teachers can get the information about their targets from formative assessment. For example, if all the students or majority of students in the classroom are making the same error or mistake in their responses, then it is a clear indication need for improvement in instruction. This misunderstanding can be overcome through appropriate modification. Differentiation approach of instruction is termed as the classroom instruction according to need of the learner. Differentiation involves a lot of efforts from teachers to make positive response to learners in teaching learning process. Teacher has to take care of individual differences during teaching learning process. Teachers use this approach to create the best learning possible experiences in classroom. Teachers can
25
differentiate content, process, product and learning environment according to learning profile, interest and readiness towards learning. The differentiating content includes reading materials as per mental level of learners, presentation of ideas with auditory as well as visual approach, challenges of skills and advance thinking levels. The differentiating process involves all those activities that help the learners to learn their life skills. The activities should be framed on the basis of interest and encouragement so that students are able to explore the natural talent about the content within specific time limits. While the differentiating product consists of expression about learning such as to create, to show, to write something and to develop and to label diagram etc. It also provides encouragement for innovations and own assignments. The differentiating
learning
environment
includes
peaceful
classroom
learning
environment which helps the learners to create collaborative approach of learning, facilitates individual needs, allows the students to get help from teachers and peers and adjust movement space in seating arrangement of classroom (Tomlinson, 2000). Learning theories do not a part of classroom environment but these theories provide us basic foundation for learning environment in classroom.
2.3
Individual Differences Amin (2006) has stated that individuals are different from each other with
respect to specific as well as various traits. The difference in performance can also be noticed between individuals during a particular task. Social, physical and psychological features and characteristics of each individual are different from others. The major areas of individual differences of learners are chronological age, height, weight, intellectual abilities, aptitude, interest, motivational level, attitude, family background, socio economic status and home environment. Chronological age represents maturity level of learners which is considered as a basic factor of 26
difference. Readiness to learn in any circumstance is also different for each individual at any level of learning. Learners differ from each other during performance of classroom activities. Generally, motor coordination and ability to perform activities increase with the increase of chronological age. Obstacles in speed of performance and control over fatigue can be reduced with the progress in chronological age. Bhattacharya (2003) has mentioned that individual differences among the learners provide a platform for variations and difficulties during teaching learning process. The nature of these differences depends upon the desires, emotional feelings, learning behaviors, attitudes, and abilities, learning difficulties, socioeconomic status and developmental changes among the learners. Students show different achievement levels on the basis of these individual differences. Every individual is unique in his personality traits, which are based on cognitive and affective domains. The feelings, perceptions and attitudes can be determined through individual differences which are helpful in enhancing learning and achievement level. These individual differences might be identified on the basis of human personality as well as due to environmental responses. One learner can be differentiated from others on the basis of individual differences in relation to their functioning and performance. Learners possess different types and nature of feelings, emotions, physical and mental development, social and ideological perceptions. David (2007) has stated that gifted learners perform as a confident leader, designers, innovative thinkers, problem solver, high achievers and excellent performer. They can be superiors to other students due to these qualities. The IQ range of gifted students is 140 and above, superior students lie in the range of 120139, high average students have range of IQ 110-119, average students lie within the range of 90-109, low average students have IQ range 80-89, borderline defective
27
students lies within the range of 70-79, while mentally defective students are placed under the IQ range below 70. The number of gifted students is a very less in classroom but they need more attention as compared to others. The IQ level of students can be measured with the help of following formula: IQ =
𝑀𝑒𝑛𝑡𝑎𝑙 𝑎𝑔𝑒 𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡 𝐶ℎ𝑟𝑜𝑛𝑜𝑙𝑜𝑔𝑖𝑐𝑎𝑙 𝑎𝑔𝑒 𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡
𝑋 100
Moral behavior of an individual is considered as a basic and essential unit of living for survival in a society. Man is incomplete without society that is why ungroomed individuals are not accepted by society. Each and every society has its own norms, values, limitations, certain rules and ethics. Similarly, there are some limitations in case of religious societies. Therefore man is considered as a social animal, so individual should realize his/her importance for society. The rules of society can be studied under the cognitive, behavioral and emotional domains. The awareness about the responsibilities of an individual for society starts from home and secondary schools enhance the level of awareness and train them for proper adjustment in society. Character building of students is the main and utmost responsibility of parents and schools. Moral development can be made through intrinsic motivation. A morally developed individual can be adjusted in society soon according to norms and values of society. It is proved that moral by developed students have greater attention towards norms of society and religion (John, 2007). Similarly, Loreman and Deepler (2005) have argued that the awareness of values, beliefs and attitudes about wrong or right can be developed among the learners through proper guidance. Proper and in time guidance and counseling not only influences behavior of learners but also the emotional responses. It fulfills the needs of the learners in teaching learning process.
28
Psychological and gender differences among learners may exist in learning environment. It has been found from research studies that performance of girls is higher than boys in reading, comprehension and vocabulary. Whereas, performance of boys is greater than girls in spatial and quantitative abilities as compared to girls. Social class differences may exist among learners. The social status of family is another factor of individual difference which can be measured through income, occupation and educational level of parents. Furthermore, the existence of previous knowledge and experience of learner has vital role in learning. It provides solid foundation for future learning (Amin, 2006). Gifted students are the assets of any nation, which can be focused with the help of proper research on individual differences in classroom. These students have extra ordinary power of creativity on the basis of high IQ level. Gifted students have intrinsic motivation towards learning and to show or to achieve high achievements. The abilities of gifted students are associated with high IQ level, high performance level and intrinsic potential to achieve academic position. Dash (2007) has presented the following areas that can differentiate gifted students from others: i.
High level of cognitive ability
ii.
Aptitude towards learning
iii.
Innovative thinking power
iv.
Power of management of time
v.
Focus on high achievement
vi.
Ability to use the senses at proper time Heredity and environment are two main factors through which individual
differences in intelligence may occur. Heredity determines the mental capabilities of learners. Genetic elements play a vital role in determining individual difference of
29
learners as compared to environmental factors. Learners above or below in performance or a particular behavior in relation to their age are termed as exceptional learners. Learners who are above the average level of age group are gifted learners. Gifted learners are creative, innovative and active during learning process. Below average age group students are disabled learners. These learners have some disabilities in learning. These learners have different types of disabilities like dyslexia, hyperlexia, visual dyslexic and auditory dyslexic etc. Learners having disability to read are called dyslexia. Learners who can read but cannot understand are named as hyperlexia and visual dyslexic learners face difficulty in recognition of written words. Auditory dyslexic learners face difficulties in conversion of sounds into meanings (David, 2007).
2.4
Role of Teacher in Learning Process Sharma (2006) has stated that guidance, counseling and moral training are
necessary tools for learning process. In the same context Elizabeth (2007) has elaborated that role of teachers and parents are necessary to provide guidance and proper counseling to young children, and to influence their behavior in such a way that they become responsible citizens within the meanings of ethical norms and values. The main objective of education is to change the behavior of learner towards adjustment in society. Michael (2007) has shown that peers can play a vital role to bring change in behavior, attitudes and values of learner during teaching learning process. If proper guidance and counseling is not provided to young children at school level, then they might be maladjusted in learning process. So schools should play their role in this regard to develop young children morally and ethically. Cotton (2004) has presented three main components of any type of emotions: (a) intrinsic perception, (b) physical change and (c) change in behavior. Every person 30
wants to express emotions on the basis of three components. Most of the people want to express their inner feelings and emotions like sadness, happiness, harshness, politeness and aggressive reactions. Emotions might be positive or negative in nature due to change in behavior. Guidance provides the facility to change the direction of negative emotions into positive ones. Psychologically and emotionally disturbed students require more guidance, counseling and attention to solve educational learning problems. The learners can misbehave with peers and teachers in classroom due to psychological problems. The role and social responsibilities of children are changed with the passage of age. They change their habits, routines and attitudes at home as well as at school. The reflection of these changed habits can be seen in society. Such habits create emotional disturbance in young children. This emotional disturbance may be temporary and vanish after change in behavior. Classroom guidance and counseling play an important role to minimize the span of period in relation to emotional disturbance. Teachers can provide proper direction to learners in order to express emotions and balance emotions of learners at school level is required to establish a better society (Chauhan, 2007). The change in physical development of young children has effect on psychological needs. The anxiety is created among children due to change in size, shape and physical environment. Secondary school teachers play a vital role in the elimination of anxiety among the learners. Teachers recognize and feel the problems and issues that are faced by learners during teaching learning process. Teachers can guide their learners properly in order to satisfy them during learning process (Lyn & Margaret,2005).
31
2.5
Creative Learning All types of play are not considered as creative play for creativity. It is the
responsibility of teachers to select those classroom instruction strategies which help them to achieve objectives of the lesson. Teachers need to realize the purpose of activities. They should know that how play can provide motivation to learners in teaching learning process (Craft, 2003). There are varieties of lesson plans that help teachers to create creative thinking among learners and to achieve lesson objectives (Houston, 2007). In the same context, Lau, Ng & Lee (2009) have presented five steps of creativity: (a) Carry out the need analysis with critical point of view for play and activity; (b) Select all possible ways to achieve objectives; (c) Choose the strategies to create divergent thinking; (d) Draw a flow chart to make analogies and step by step associations; (e) Consider the emotional situations to solve the problems. These strategies can be helpful to explore ideas and find out different ways for solution. The experienced teachers should create a play environment to explore alternative paths towards intrinsic and extrinsic motivation of the learners during teaching learning process. Suleman, Javed and Hussain (2011) have stated two main reasons for unsatisfactory use of information technologies during learning teaching process in classroom environment: (i) Supply of low standard and less quantity of information technology to schools, (ii) Untrained human resources. John (2007) has stated that academic achievement of the learners is influenced by many variables; the most powerful among all variables is feedback. Feedback plays a vital role in order to enhance formative assessment process in classroom environment to achieve learning objectives effectively. Feedback is information about
32
the effort of the learner to achieve goals. Mazur (2009) has stated that feedback refers to all types of remarks includes written or oral, advice, comments, assessment, evaluation, encouragement and praise. Feedback must be goal oriented, goal referenced, clear, achievable, actionable and friendly, timely, valid and reliable. Qualifications and Curriculum Authority/Department for Education and Employment of United Kingdom QCADEE (2000) has focused and realized the strength of creative thinking and critical perception of students. This department has suggested that creative thinking and critical perception is the demand and necessity of the twenty first century classroom. The well planned and focused play is the best tool for learning through which students can solve their learning and daily life problems with enjoyment. Curriculum is considered as a fundamental tool through which students obtain creative thinking and imaginative thinking. Curriculum provides the opportunities to students for creation, critical thinking, innovations and imagination so that they become responsible citizen of the society. QCADEE has suggested five steps to provide effective creative development: (a) create such learning environment in which originality of the creation can be freely expressed; (b) proper time schedule should be arranged for learners to explore some kind of innovation; (c) different types of activities should be arranged for active participation of all the senses of learners; (d) opportunities must be provided to learners for presentation of ideas and (e) collaborative approach of learning should be promoted. In fact, teachers play a vital role in the creation of any activity in the classroom. They encourage the learners and adopt different types of learning strategies for inspiration and motivation towards learning process. Most of the teachers assume that classroom creativity will occur without any care. Teachers have the responsibilities to help students in creative learning. Teachers
33
can pursue from observational stage of creativity to end product. The process of any creativity is associated with content. Gude (2010) has indicated following steps for creative activity: (i)
Establishment of safe environment
(ii)
Safe and sound perception of students
(iii)
Engagement of students
(iv)
Guidance towards achievement of learning objectives
(v)
Concentration about ideas
(vi)
Feelings of happiness among students
Physical environment of classroom helps to promote creative learning skills among students. It involves human resources, materials, appropriate time, methods of teaching, interest of students, peers relationship, ownership of activity and relationship between students and teachers. Students should be allowed to perform activity according to their own learning pace without any force or pressure. It is also considered as one of the important tools to enhance confidence and motivation level, social and emotional attitude, thinking and learning skills of students during performance of creative activity. Teachers can also improve their skills, attitude, leadership skills, knowledge about classroom interaction and needs of the students through creative learning. The use of information and computer technology acts like a catalyst during activity. Collaborative approach of learning is also created among learners which is beneficial for self assessment. It has been found that creative learning environment has positive effect on academic achievement (Davies et al., 2013). Most of the research studies have found that adequate instruments, materials, physical and other human resources are used to increase the pace of learning activity (Gkolia, Brundett & Switzer, 2009).
34
2.6
Academic Achievement Academic achievement is the performance level of a student which focuses on
attaining learning objectives, desired knowledge, skills and competencies in learning process. When a student completes course activities with active successful participation ultimately enhancement of academic achievement occurs. Both Grades and GPA are the traditional ways to measure performance of students (Choi, 2005). Measurement of academic success in terms of GPA or Grades is known as academic achievement (DeFreitas, 2011; Dennis, Phinney & Chuateco, 2005; Zajacova, Lynch & Espenshadet, 2005). Insufficient and poor facilities in institutions badly affect the overall performance and academic achievement of students. The provision of physical infrastructure can be utilized to enhance the school environment and to high academic achievement and performance. Hussain et al., (2012) stated some negative factors of institutions which are the main cause of poor performance of students in Pakistan. These factors are summarized below. i.
Old buildings of institutions.
ii.
Ruptured Classroom floors and walls
iii.
Deficiency of desks and chairs for learners
iv.
Shortage of play ground
v.
Non availability of teaching staff
vi.
Less supply of drinking water
vii.
Lack of information technology
viii.
Deprivation of first aid facility
ix.
Lack of classrooms
x.
Shortage of power supply 35
Attainment in different types of learning domains are named as academic achievement through which variety of performance outcomes can be obtained. It covers a large range of educational outcomes. Academic achievement depends upon those indicators which are used to measure academic performance. Generally, in education sector, academic achievement refers to specific instructional goals and objectives that were achieved by learner in instructional environment. The indicators of academic achievement provide the criteria for measurement of procedural and declarative knowledge acquired by students under the umbrella of curriculum. Academic achievement of students is considered as an essential part of individual’s academic life. It can be measured through GPA (Grade Point Average), Grades, Divisions, SAT (Scholastic Assessment Test) etc. (Steinmayr et al., 2014). Frequent visits of parents to school and meetings with teachers have positive effect on academic achievement of students. It was found that as a result all of parent’s interaction with teachers GPA of students in science, social science, languages and mathematics had increased by 39% as compared to previous results (Garcia & Ramirez, 2001). Academic performance of students is directly linked with parents. Reading and mathematics score of students is enhanced positively with the involvement of parents in school meetings. It was indicated that active participation of parents plays a vital role in performance of children (Grolnick et al., 2007). Input, process and output flow chart of academic achievement is shown in Figure 2.1:
36
Input
Process
Output
Assessment Techniques Feedback Techniques Classroom Management Techniques
Teaching Learning Process
Academic Achievement
Pedagogy
Figure2.1: Input, process and output flow chart of academic achievement
Aloraini (2012) has viewed that use of multimedia in learning process is an innovative technique through which audible and visual senses of learners can be focused at the same time. Components like content, words, sounds, animations, pictures and graphics make a comprehensive and attractive presentation for learners. Academic achievement of the students can be enhanced by using multimedia in learning process. There is a positive correlation between academic achievement and academic learning environment of students. Academic environment for learning includes the facilities of library, computers, writing boards and audio visual aids. It has been also found that there was a positive association between family income level and academic achievement of students. The engagement of students in learning process with continued observation by family and teachers plays a vital role in obtaining high Grade Point Average (GPA). The GPA of students can be enhanced through proper 37
use of learning materials of the school which creates a strong relationship between learning styles and academic performance of students (Norhidayah et al., 2009). The level of education of parents also affects the academic achievement of students. Higher education level of parents can produce high level of performance of their children. Academic achievement of students depends upon the education level and status of parents. It has been found positive significant relationship has been found among education of parents, status of parents and academic achievement of students (Kirmani & Siddiquah, 2008). The economic problems of the students develop a positive attitude and habit towards learning process. In these circumstances students improve their attitude if proper guidance is provided. The attitude towards learning is directly proportional to academic performance of students. Well guided and observed students obtain higher GPA in academic achievement as compared to those students who were not guided properly (Hussain, 2006). Students having low socioeconomic background obtain high academic achievement as compared to higher economic status. It is an admitted fact that socioeconomic status of different personalities is different among nations due to their norms and values.
Similarly, it also varies in under developed and developing
countries (Eamon, 2005). The monthly income of a family after deduction of expenditure directly affects academic achievement of their children. Most of the low socioeconomic background students get admission as per their income level in low standard schools and reduce their chances of high achievement in their academic carrier. The performance of students also depends upon type of educational institution. The existence of resources and facilities of elite institutions have the capability to prepare students for obtaining high grades. Social status of parents has positive effect on student’s academic achievement (Considine & Zappala, 2002). The
38
financial resources of private schools effect academic achievement of students. The provision and immediate availability of resources is a fundamental function of private school management. Students of such schools perform better due to financial resources, small class size, availability of computers and internet, motivated teachers and other facilities (Crosne, Monica & Glen, 2004). Academic performance of students at secondary level is judged by Federal Board of Intermediate and Secondary Education (FBISE). The FBISE was established under act 1975 of Islamic Republic of Pakistan to conduct examination of federally administered areas cantonments and garrison. The official power of decision making was designated under the act regarding examination and evaluation of students studying in federal government schools and colleges at secondary and higher secondary levels located in different provinces of Pakistan, FATA and Islamabad Capital Territory. It also conducts such examination in foreign countries where the institutions are affiliated with FBISE.
FBISE has administrative and financial
authority to conduct, regulate and develop the examination system in Pakistan. The assessment and examination system of Pakistan is meant for promotions of students to next level of education. Annual and supplementary examinations are held by FBISE every year (Malik, 2013). FBISE has stated the criteria of awarding grades to students after assessment which is shown in table 2.1:
39
Table 2.1 S.No
Grades of Academic Achievement Percentage (%) of Marks
Grade
Remarks
1
80 to 100
A1
Distinction
2
70 to 79
A
Excellent
3
60 to 69
B
Very Good
4
50 to 59
C
Good
5
40 to 49
D
Satisfactory
6
33 to 39
E
Pass
7
Less than 33
F
Failed
Table 2.1 explains the relationship among percentages, grades and remarks of academic achievement of secondary school students in Pakistan. McLean (2001) has viewed that concepts of students play a vital role towards their academic achievement. It was found that there is a significant relationship between concepts and academic achievement of students. High academic performance is obtained on the basis of learning concepts and understanding of students. If the level of understanding of student is higher in learning hierarchy then high level of academic achievement will be obtained. In the same context, Entwistle and Peterson (2004) have indicated that academic achievement of students can be enhanced with the help of suitable, accurate and selected method of teaching. Furthermore, learning process is free of time and place. Students with deeper conceptual knowledge have higher academic level as compared to those students who have only surface concepts about learning. Conceptual learning creates the ability of flexible thinking among
40
learners. Therefore, academic achievement of students can be enhanced with the involvement of practical content according to daily life usage. The attainment of an individual during the academic session is known as academic achievement. The domains of academic achievement focus on academic areas such as reading, writing and solving of mathematical functions (Reynolds, 2002). Learners gain knowledge, skills and abilities in school subjects are affected by test scores, usually assessed by the teacher is also known as academic achievement. The academic achievement is usually linked with learning, but concept of learning is the subset of academic achievement. Change of behavior in an individual due to specific stimuli and responses is known as learning (Domjan & Grua, 2003). Learning is an integral part of academic achievement but it is not necessary that every type of learning be included in the domain of academic achievement. High academic achievement plays a vital role in the lives of all stakeholders such as students, parents, teachers and institutions of the learning. Poor academic performance at secondary school level in Pakistan needs to be addressed (Shahid, 2008). Academic achievement can be influenced by many factors such as environmental factors, psychological factors of motivation and personality. The conventional methods of evaluation such as oral examinations, observation of learners, behavioral tests, written examinations and practical examinations are considered as effective evaluation tools to measure the academic achievement (Gharibyan, 2005). Behaviors of students to take help in studies from peers also affect academic achievement. This help seeking behavior is created by teachers through evaluation of individual’s performance.
It has been found that students with such a kind of
behavior obtain high academic achievement as compared to those students who do not
41
interact with peers. Furthermore, girls feel more self uncertainty towards challenges of academic achievement as compared to boys (Ryan, 2012). Students become able to understand their weaknesses through continuous assessment. Continuous assessment helps the students to overcome their difficulties in learning and to focus their efforts towards better performance. It also provides the opportunities to teachers to modify their pace of teaching and strengthen their methods of teaching. Continuous assessment is beneficial to both teachers and students and it has potential to enhance learning and academic achievement. It has been found that students evaluated with continuous assessment process achieved better academic achievement level as compared to those students who were not evaluated through this process (Ali, Sultana & Marwat, 2010). Lezotte (2010) has stated that academic achievement of secondary school students is correlated with the following seven predictors in learning environment: i.
Control over instruction: The management of instructional record of teaching learning process such as follow up scheme of studies, content of course books, student attendance record and performance record is essential to obtain high academic achievement. It also includes proper supervision about coverage of syllabus according to standard operating procedures.
ii.
Institutional vision: The understanding, commitment and devotion of teaching staff of the institution is capable to share instructional objectives,
aims,
procedure
of
continuous
assessment
and
responsibilities among staff which is fruitful in achieving high performance level.
42
iii.
Security measures: Effective institutions provide peaceful, purposeful and free of threat learning environment to their students. Strikes, drugs and violence are those indicators which create obstacle in obtaining high academic achievement.
iv.
Targets or expectations: Students are expected to achieve high level of success in effective schools through teachers and other faculty members. Teachers believe that every student would be able to get mastery over content after learning. Students are asked to fulfill the requirement of challenging tasks and are expected to obtain high grades.
v.
Continuous Monitoring: The measurement about progress of students academically, objectives of learning, assessment procedure, behaviors and result of each student individually is monitored continuously and then high expectations are made by teachers in national examinations.
vi.
Involvement of parents: Home environment of the student also provides extrinsic motivation towards high academic achievement. The involvement of parents in learning process is essential in this regard. Home and school relations have significant effect on academic achievement of students.
vii.
Time allocation: Instruction can be made effective through adequate time allocation for learning activities to students. Academic achievement of students is enhanced with purposeful, meaningful and organized instruction. Nyagosial, Waweru & Njuguna (2013) have found that academic achievement
of secondary school students correlates with control over instruction, institutional
43
vision, security measures, target of expectations, continuous monitoring, involvement of parents and time allocation for instruction which are good predictors of academic achievement. The process of learning includes investigation, logical reasoning, formulation and different teaching strategies or techniques to understand and solve problems and to achieve objectives of learning. Teachers should know that this process of learning can be made more effective if activity based approach with logical reasoning is used instead of route learning. Activity base learning has the ability to promote understanding and logical reasoning due to engagement of students in problem solving situation. Teacher-centered approach of learning involves less practical activity and information of knowledge. Teacher is the authority to control over sharing and information in teacher-centered learning. In contrast, student-centered methods of teaching is considered as discovery learning in which critical thinking, interest and devotion of students are promoted to achieve high grades, while teacherstudent interactive approach of learning provides the plate form of research for knowledge among students. Students are motivated and encouraged to present information rather than to remember it. It has been found that mean score results of teacher-student interactive approach of learning was effective towards academic achievement of students as compared to teacher-centered and student-centered methods (Ganyaupfu, 2013). High grades in academic achievement are obtained due to accomplishment of regular homework. Homework assignments develop the abilities of self regulation among students which can helpful in obtaining high grades. Students are motivated through self-efficacy and self regulation and become responsible in learning process, which can drive them to achieve higher grades. Furthermore, quantity, quality and
44
frequency of homework have positive effect on academic achievement. High achievers consume their most of the time in doing homework assignments which leads them to obtain high grades as compared to low achievers. Self regulated students have capabilities to face challenging task and are expected to achieve high grades (Mehmood et al., 2012).
2.7
Classroom Environment Aldridge (2001) has viewed that classroom learning environment is very
important and powerful agent to enhance thinking of the learners. Classroom learning environment can be made more effective by focusing student direction, social support, academic engagement, explicit quality performance criteria and self regulation. The innovative teaching learning environment of schools has impact on student achievement and attitude towards learning. The use of computers and information technology in schools creates an innovative and interesting learning environment for both teachers and students through which students can be made higher achievers. The computer based classroom teaching learning environment makes positive perception for students which is helpful in order to obtain high achievement. Education emphasis the drawing up ways for improvement in quality of teaching and learning by enhancing knowledge, skills and abilities of learners through motivation in classroom environment. The academic achievement of learners depends upon classroom learning environment under professional teachers. The position of instructors is to influence directly or indirectly on achievement of students during classroom teaching (Lasley 2006; William, 2007). The classroom environment facilitates the learner socially and creates the ability of mutual respect and honor among the learners. The learners obtain emotional support and encouragement from teachers and peers to achieve educational goals (Patrick, Ryan, & Kaplan, 2007). 45
Classroom environment includes physical, social and emotional aspects that facilitate teaching learning process to achieve educational goals. The growth and behavior of students are influenced by teachers and peer interaction. It is the basic responsibility of the teacher to create the positive classroom environment for learning. Attractive classroom learning environment promotes teaching learning process. Classroom environment may be considered as an invisible hand to enhance achievement level (Bierman, 2011). Detail of various aspects of classroom include covered area and size, physical arrangement, furniture and fixtures arrangement, preferences for environment, flipped learning, modern facilities of informational technology, teacher-student ratio, opportunities of freedom in the classroom, control of disruptive behavior, corporal punishment and classroom management. Factors making classroom environment are shown in Figure 2.2:
46
Fixtures Furniture Covered Area Writing Board Class Size
Classroom Environment
Flipped Learning Information Technology Freedom of Discussion Classroom Management
Figure2.2: Factors of Classroom Environment
2.7.1 Covered Area and Size of Classroom Commonwealth of Virginia Department of Education (2013) has suggested revised guidelines for classrooms. The required number of classrooms in school can 47
be determined with projected enrollment of students, physical facilities and teacher/pupil ratio. The design of the school building during construction or alteration should be mapped in such a way that it may be covered into some extra rooms for learning process. Classrooms should occupy following net floor covered areas for each group: Table 2.2 S.No
1
Covered Areas of Classrooms Classes
Covered Area Of Classroom (Square feet) Pre-Kindergarten, Kindergarten, Grade 1 975
2
Grades 2 – Grades 5
800
3
Grades 6 – Grades 12
700
Table 2.2 shows that the required covered area of classrooms for secondary school students is 700 square feet. A self contained classroom should consist of garment storage; shelves for teachers, work counters, vestibules and fixtures, but toilet and general storage room should be excluded. The length of classroom should not exceeds1.5 times of its breadth. Display of marker boards or white boards is considered as the essential tool for classroom learning. The general height of these boards as suggested by Commonwealth of Virginia Department of Education is shown in table 2.3.
48
Table 2.3
Height of Writing Boards
S.No
Classes
Display (ft)
Marker (ft)
Mounting Heights from Floor to Marker (")
1
Prep – Kg Grades
20
08
24
2
1 Grades – 2 Grades
20
08
24
3
3 Grades – 5 Grades
16
16
28
4
6 Grades – 8 Grades
12
16
36
5
9 Grades – 12 Grades
12
16
36
The minimum height of display and marker boards should not exceed by 42". Other required devices or audio visual aids should be adjusted as per position of the classroom. Post Primary Teacher’s Association (2014) has viewed about size of classroom. According to the New Zealand Post Primary Teacher’s Association Te Wehengarua (PPTA) that quality of education depends upon size of the classroom. Small size of classroom provides opportunities to young children towards quality of education. Number of students in a classroom should not exceed 26 students. Owoeye & Yara (2011) have stated that class size of secondary school students is linked with academic performance of the students. The number of students in secondary classroom should not more than 30. Class size is an administrative decision in learning environment and teachers have no control over it. But the performance of students relate with the performance of teacher. Researchers have found that size of class is a significant factor towards degree of success of students. Often in small class has the opportunity to explore much as compared to large class. It
49
is difficult to know all the students personally in large class by the teacher due which many discipline problems arise. Kornfeld (2009) has found that small classes achieve high academic achievement as compared to those classes who have large number of students. The student – teacher relationship and quality of teaching are the most important variables which help the students to get high level of academic achievement. Small classrooms provide the opportunity of high quality of professional development, regularity, punctuality, collaboration, strong mentoring and high quality of skills to students. Proper guidance and counseling is provided in a small class due to possibility of one to one interaction between student and teacher. Small classes focus on group work, inquiry and discovery oriented lessons, creative and innovative activities. Small classrooms require different classroom management techniques as compared to large classrooms. Small class emphasis on individual learning techniques, self esteem passions and interest of the learner, which is necessary for the achievement of high academic achievement. The above mentioned studies of Virginia and New Zealand about covered area of classroom and classroom size are the guide lines for developed countries having more finential resources as compared to developing countries. Pakistan can also meet those standards in future to compete globally in the field of science and technology.
2.7.2 Physical Arrangement in the Classroom Burgstahler (2012) has viewed that organization of the furniture in class room is important. All the students need to have enough space for easy movement in classroom. In the same context Liberman (2008) has also stated that all teachers and management use universal design of classroom environment which helps in learning. The approach of universal classroom design started in the field of architectural design, 50
when engineers felt that betterment of the start of construction is better than later renovations, Samuels (2007) has urges that universal classroom design includes the facilities like materials, equipment, space, light, ventilation, safety apparatus and other physical procedures and facilities. Such facilitates are intend to improve the learning process. Provision of facility in the classroom is used to take into coordination of the personality traits of learners. These traits are used to understand individual differences, knowledge and prediction about behavior such as to teaching learning process in classroom environment. The interaction of the learner with the environment is very complex to analyze and manipulate because situation of the environment changes day by day. So, there is a closely linkage between learners and environment (Larson and Buss, 2005). Teachers are the most powerful personalities to influence students learning in classroom environment. The arrangement of desks in rows creates disruptions and less focus on achievements of students. Since human beings are social creatures and want interaction and attention, but this type of classroom arrangement does not focus on interaction between teachers and students. The physical and mantle presence of students is necessary during teaching learning process. Physical environment of the classroom has significant effect on academic achievement of the students. The structure of classroom, colors of walls and physical environment make conducive environment for cooperative learning (Davidson, 2007). Katie (2014) has stated that teacher can do a lot of things in classroom teaching learning process to achieve success of students. Teacher can offer additional time to create the habit of personalized learning among students. But physical arrangement in classroom has its own impact on learning. The arrangement most
51
often includes desks, chairs and charts etc. It has been found from studies that with the help of effective classroom design teacher can enhance performance and achievement of students up to 25%. Positive effects of classroom includes inspiration, extrinsic motivation, concentration, enhancement of positive behavior, reduction in misbehavior, encouragement, support in achieving good results and ability of communication. Katie (2014) has suggested the following items should be considered during planning for effective classroom: i.
Furniture: Tables, chairs, teacher desk, teacher chair, cupboards etc.
ii.
Design Layout: Arrangement of furniture
iii.
Tinge: Colors of the walls, roof and floor of classroom
iv.
Temperature: The degree of hotness or coldness of classroom or internal temperature of classroom
v.
Acoustics: Related to sense of hearing for both teachers and students
vi.
Lighting: Related to clear vision for learners. Linda (2005) has stated that physical layout of the classroom is the initial
stage of learning. Classroom management involves arrangement of seats and desks, space for each student, attractive charts and bulletin boards and storage for different aids. Teaching style depends upon physical layout of the classroom environment, for example, U-shaped desks and chairs arrangement can be considered for whole group discussion, Learning stations can be arranged for individualized and self paced learning. A high level of thought and planning is required to create student centered classroom learning environment. Informational technology tools like TV, stereo sound system, CD player, DVD player, multimedia and availability of internet are also necessary for twenty first century classroom. The creative work of children displayed on bulletin boards creates motivation towards student centered learning.
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Physical layout of classroom creates a sense of motivation among students that enhances learning and reduces behavior problems during teaching and learning process. Classroom environment is considered as another teacher for students. Classroom environment should consist of reward system on completion of task, discussion and conversation desks, a large table for creative work, projector place, multimedia spaces, learning stations and individual task areas. The disruptions and confusions can be reduced or minimized through proper access and supply to materials for creative activities (Linda, 2005). Suleman & Hussain (2014) have concluded from their experimental research that academic achievement scores of secondary school students in Pakistan can be enhanced through favorable classroom learning environment. So physical environment of classroom should be well organized and equipped with learning tools, it can be used to enhance the level of academic achievement. The physical arrangement of classroom facilitates the effective instruction which help in improving performance of secondary school students. Physical classroom learning environment is the combination of light, temperature, ventilation, comfortable desks, chairs, colorful walls, roof, floor, size of the room, white or green boards, teacher chair and desk, rugs and computers. The arrangement of desks in the classroom should be adjusted as per eye contact and easy approach of teacher to each and every student. The large amount of space is required for the adjustment of desks in classroom. Desks can be arranged in rows facing teacher desk and U-shaped configuration for small groups. U-shaped adjustment is suitable for students because every student has the front row seat for learning. Besides arrangement of desks and chairs, other factors like temperature, lighting, colors, shadow and noise level are the factors which affect the performance
53
and achievement of the learners. It has been found from researches that when a teacher manages all the environmental factors properly then achievement level of the learners can be enhanced academically as well as behaviorally (Linda, 2005). Teachers and learners are main elements of classroom environment. The physical environment of classroom arrangement and organization includes floor, windows, walls, and desks, chairs, writing boards, computers, cupboards and dice. Classroom physical environment refers to the satisfaction and comfortableness of students. If learners are satisfied and they have trust on teaching learning process then they show better performance as compared to unsatisfied and uncomfortable students. Adverse classroom environment can demoralize the learners and they show poor academic achievement, so morale of students is also an important ingredient of classroom environment (Fisher, 2008). The design of classroom environment can be used to facilitate and enhance the learning process. The physical environment of the classroom behaves like a silent curriculum (Taylor & Lasts, 2009). Bruce (2003) has stated that learners should be informed about objectives of the lesson or task. Teacher should explain the objectives of any given assignment or project to learners. Teacher should establish clear objectives and rules which motivates the learners in order to achieve objectives. Teacher can provide healthy classroom environment which motivates learners towards learning. Appreciation and positive feedback are the basic elements of motivation. Teacher should deal students in positive manner so that problems can be diagnosed among learners. The arrangement of field trips for students according to their curriculum can increase their interest in a subject and in this way they are motivated towards learning. Learning activities and different teaching strategies can be used in classroom environment in order to create motivation among learners. Use of local examples, awareness of
54
events, news and information about innovative technologies during teaching can create intrinsic motivation. Classroom environment is the combination of many things. Effective classroom environment is created by school for teachers and learners so that learning can be made easy and effective. Teachers and peers want a peaceful and positive classroom environment in which learning is enhanced. Classroom climate consists of all the social, psychological and physical dimensions for survival. The main purpose of classroom environment is to achieve common educational goals under organized and planned manner. Good classroom environment has following characteristics. i.
The school climate in which classroom exists.
ii.
Physical size of the classroom.
iii.
Instructional pedagogy.
iv.
Guidance and counseling for learners.
v.
Awareness of self control among the learners.
vi.
Autonomy about classroom as owner.
vii.
Facilitation of freedom of expression and discussion.
viii.
Learning objectives of each lesson.
ix.
Level of motivation.
x.
Type of feedback
xi.
Curriculum modification as per existing environment.
xii.
Encouragement on innovative task.
Hussain et al., (2012) has stated the classroom physical environment factors as listed below: i.
Visual factors: Natural and artificial lighting and other parts of classroom environment.
55
ii.
Acoustic factors: Verbal communication in classroom environment. Noise level of students and teaching methods are also included in acoustics factors. Cognitive performance and functions can be damaged through continuous noise.
iii.
Thermal factors: Heating and ventilation in classroom environment. The factor of weather is out of control of teachers.
iv.
Spatial factor: Space and behavior of the learner in terms of communication.
v.
Time factor: Number of minutes or hours in which learner is engaged in learning process.
2.7.3 Consequences of Sub standard Furniture and Fixtures Inderscience (2013) has stated that Chronic back pain among students during classroom instruction may be contributed to undersize student chairs, under length desks and low quality of backpacks of furniture. It has been found from the research carried out at the University of Lisbon that two thirds of students out of 138 suffered from back pain due to mismatch of student chair and desks. Girls suffered more than boys due to greater height of desks and chairs of classroom. There are many factors for back pain among students like injury, lifestyle, stress and anxiety, but student’s desk and dimension of student chair also play a significant role in back pain occurrence. One of the causes of backbone problems among students is that many students spend most of their time at one place without any physical activity on chair. Therefore, The World Health Organization (WHO) has recommended that students must spend at least sixty minutes in physical activities every day during classroom learning process. So, it can be concluded that dimensions of student chairs and desks play a vital role in reduction of health problems as well as enhancement of learning. 56
Every teacher should recognize that classroom learning environment will affect academic achievement (Wiles and Bondi, 2007). Similarly, an effective teacher has the ability to arrange his class properly (McNergney & McNergney, 2007). It is the responsibility of a good teacher to manage the effectiveness as well as the disorder of the classroom environment during learning (Jolly, 2011).
2.7.4 Preferences for Classroom Environment Linda (2005) has presented some useful tips to address classroom environmental preferences: i.
Areas for Light: Some students like to learn in dim light while others feel comfort in bright light. Area for dim light and area for bright light should be arranged in classroom. Students may be allowed to sit in the corresponding areas of their choice for comfort.
ii.
Opportunities for mobility: Many students learn better in the state of mobility instead of still sitting at one place. Children move from one place to other place so that they require new and up to date information, in this way they enhance their learning. So teacher should provide the opportunities of movement to students during teaching learning process.
iii.
Informal arrangements: It has been proved from studies that 75% of the total human body weight is carried by a bone of four square inches when human being sit straight on a hard chair. A lot of stress is adjusted by buttock tissues. The state of fatigue and discomfort arises due to this stress, so alternative arrangements like carpet or soft chairs should be arranged to reduce discomfort of the learners and for the enhancement of grades. 57
iv.
Temperature awareness: Students should be encouraged about the temperature preferences. Sometimes temperature changes dramatically and students are not ready to adopt those changes. So students are advised properly to manage themselves according to warm or cold temperature conditions. The attention and engagement of students can be made more effective through
arrangement of desks in classroom during learning process. Many teachers use semicircle or cluster arrangement of desks in classroom. These arrangements of desks have several advantages. Teacher can encourage cooperative learning and social support among learners through active participation of learners with adjustable desk arrangements. Proper desk arrangement provides the opportunities of engagement of learners in learning process. Seating arrangement of students should be made comfortable for students and according to eye contact of teacher in classroom (Higgins et al., 2005). Iqbal (2005) argued that all the physical infrastructure and human resources of classroom environment should be selected for learning rather than teaching. Weiss (2007) has viewed that learning can be enhanced through the proper use of charts, graphs, globes, multimedia, computers and its educational software, internet and informational technologies in classroom environment, but unfortunately, these audio visual aids are not being brought into action against the expectations. Oliver & Lippman (2007) & Suleman, Javed and Hussain (2011) has also argued the main reason for little use of all facilities in the present design of classrooms does not support all audio visual aids. Classroom activities are affected by internal and external classroom sounds. Noise directly affects on short term and long term memory of students in classroom.
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Furthermore it may create disturbance in reading, motivation level and intention towards learning process. Students feel difficulties to perform verbal tasks during activity due to noise. Background sounds have negative effect on students test scores. It was found that academic performance of secondary school students is affected by environmental noise (Shield & Dockrell, 2008).
2.7.5 Classroom Flipped Learning Model Musallam (2011) has presented Flipped Learning Model through which teachers teach lessons to a small group of students with the help of innovative technologies instead of large group in classroom learning environment. Video recorded lessons, browsing from internet and multimedia power point presentations are used in flipped classroom learning. The recorded lessons are very useful for students that facilitate them to enhance their learning at any place and time. Flipped learning is different from online learning in which students and teachers do not meet each other while flipped learning is formal classroom learning. Flipped classroom learning model is based on student learning outcomes. In flipped learning model, teacher divides the learning process into two modes i.e. procedural and conceptual. The aim of the teacher is to cover the procedural process within the classroom while practice of conceptual problems is given to students outside the class. Videos of lectures with suitable examples are provided to students for understanding of conceptual issues of learning. The duration of videos is twenty to twenty five minutes and students are expected to understand the concept with the help of examples and to solve one to two procedural and conceptual problems given at the end of the videos relating to content. The teacher of the flipped classroom changes the conceptual questions into classroom activity next day and motivates the students to work together and to find the solution of the given problem through classroom 59
activity. This type of active learning in flipped model has positive impact on cognitive skills of students (Freeman et al., 2014). Schaffhauser (2009) has stated that flipped classroom learning model is very beneficial for those students who had missed their class due to participation in sports or other activities of the school. Such students can overcome deficiency of their classroom learning with the help of recorded videos and can involve themselves in classroom next day. Bergmann & Sams (2012) are of the view that students have the opportunity to apply knowledge and skills in daily life through flipped classroom learning model.
2.7.6 IT Facilities in Classrooms Iqbal (2005) has stated that use of instructional and information technology during classroom instruction plays an important, successful and fruitful role towards high academic achievement. The organization of classroom educational facilities and instructional tools should be selected for learning instead of teaching. Quality of learning can be promoted with the help of audio visual aids, charts, graphs, maps, globes, mock ups, multimedia, internet, computer, projectors and other information technologies. These useful technologies are not used properly in secondary schools due to lack of expertise and poor designs of classroom. The present design of classrooms does not support these technologies (Weiss, 2007; Oliver & Limpman, 2007; Suleman et al., 2011). In many developing countries physical conditions in classroom are not managed effectively due to size of class, lack of training of human resource, low quality technologies and less quantity of instructional materials. The process of training of secondary school teachers is very poor due to poor needs analysis and execution process. The classroom may be designed as to utilized modern technologies for promoting learning process (Suleman et al., 2011). 60
Aloraini (2012) has stated following advantages of multimedia in learning process which are effective to enhance academic achievement: (i)
Multimedia makes the reading process zestful for students
(ii)
It provides the best way to transfer of information with the help of pictures, animations and information.
(iii)
It facilitates the process of discussion in learning process easily
(iv)
Information can be made closer to reality through video clips, maps and graphs in multimedia presentation
(v)
It makes the direct relationship between students and content
(vi)
There is attraction and amusement in learning process for students
(vii)
The element of curiosity is created through multimedia presentation which leads to high academic achievement
(viii)
It also provides broader perspective about a topic
(ix)
Students can get immediate feedback about their strengths and weaknesses
(x)
Students can recall and transfer knowledge through multimedia
2.7.7 Teacher-Student Ratio Post Primary Teacher’s Association of New Zeland (2014) has stated that small class size is required for teachers in individualized learning. The expectations from small class size are high for quality of education. Small classes are beneficial for students and teachers as: i.
Teachers have the opportunity to recognize and overcome individual differences and diversity among the learners.
ii.
Teachers are in a position to promote quality of education in small class as compared to large class. 61
iii.
Up to date monitoring system of student progress can be established.
iv.
Inclusive and personalized learning can be enhanced.
v.
Formative evaluation can be easily carried out to find out the weaknesses and strengths at the spot.
vi.
Students are more engaged in learning process.
vii.
Group learning can also be promoted.
viii.
Students get more opportunities for socialization with each other.
ix.
Drop out ratio from school can be minimized through personal interaction with students.
x.
Quality of learning environment may be maintained.
xi.
Academic achievement level of students is enhanced.
xii.
Smaller classes have positive effect on future economical growth of the country.
It has been found from researches that teachers give proper attention to each and every student in small class. Learners participate in learning process actively in these classes due to continuous pressure of teacher. So in this way students are engaged in active and innovative learning. In other words, the ability of learners for innovations goes up, while disruptive behavior goes down in small classrooms (Post Primary Teacher’s Association, 2014). Many developed countries have been taken constitutional cover through amendments in their constitutions regarding size of classroom during learning process to achieve goals of quality of education. In the same context, the voters of Florida approved amendment in the constitution as per article IX, section 1, regarding maximum number of students in a classroom. According to the encyclopedia of
62
American politics, Florida constitution (2002) has stated maximum number of students in each class as shown in table 2.4. Table 2.4
Number of Students in Various Classes
S. No
Classes
Maximum number of students allowed
1
K–3
18
2
4–8
22
3
9 – 12
25
It is the responsibility of the educational institution to ensure the number of students in each classroom as indicated above in table 2.4. Kim (2013) has presented pupil teacher ratio among the countries of the world in World Bank Data (2012). This ratio is calculated through number of students enrolled in school by total number of teachers. Teacher pupil ratio for some of the countries is given in table 2.5.
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Table 2.5
Pupil-Teacher Ratio
Countries
Year 2009
Year 2010
Year 2011
Year 2012
Albania
15
15
15
15
Austria
12
12
10
10
Bangladesh
28
28
10
10
Bhutan
21
21
31
32
Brazil
17
17
16
17
Balgharia
12
12
12
12
China
16
15
15
15
Finland
10
10
10
09
France
12
13
13
13
Germany
13
13
13
13
India
25
25
26
-
Indonesia
13
12
15
17
Japan
12
12
12
12
Korea Republic
18
18
16
-
Malaysia
14
14
14
14
New Zealand
14
15
14
14
Pakistan
-
-
-
26
Qatar
10
10
10
10
Sri Lanka
-
-
17
17
Turkey
-
-
-
18
Tajikistan
17
17
15
-
UAE
12
-
12
12
USA
14
14
14
15
Uzbekistan
12
13
13
-
Source: World Bank Report 2012
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Table 2.5 shows that pupil-teacher ratio of students in classroom year wise. Those countries that spend more financial resoureces on education have less strength in classroom as compared to those countries that spend low funds in education sector. This Report provides guidelines to different countries of the world to spend more in education sector. 2.7.8
Freedom in the Classroom Maryellen (2014) has presented views about adjustment of classroom learning
environment. The model classroom should allow all the children to work freely and learn in safe and sound environment. Diversity among the learners should be addressed so that every learner has an opportunity to understand the concepts regardless of race, class, gender and physiological abilities. The respect and self recognition of every student should be valued by teachers and peers. All students be dealt with dignity and students must feel the ownership of classroom environment. The classroom discipline as well as learning problems and issues can be resolved through self respect of students. Classroom is a place just like an acid test laboratory where each and every student can be evaluated and judged about their abilities and capabilities. Smith et al., (2005) has stated that Interactive White Boards (IWBs) were framed only for office adjustments but now these are the new addition to classroom learning environment. In the same context, Slay, Sieborger & Hodgkinson (2008) have viewed that IWBs are such learning tools that can be connected to computers and multimedia projector. The computer image can be displayed on screen through multimedia. Students can present their presentations easily with the help of IWBs. Electronic pen and e Beam can also be used to motivate the students for learning. The
65
adjustment of the electronic pen for each student in the classroom can be managed with the help of computer. Most of the developed countries like USA and UK use Interactive White Boards (IWBs) in classrooms. For this purpose Great Britain has taken initiative of $ 27 billion to update all the classrooms of primary and secondary schools by 2015 (Schroeder, 2007). IWBs are very effective in learning because they have positive effect on perception, motivation, learning behavior, interest, pedagogy and interaction between students and teacher. It has also been found from researches that teachers and learners feel comfortable during learning process with the help of IWBs. They board are the replacement of blackboards in classroom learning environment. The use of interactive white boards in classroom becomes useless due to unawareness of teachers. It means that without teacher training these IWBs are not effective and are considered only as innovative technological teaching aids. Without proper training teachers are not able to link IWBs to innovative and modern pedagogical techniques (Glover et al., 2007). IWBs are now considered as a powerful teaching aid through which strengths of the learners can be enhanced during learning process. IWBs are the positive addition in classroom due to integration of pedagogy and interactive nature. The overall attitude of students towards learning in classroom is based on attention of student in learning process, intrinsic and extrinsic motivation of student and learning behavior. It has been found from researches that the use of IWBs have positive effect on motivation and learning behavior of the student (Armstrong et al., 2005; Glover et al., 2005, 2007; Hall & Higgins, 2005; Higgins, Beauchamp & Miller, 2007; Lewin, Somekh & Steadman, 2008; Martin, 2007; Schroeder, 2007; Slay, Sieborger & Hodgkinson, 2008; Smith, Hardman & Higgins, 2006; Smith et al., 2005; Thompson & Fleckone, 2003; Wood & Ashfield, 2008).
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The educational achievement of students is directly linked with the active participation of their activities in school environment (Wang & Holcombe, 2010). The dynamic participation of students in classroom and the knowledge, skills and abilities they acquire during teaching learning process provides foundations for further education (Wang & Eccles, 2012). Many issues and problems like student boredom, low achievement, discipline issues and high dropout rate can be addressed through engagement of students in teaching learning process in order to achieve explicit educational goals (Markes, 2000). There are many factors which can be influenced on student engagement and achievement. The theories of self determination has viewed that learners seek knowledge, skills and daily life experiences which helps them to fulfill their basic and individual needs, and also satisfaction for their survival through interaction with the environment. Classroom environment is influenced on student achievement at a large scale because it can make a positive perception of students about the fulfillment of their psychological and social needs (Deci & Ryan, 2000; Krapp, 2005). Lack of motivation and poor interest are the main causes of disengagement of students from school and poor academic performance. It is very difficult and challengeable to address dynamic and interactive nature of classroom engagement of learners in effective manner. Moreover, researchers are unable to explain the process of accountability of classroom environment on student engagement. Therefore, it is need to be focused on behavioral, emotional, effective and cognitive factors which influence student achievement and performance in teaching learning process (Fredrick et al., 2004). Many researchers have viewed that there is a positive impact of teacher emotional guidance and support on different variables of student behavior on learning like higher participation rate of learners in school environment and decrease in
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disruptive behavior in school environment (Patrick, Ryan & Kaplan, 2007; Ryan & Patrick, 2001). If students are allowed to discuss open ideas in classroom, show positive attitude towards academic achievement and express their feelings of enjoyment with the help of teacher emotional support during teaching learning process then many problems of learners can be resolved in order to achieve educational objectives (Furrer & Skinner, 2003; Shim, Cho & Wang, 2013).
2.7.9 Control of Disruptive Behavior Geoganne (2013) has argued that disruptive behavior can be controlled with the help of creating good behavior among the students. This task can be accomplished through daily assignments, guidance, counseling and daily classroom negotiations with students. Teacher needs to focus self management and encouragement of students on daily basis through negotiations with students. In this way teacher can achieve good behavior goals successfully. Teacher can also promote acceptable behavior and reduce or control disruptive behavior through assignments. The responsible and effective teachers have the ability to organize the academic content and instruction so that disruptive behavior can be minimized and learning behavior can be maximized. Mastery on subject and special classroom management skills are required by the teacher to promote learning behavior in the classroom (Elliot and Bolden, 2009).
2.7.10 Corporal Punishment Laura & Alison (2010) have presented a joint statement of American Civil Liberties Union and Human Rights Watch relating to the effect of corporal punishment on academic achievement of secondary school students. According to the statement corporal punishment is given to hundreds of thousands of school students each year. Twenty states have already framed laws that corporal punishment is legal, 68
while thirteen states have reported that corporal punishment is unpleasant and painful to students, and rest of eight states have stated that at least ten thousand students were affected by corporal punishment. Most of the effected students have learning disabilities that lead to obstruct their access to learning environment and they also lose their attention towards the progress in academic achievement in classroom. Harsh discipline actions against students, hitting and paddling create disorders like depression, fear and anger among the students. Such students withdraw themselves from learning activities and are left behind in academic achievement. The victims of corporal punishment face difficulty in concentration have poor academic achievements, tensions, misbehaviors, poor peer relationships and discipline problems. The following recommendations were given to Congress by this report: i.
Federal legislation is introduced to prohibit the use of corporal punishment.
ii.
A clear definition of corporal punishment should be introduced.
iii.
Positive student behavior should be promoted in schools and availability of necessary resources and tools be ensured to school administrations to develop safe and effective methods of teaching.
National Assembly of Pakistan (GOP, 2013) has passed a bill against the corporal punishment in schools. The bill declares any type of corporal punishment of children illegal in Pakistan. The individual involved may be fined Rs. 50,000 in addition one year imprisonment for violation of the rule can be answered act. Since children are gifted by Almighty Allah so they should be treated with love, patience, tolerance, guidance and counseling.
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2.7.11 Classrooms Management Jolly (2011) has presented five sections about proper management of classroom: (a) Physical Environment: The adjustment of physical environment of classroom is necessary to mange instruction and learning. It includes arrangements of furniture, placement of different classroom objects, fixation of technological tools, decoration of walls, adjustment of white board and placement of gap between chairs and desks of the students that facilitate learning. (b) Rules and Procedures: Students should be aware of rules and procedures for daily routine. It includes discipline rules, behavior of start and end of every period, use of information technologies, proper use of laboratory equipment and group work rules. (c) Interaction Rules: Some rules should be framed for classroom interaction among students and teachers. It includes the procedures of discussion with students and with the teacher. All the students should follow the rules for smooth learning. (d) Review Procedures: The room for improvement in existing conditions is always there. So, necessary amendment in classroom rules and changes should be made when and where necessary. (e) Classroom Schedule: Weekly meetings with students should be arranged for 10 to 15 minutes to get feedback from students. This feedback will provide necessary input through which learning can be enhanced and discipline problems can be minimized. So, it can be concluded from the above discussion that combination of many things like structure and area of classroom, furniture and fixtures, arrangement and management of student chairs, natural and artificial brightness, audio visual aids and informational technologies, winter and summer necessary equipments which include ceiling fans and gas or electric heaters make up the classroom environment.
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2.8
Motivation Those psychological forces through which the direction of individual’s
behavior, strength of effort and course of action during problem phase can be determined are named as motivation (Jones, Jennifer & Hill, 2000). Kumar (2003) has expressed that the motivation is derived from the word motive which means movement towards the goal through mind and behavior. Motivation is the process of influence on individual’s behavior, so it can be called as the net amount of effort and energy which is consumed to achieve certain organizational goals. Motivation is associated with needs and rewards or incentives. Many researchers have thought that motivation is directly linked with goals (Kumar, 2003). Some scholars have strong position that motivation is purely a psychological phenomenon (Kanfer, Che & Pritchard, 2008) or devotion of an individual to complete a specific task (Lauby, 2005). Motivation provides a basic purpose and direction to accomplish behavioral process (Kreitner, 2007) while Ahlstrom & Bruton (2010) have stated that motivation is an intrinsic power which provides stimulus to an individual to achieve goals. Positive emotions of an individual are promoted and negative emotions are avoided through motivation. However, Latham (2007) has stated that motivation is the acceptance of individual’s need in a real environment. The level of satisfaction of learners and performance level towards achievement increases with the high level of acceptance of needs. Schunk, Pintrich & Meece (2008) have defined as the idea which helps us complete a task, moves us in forward direction and keeps us working. Motivation refers to the conceptualized thinking which includes inner forces, behavioral responses, formation of beliefs and unseen effects in change in attitudes towards goal oriented task. Motivation is directly associated with instincts, traits, attitudes, 71
discipline and will power. Motivation focuses on process instead of product. Motivation can be observed through actions of an individual towards a specific task. Physical and mental activities are involved in motivation. Physical activities help a person to participate through actions, while mental activities provide the opportunities of planning, organizing, monitoring, decisions making, problem solving and goal achieving. Nevid (2013) has stated that motivation refers to that process through which people initiate, guide and maintain themselves in order to achieve goals. Motivation is a tool which enables us to act towards achievement of goal. Motivation consists of biological, social, affective and cognitive powers through which behavior of an individual can be changed effectively. The study behavior can also be created among the learners with the help of motivation strategies. The factors like activation, direction, interest and devotion help to reshape behavior of a learner to achieve specific goals. The change in behavior can be seen through observation of an individual. The mechanism of motivation is transmitted and exposed to others through social lines. The achievement of goals spreads among the learners rapidly and automatically which is a source of inspiration for other learners (Aarts, Gollwitzer & Hassin, 2004) and thus goals are also associated with the relationship of others (Fitzsimons & Bargh, 2003), achievement of goals through motivation can be made with the help of sharing and discussion (Walton & Cohen, 2011). Morska (2011) has defined motivation in different ways and it effects. According to him Motivation is something through which a person acts towards the achievement of goals. It provides desire to achieve objectives. Motivation is considered as the fundamental key to all types of learning. An effective learning
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process becomes impossible without motivating a learner. There are many classroom discipline problems and issues due to lack of motivation. Parents, teachers, counselors and administrators of schools face many obstacles to reduce behavior problems in society due to unawareness and lack of proper motivation. Learners can enhance their learning at any level of academic achievement with proper and in time motivation by parents and teachers. Pecjak and Pekiaj (2006) concluded that academic performance of girls is higher than boys due to the fact that girls have greater motivation towards reading as compared to boys. Su and Chen (2001) stated female students show better achievement than male students because female students showed high achievement motivation as compared to male students. Several researches have proved that peer emotional support and higher academic achievement are positive correlated in terms of behaviorally and emotionally engagement of learners in classroom environment. These associations are directly linked with perceptions, feelings, emotions and sense of satisfaction of learners during teaching learning process. It also plays a vital role in cognitive engagement of learners to compete and achieve higher educational achievement (Wentzel, 2003). Ken (2004) has suggested some strategies of learner motivation as summarized below: i.
The passion of teacher motivates learner towards learning. Teacher should be a role model for students. Teacher should present the lesson or task with great enthusiasm and devotion.
ii.
Teacher should take personal interest during instruction so that students motivate about their inner abilities.
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iii.
Concrete examples from daily life as per lesson must be delivered.
iv.
Students must engage in learning process.
v.
Activity based learning should be promoted to enhance the interest of the learners.
vi.
Teacher should set realistic and achievable objectives of the lesson.
vii.
Positive feedback should be provided at proper time.
viii.
Teacher should acknowledge the hard working of learners.
ix.
Constructive criticism must be promoted in classroom environment.
x.
Formative assessment can be used to evaluate the learner’s level of achievement.
Motivation and emotions are directly associated with the cognitive performance (Lang & Bradley, 2008). Emotions are the sub processes of affective and cognitive domains of learning. Motivations and emotions both help in the adjustment of an individual in a specific environment (Roseman, 2008). Motivation is also considered as the will of an individual to learn, discover more and to get rewards and avoidance from punishment (Pessoa, 2009). Similarly, it is the intrinsic state of an individual’s behavior through which he moves towards desirable tasks or gets away from undesirable tasks (Roseman, 2008). Motivation is considered as a driving force in learners to lead and accomplish all learning activities (Sardiman, 2012). Motivation is such a stimulus through which a learner has the power or will to act in the direction to achieve learning objectives (Hikmat, 2009). Motivation is a necessary tool to determine learning activities. Motivated learners are successful as compared to those who do not have motivation towards learning (Hamalik, 2002). The nature of motivation towards learning is intrinsic as well as extrinsic encouragement for learners who want to change own
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behavior. The relationship between motivation and learning can be seen from the behavior of learners. Highly motivated learners show interest in classroom tasks, be flexible towards learning, solve problems with devotion, like to complete task independently and do not feel any burden during learning (Hamza, 2011). Learning achievement and motivation to learn depend upon each other. Highly motivated learners are expected to achieve high level. In other words, high motivation leads to achieve high productive competence (Hamdu & Agustina, 2011). Ormrod (2014) has stated that motivation is something which provides energy to an individual to act in the direction of achievement. It also provides starting point and keeps the learner on track. Student motivation is often reflected and can be observed in classroom environment in the domains of cognitive, emotional, social and behavioral involvement. There are many effects of motivation on learning and behavior which include the following: i.
Achievement of specific goals: Motivation provides help to achieve specific goals of learning. Behavior school of thought claims that an individual first selects goals for him and then motivation helps him move forward in the direction of achievement.
ii.
Enhancement of efforts: Learner increases his efforts and energies by using different types of activities in line with goals and objectives. Enhancement in efforts towards a task can be made more effective through devotion and determination.
iii.
Engagement in learning process: Effective learning is not possible without active engagement of learners in learning process. Motivation help the learners to engage in different activities they want to do as per their own will and desire.
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iv.
Role in cognitive process: Motivation is the tool through which learners make their endeavor to understand the concepts and learning procedures. Cognitive process is enhanced with the attention and active involvement of learners in learning process.
v.
Progress in academic achievement: Motivated learners achieve academic success and they feel proud to reach high levels of achievements. When they obtain low grades then they become upset because most of the learners want respect, honor and dignity from their class fellows. In this way motivated learners do not want to lower their grades and decrease the level of expectations.
2.8.1 Types of Motivation Mohamadi (2006) has suggested that motivation is an inborn element of human nature which can be affected by four factors namely (i) extrinsic stimulus according to environment, (ii) intrinsic condition of human being, (iii) behavior related to purpose and cause of goal and (iv) tools to achieve goals. Motivation for academic achievement has great importance in order to achieve goals. Learners are stimulated by such means like motivation to complete their task in order to achieve objectives. Similarly in the same context Omidiyan (2006) has argued that motivation focuses on the reasons behind individual’s behavior to act. Behaviors through motivation are dynamic, permanent, zestful, adjustable and enthusiastic. Motivation has more than one dimension. According to educational environment motivation has three proportions (i) belief of learner related to performance of specific task, (ii) purpose and objectives of a learner to do a task and (iii) motivational factor in order to achieve end product. Researchers have distributed motivation into two kinds i.e. intrinsic motivation and extrinsic motivation. 76
Objectives and goals are those dynamic activities of learners that provide intrinsic motivation for completion of specific task (Mohamadi, 2006). It has been observed that motivation has strong, effective and dynamic relationship with behavior and abilities of learner by many psychologists. Motivation and academic achievement are attributed to those learning behavior which provide path to achieve goals. Motivation is a universal phenomenon that directly links with academic achievement that provides sense of humor to follow successful path in order to perform specific task. Motivation is an adequate behavior to accept task as a challenge with great effort and hard work. Intrinsic motivation is related to psycho cognitive condition which provides pleasant effect of autonomy to individual (Masaali, 2007). Most learners do not like feedback. It is observed that critical feedback given by teacher has no effect on behavior (Denisi & Kluger, 2000). Morska (2011) has presented two types of motivation: (a) Intrinsic Motivation and (b) Extrinsic Motivation. (a) Intrinsic Motivation: The purpose of motivation is to focus the attention of the learner towards the achievement of objectives of the lesson. When a learner feels intrinsically about the learning process then high academic achievement can be expected. This type of motivation creates intrinsic power to achieve goals. The materials of lessons and teaching learning process can be made more effective and goal oriented through desire of learners to learn. Learners feel satisfied about the learning process and in this way they become the responsible learners. Intrinsic motivation among children depends upon advancement and accomplishment of task, involvement of society, devotion, commitment and involvement of teacher in the task. Teachers provide intention towards innovative challenges and facilitation of learners to investigate, explain, present and construct
77
innovations during classroom practices. In this way teachers are satisfied with work environment and motivational level for accomplishment of task (Davidson, 2007). Challenges can also create intrinsic motivation among learners. When learners accept challenges they perform best as per their ability level. Instructional technique scaffolding is used for this purpose. In this technique challenge level for learner is increased gradually so that learners are able to complete the task (Margolis and McCabe, 2006). Dornyei (2001) has stated that learners can hold their attention for early ten minutes for each concept during teaching learning process in classroom environment. Learners feel tiredness and show less interest and devotion towards learning. They often distract and lose their level of devotion in order to achieve goals. Different motivational strategies can be used to motivate learners in right direction. The following six areas should be focused in classroom environment. i.
Learning should be made interesting.
ii.
Providing motivation before assigning task to learners.
iii.
Learners should be aware of the learning goals.
iv.
Teacher should care for self esteem of learners.
v.
Learner’s autonomy should be ensured.
vi.
Self motivation should be promoted. The engagement of learners in learning process and their interest are the two
basic elements which provide motivation towards learning (Chen, 2001; Chen & Ennis, 2004). However, the idea of motivation in physical education emerged from goal theories (Chen, 2001). The goal theories depend on interest of the learner in learning process. The poor interest of learner influences the level of achievement and performance in learning process. Lack of interest and low motivation level is the
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cause of low achievement, while high level of motivation enhances performance level. It has been concluded by Chen (2001) that interest has great influence on learning behavior. Interest establishes a strong relationship between cognition and motivation. There are many factors through which people can be motivated. People are motivated due to strong extrinsic forces (Porter, Bigley & Steers, 2003). Intrinsic motivation of learners can be created on the basis of their interest and willingness towards the achievements because such a state of doing something is enjoyable and interested for them. It is found from different researches that the goals of individuals provide the opportunities to act. Ryan & Deci (2000) have suggested that the quality of individual’s performance can be enhanced due to intrinsic motivation, because it provides pleasure and satisfaction. Similarly, Thomas (2009) has said that intrinsically motivated learners want to find out the solutions of the problems because problems are challenge for them and the solutions of problems give sense of satisfaction to them. There are four types of rewards for intrinsically motivated learners: (a) concept of expression, (b) choice of selection, (c) position of challenge and (d) movement towards enhancement. All these variables give satisfaction and pleasure to learners. Intrinsically motivated individuals make their own selection of choices and acknowledge their feelings, emotions and self directed opportunities. Factors effecting learner achievement are shown in figure 2.3:
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Prizes
Praise Rewards
Physical Environment
Audio Visual Aids
Extrinsic Motivation
Incentives
Clapping
Teaching Strategies
Learner Achievement
Attention Challenges
Desire Emotions
Intrinsic Motivation Interest
Self Direction
Feelings
Willingness
Devotion
Figure2.3: Factors Effecting Learner Academic Achievement
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Intelligence under stimulus and response approach is considered as the main factor to achieve high academic achievement, which has been admitted fact since many years in any educational system and yet it has an effective approach. Teachers use many effective variables like supervision, guidance, counseling, evaluation, internal control, external control, punishment and encouragement to make confidence on learning process. Students feel pleasure, happiness, eagerness, anxiety and tiredness under such circumstances. Most of the teachers create internal classroom learning environment through some external control (Niemiec & Ryan, 2009). Most of the learners work together in groups due to common objectives and social appreciation. The importance of coordination, social actions and cooperation among the learners for innovations and creations control an individual’s motivation and behavior psychologically to achieve certain goals (Tomasello & Hamann, 2012; Walton & Cohen, 2011). The work of learners in groups provides inherent satisfaction to them and inspiration towards intrinsic motivation. Learners do their task in the absence of any external pressure (Ryan & Deci, 2000). The group task gives many motivational benefits to learners. The discussion with responsive peers can enhance interest during complex task and builds up an unseen pressure to complete task successfully (Thoman et al., 2012; Thoman, Sansone & Pasupathi, 2007) and active participation of learners in cooperative manner (Johnson & Johnson , 2009; Muldner et al., 2011; Palmer, 2009) can enhance interest and performance level. Standard behavior treatment during group task promotes effective task performance with the support and encouragement of each other (Fitzsimons & Finkel, 2011). Priyanka & Gregory (2014) have concluded that communication among the learners in group tasks is inherently collaborative characteristics of human beings.
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Collaborative approach in a group task provides intrinsic motivation due to which learners accept the challenge to solve the problems in classroom learning environment. Furthermore, students show effective discipline towards learning during group task. Katie (2014) has expressed her views in the article “Encouraging Intrinsic Motivation in Your Students”. The classroom of twenty first century emphasizes much more on extrinsic motivation as compared to intrinsic motivation. The performance of the learners is based on desire, for example desire to attain high grade or desire to take admission in a college or university or desire to give no trouble to parents and teachers etc. An extrinsic motivation is formulated on the basis of curriculum and content that is why teachers focus much more on extrinsic motivation as compared to intrinsic motivation. Intrinsic motivation arises on the basis of enjoyment and devotion. Katie (2014) has taken the following ideas from Mia MacMeekin, who explored many ways to facilitate intrinsic motivation among learners: i.
Sharing of positive and successful stories with students
ii.
Informing learners about the learning experiences of daily life
iii.
Promoting desire to learn more through creative thinking
iv.
Eliminating extrinsic prizes, rewards and strategies during classroom instruction
v.
Creating a space for moral values through proper guidance and counseling
vi.
Encouraging students to find out new solutions of old problems as a challenge
vii.
Promoting creative learning approaches
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viii.
Focusing on team work and group discussion to accomplish a specific task
ix.
Accepting the feelings of learners and praising their every achievement
x.
Promoting the habit of drill and practice to develop efficiency in learners
xi.
Adopting play and play method of teaching during teaching learning process
xii.
Using lesson to control emotions
xiii.
Allowing and facilitating students for proper management of learning time
xiv.
Informing students about the purpose of the learning
xv.
Creating classroom learning environment for creative activities
xvi.
Giving skill assessments to students to promote interest in learning
xvii.
Allowing students to measure the rate of enhancement towards learning process
xviii.
Creation
of
trustworthy and
autonomous
classroom
learning
environment xix.
Focusing and communicating classroom vision
xx.
Promoting social values and attitudes through learning
xxi.
Creating collaborative approach of classroom sharing among the learners.
xxii.
Allowing students to share their own problems and successful stories in classroom learning environment
James, Joan & Rich (2013) have presented the model of intrinsic motivation of students towards learning process. The following are the main points of the model:
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Involvement of Students: The opportunity of involvement in activity to students is provided by the teacher in initial phase. Learning activity should be made interesting so that learners engage themselves with interest and devotion. Factors of activity: There are two main factors through which learners can evaluate their own activity. First is stimulation and the other is personal control. Stimulation involves challenge, fantasy and curiosity towards solution of certain problem, while personal control refers to choice or selection and difficulty level of the learning activity. Perception of students: When students feel stimulation and effective personal control then they are engaged in learning activity due to their intrinsic devotion and interest. If these two variables become insufficient for student then they lose intrinsic motivation and students may be continue the learning activity due to some extrinsic motivation. Drill & Practice: Learning activities can be made more effective and interesting with the help of drill and practice. So, practice is necessary to create an interest in the learners and intrinsic motivation towards learning process. Proper time allocation: Sufficient time is also required to complete the learning activity. If proper time is not given to students then they can lose the personal control and they will remove the activity from their minds soon. Motivation, emotions and self development of human being can be explained through self determination theory (Reeve, 2004) which involves three fundamental elements: (a) association, (b) mastery and (c) independence (Gagne & Deci, 2005; Roca & Gagne, 2008). The feelings of relation and communication of an individual to associate with society, mastery refers to the tendency of effectiveness while independence is a state in which individual regulate the behavior. Students can
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achieve higher intrinsic motivation towards learning after fulfillment of basic needs. The tendency of performance at higher achievement level without external control is named as intrinsic motivation (Roca & Gagne, 2008). It has also been found from researches that psychological fulfillments of needs have positive effect on intrinsic motivation and academic achievement (Ejei et al., 2009). Weimer (2013) has stated that negative relationship exists between the intrinsic motivation and extrinsic motivation in learning; because intrinsic motivation involves interest of learners to do something and extrinsic motivation emphasizes that something has to be done. Most of the students attend classroom because they have perception that it is a fundamental requirement due to extrinsic motivation they do not have intrinsic motivation because most of the teachers have no idea about intrinsic motivation. As a result negative relationship is created among the learners about the two types of motivation. In the same context, Reiss (2012) has presented the idea of dual nature of intrinsic and extrinsic motivation and three reasons of failure of intrinsic motivation i.e. establishment of validity, measurement of reliability and personal control during experiment. The difference between the two types of motivation is disabled due to validity because motive cannot be divided into only two categories. He further explained that researches which concluded that intrinsic motivation is diminished by extrinsic motivation, was conducted in laboratory environment under single trial studies. Literature tells that long term reward system in real world like grades and money creates interest and devotion to achieve goals. Learners in classroom environment are different from each other on the basis of individual difference so different learners are motivated in different ways. According to proponents of intrinsic motivation that one type of motivation is effective than the other due to some values. For example wealth and material things are considered
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inferior without any real world proof. But individuals are different on the basis of individual differences so any thing has greater value in for them, which makes them happy. So source of happiness has a great value for motivated learner. Psychologists have believed that intrinsic characteristics of human being are the powerful forces due to which an individual takes active participation in physical and social climates. Human beings take interest in learning, knowledge, customs, values and traditions of society. These inherited intrinsic characteristics of human beings move a person towards curiosity, growth and high academic achievements (Niemiec & Ryan, 2009). (b) Extrinsic Motivation: Most of the students perform at higher level due to rewards, because they are influenced by external factors. Many external factors are involved in extrinsic motivation. Physical environment of the classroom or school and audio visual aids play a vital role in promoting extrinsic motivation. Extrinsic and intrinsic motivations are necessary for any type of effective learning (Moraska, 2011). Extrinsic and intrinsic motivations are considered as two opposite sides of one coin. Extrinsic motivation can be defined on the basis of participation of learners in different types of activities in order to achieve goals and something extra which is associated with the task but different from task. The purpose of participation in a task is pleasure and happiness for the learner without intrinsic motivated behavior. Some researchers have behaved that extrinsic motivation reduces the intrinsic motivation because stimulus are used to control the actions and attitudes of a learner (Deci, Koestner & Ryan, 2001). Smith (2014) has explained that extrinsic motivation is based on extrinsic incentives. These incentives help those students who do not want any type of challenge in learning environment. Students work hard to achieve certain goals due to
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extrinsic motivation. The desired goals should be framed within the approach of the student according to age limit and mental level. Most of the players work hard to win the match due to extrinsic rewards and praise. Extrinsic motivation includes praise, continuous success and winning of rewards like medals, stars, more recess time for enjoyment, clapping among the students and more time to play etc. Reward system with the help of different types of teaching strategies enhances the level of learning, attention, accuracy and attitudes towards learning of the student. For example teacher introduces point system in classroom to complete assignments, ensure following of directions, speaking nicely and level of class work performance. This point reward system accumulates the attention of the students towards prize or privilege. The efforts, energies and drive of students to learn and achieve high are collectively known as academic motivation. The academic motivation is based on theories of cognitive and affective domains of an individual. Some scholars believe that behavior is necessary for motivation while others agree that involvement and engagement of students in learning process is more effective than behavior. Martin (2010) has presented motivation and engagement with eleven factors under four clusters: i.
Adjustment for motivation: It involves three basic and fundamental behaviors. Self attitude, attitude of the learner and self assurance about the abilities to understand towards school task. It also includes the encouragement to face the challenges and performance towards the solutions of daily life problems. Students focus on learning, self belief and pay attention to classroom tasks at this stage.
ii.
Involvement for adjustment: The main ingredients of this stage are commitment, planning and management towards those efforts through
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which classroom task can be completed. Students involve themselves in efforts to enhance learning. iii.
Unacceptable motivation: This stage of motivation includes anxiety, fear of failure and uncertainty among the learner about the classroom task. Students think about school work, assignments, tests and examinations. They have worry about the task.
iv.
Unacceptable involvement: It involves disagreement and disruptive behavior about the classroom task. Students avoid some tasks due to failure or poor performance. This uncertain control shows uncertainty about the task and avoidance from task among the learners. Liem & Martin (2013) have found that clear and doubtless learning has
positive effect on motivation as compared to inquiry based and discovery learning. Discovery based approaches do not provide effective results due to too early introduction of these approaches to students. While teachers guide properly and inform the students about the knowledge, skills, advantages and disadvantages of discovery based learning first and then positive results can be achieved through explicit instruction. Explicit instruction is a method of teaching through which learning motivation among the students can be created through following steps: i.
Difficulty of task of students is properly managed at the initial stage of learning so that students feel satisfaction about the learning problems and their solutions.
ii.
Different kinds of instructional materials are used to create extrinsic motivation about the task among the learners.
iii.
Sufficient drill and practice is required to understand the task.
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iv.
Proper and in time teacher feedback is also necessary to create the interest of learners.
v.
Students are allowed to practice an actively independently and solve the problems. The process of developing skills and knowledge is a continuous process. Many
researches show that there is a cyclic operation between learning skills and motivation (Martin, 2007; 2009; 2010; Pintrich, 2000). Skills are the combination of literacy, numeracy, subject knowledge and different types of strategies while motivation involves self belief, focus on learning, anxiety, uncertainty and fear of failure about classroom task. The combination of skills and motivation are considered as tools to enhance academic motivation of students. It has been found from many studies that educational outcomes are directly or indirectly linked with student motivation. Award of grades are considered as the important predictor of educational outcomes (Schunk, Pintrich & Meece, 2008; Brophy, 2004). Motivational strategies need to be different for every student in classroom due to individual differences, some students focus on obtaining high grades while others want mastery over content. Learners pursue multiple leaning goals in learning environment and also difference in their goal orientation exists (Elliot & McGregor, 2001). Most of the students understand the presented topic, obtain knowledge, enhance skills through mastery learning whereas performance oriented students have their focus on outstanding outcome performance over other students (Lee et al., 2010). Goal orientation and performance based outcomes establish benchmark among the peers to evaluate and to elevate the level of ability and performance (Elliot & McGregor, 2001) and goal orientation and performance based outcomes have positive relationship in relation to educational outcomes and
89
achievements (Hulleman et al., 2010; Gonida, Voulala & Kiosseoglou, 2009; Elliot & Murayama, 2008; Coutinho & Neuman, 2008). Hanke, Hans & Greetje (2014) have concluded that extrinsically motivated students elaborate their ideas with the help of multiple goals and the combination of extrinsic and goal orientations are used to enhance mastery and performance level. The academic performance of learners and adjustment are associated with interest, two way communications with parents, engagement of learning time, evaluation system in the classroom, effectiveness of teachers, physical resources, extrinsic motivation of learners, teacher support and high quality of interaction between teachers and learners (Olwatimilehin & Ovoyele, 2012; Ghazi, Azam & Khan, 2009; Ochoa, Lopez & Emler, 2007; Long et al., 2007; Adeyemo, 2005). It has been found that there is a positive strong relationship between extrinsic motivation and characteristics of high school learners and self reported motivation with academic achievements (Meyer et al., 2009) Classroom audio visual aids and assignments can be used to enhance the level of extrinsic motivation among the students. Telling stories of great persons to students and sharing of heritage and cultural values can also be utilized as a external motivation tools. Rewards are considered as the effective tool for extrinsic motivation, but it is necessary to use the right type and frequency of incentives at proper time to maximize the benefits. Sometimes, in certain circumstances rewards reduce the motivation level. Praise is a very useful tool to enhance the extrinsic motivation but its frequent use also reduces the motivation level especially in secondary school students. Smith (2014) has suggested the following points to get optimum level of rewards and praise:
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i.
Time Schedule: The proper time of rewards and praise is necessary to create effectiveness. Praise should not be given to those students when they are excited about the new task, because they are already motivated towards achievement.
ii.
Avoid bigger rewards: Small and attention diversion rewards are more effective as compared to bigger rewards. Sometimes after achievement of bigger rewards, students stop their working level.
iii.
Creation of challenge: Rewards and praise be used to foster self perception, enjoyment in task and independence to accept the challenges. Award of grades is also used to enhance the external reinforcement in
secondary school students. The competition for higher grades enhances the performance level. But the ground realities tell that competition of grade system is a tool only for talented students and learning disabled students do not hold belief in grading system. In this way motivational level of low achievers reduces and anxiety among such students is increased. Cooperative learning in groups is suitable in circumstances, where students work and complete their assignments in groups. Another useful alternative which can be used in classroom environment is portfolio assignments,
which
includes
written
reports,
products,
presentations
and
performances of the students. The progress of students towards concrete, creative and meaningful goals is mentioned on portfolio assignments (Smith, 2014). Covington & Muller (2001) have stated that external rewards are used by school authorities to control and manage the behavior of the learners successfully. Award of the grades produces extrinsic motivation for learners to achieve goals on performance basis. If the learner meets the performance level of the achievement
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successfully the performance contingent rewards are given to them in classroom to enhance the level of extrinsic motivation. Extrinsic and intrinsic motivations are not mutually exclusive to each other because both have equal chance to predict commitment and interaction for enhancing the level of freedom and performance among the learners. The condition of behavior of learners in classroom environment can be improved through extrinsic motivation. So rewards play a significant role in motivation. Shreeve et al., (2002) have found that praise is the least effective reward which reinforces the learner to act in the direction of achieving goals. The value of rewards changes with the age and perception of learners. Motivation and learning are associated to each other. Both have to have insight into behavior and focus on learning with in social context. Learning can be made effective through feelings and actions of the other person and through the advantages in daily life (O’Donnell, 2012). The involvement of parents and community play a significant role to make this type of perception for learning environment. Similarly, Carterwall (2012) has suggested that participation of parents in learning process is effective to achieve academic goals and to produce fundamental change in behavior of the learners. Rasbash (2010) is of the views that there is a large gap between achievements of learners in classroom learning environment and personal efforts of the learners. It has been found that 20% achievement level depends upon school learning environment while 80% achievement is due to personal motivation of the learners. Many social and behavior problems are faced due to the unequal ratios. The school administration can reduce this gap through effective policies. Mariska (2014) has stated that formal education provides the opportunity to have one to one conversation between students and teachers. Extrinsic motivational
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factors help learners to enjoy their learning. The following extrinsic motivational factors are used to enhance the achievement level of the learners: i.
Learning environment: Well planned classroom learning environment can be used as extrinsic motivational factor in which students focus on teaching learning process without any obstacle.
ii.
Personality of teachers: Teachers are the role models for students, as they care and look after their needs. They make lessons interesting and enjoyable for them with the help of different types of teaching strategies. So the personality of teacher is the extrinsic motivational factor to enhance learning.
iii.
Support of family: Parents have the key role in developmental stage of children. The environment of home is important for classroom instruction. Since child spends most of his time with family so family support produces extrinsic motivation among children to achieve high academic achievements.
iv.
Discussion groups: Most of the students enhance their extrinsic motivation through discussions with peers and teachers. Peer-group discussion
provides
the
necessary
basis
for
learning
and
encouragement. Tim (2014) has stated in his article that right or wrong way to motivate students through Gamification. Gamification is the classroom method in which games are not actually played; rather students are motivated towards achievement of goals through different types of activities. Learning is transferred through simulations in gamification. It is a popular classroom learning strategy which provides extrinsic motivation to students through points or high scores. Badges, point scores and
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clapping, encouragement and praise are the ingredients of extrinsic motivation through games. Gamification is directly associated with extrinsic motivation. Use of badges and point scores are the external sources of motivation to create interest and enjoyment in learning. Gamification can be made effective through inquiry based or project based classroom learning.
2.8.2 Elements of Motivation Nevid (2013) has stated that three main elements play fundamental role in motivating a learner; (a) Initialization: is the primary stage where an individual takes the decisions about the start of any task. (b) Determination: The second element focuses on individual’s effort towards the achievement of goals. Obstacles do not matter in the path of achievement. Individual spends time, resources, energy and money to reach high level of academic achievement due to determination, and (c) Measurement: It can be found on the basis of concentration and devotion of an individual towards the achievement of goals. The outer sources of environment are those variables through which extrinsic motivation arises. It includes rewards, incentives, promotions, grades and attractive learning environment. These different types of variables provide satisfaction and comfort to an individual. An extrinsically motivated learner works hard to accomplish a specific task due to external expectations. Extrinsic motivation has low level of power and limited influence on learning as compared to intrinsic motivation. Extrinsic motivation varies with self determination from one person to another person. Ryan & Deci (2000) have presented four characteristics of extrinsic motivation: (a) It has an exterior base which helps the person to regulate an act towards positive state of achievement and avoid negative attitudes, (b) Unconscious act is performed by the learner towards goal achievement because individual finds the reasons about specific 94
behavior from inner sight and wants to reduce inner pressure and guilt, (c) After identification of reasons an individual recognizes and performs according to preselected choice and (d) At the end, an individual combines or integrates all the senses with intrinsic motivation and performs fully to achieve goals successfully (Virbickaitė, 2013). It can be concluded from above discussion that both intrinsic and extrinsic motivation are essential for classroom environment to motivate learners towards high level of academic achievement.
2.8.3
Relationship of Motivation with Learning Schunk (2014) has emphasized that role of motivation is necessary for
students through which learning process and performance of the students can be enhanced. Motivation has positive effect not only on previous knowledge but also on new knowledge, skills and strategies. The behavior of drill and practice, facts, rules, concepts and performance level can be observed through actions and habit is formed with the help of motivation. The role of motivation in teaching and learning process is dramatic and fast. Proper time is also needed to boost the motivation level of the learners. The devotion of the students can be made more effective to complete a task properly and within specified period with the help of motivational strategies. Properly motivated students want to engage themselves in different types of activities after learning about a topic. Zimmerman (2000) has viewed that motivated learners organize the instruction mentally and develop in depth understanding of concepts and face problems when they do not organized and understand the learning. Unmotivated students are totally different in learning efforts as compared to motivated students. They remain passive in classroom learning because they do not organize and accept learning as a challenge. The classroom task and home work of 95
assignments may be done haphazardly by these learners. Students suffer in learning process due to lack of proper motivation. Motivation has the reciprocal relationship between performance level and learning (Pintrich, 2003). Huzinec (2014) has found that educators face problems to help students enforced in academic learning process due to apathy and lack of motivation. These problems exist in primary, elementary and high schools. Genuine reasons are not provided to students for their engagement in academic process. The student classroom engagement can be improved through affective teaching. Student centered variables involve encouragement, classroom engagement, empathy, higher level of thinking order and learning time, while outcome of learners consist of affective, cognitive, behavioral, social and academic aspects. Positive correlation between active participation of learners and learner motivation has also been found. Shechtman & Yaman (2012) have found that social emotional learning and classroom activities provide the systematic path towards enhancement in learner motivation and classroom engagement as compared to traditional methods of teaching. Teaching and learning process can be made more affective through following three steps of social emotional learning: i.
Informative Stage: This stage relates to actual facts and knowledge that acts be delivered to learners.
ii.
Conceptual Stage: Higher level of abstract thinking is involved in this stage. Integration of facts and information are used to develop concepts and understandings about the learning.
iii.
Application Stage: Social emotional learning helps learners to relate and to apply learning into their daily lives through meaningful knowledge.
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The development of motivation of learners in classroom depends upon the quality of formal discussion between teachers and learners (Cheung, Hew & LingNg, 2008; Tuckman, 2007; Xie, DeBacker & Ferguson, 2006). It has also been found that learners fail to achieve learning objectives due to lack of participation in formal discussion (Mazzolini & Maddison, 2003), inadequate discussion among peers (Hewitt, 2005), artificial interaction among the learners, and formation of joint effort for discussion without willingness (Yang et al., 2006). Formal discussion influences the motivation level of learners. The intrinsically motivated learners attain high level of academic performance while the extrinsically motivated learners perform limited in formal discussion (Rienties et al., 2009). Learners feel high degree of autonomy in formal discussion and collaborative learning approach among learners is also promoted, which creates intrinsic motivation towards learning (Yang, et al., 2006). Learning and memory are enhanced trough curiosity that provides light and vision to brain. The impact of curiosity is long term which opens the doors of brain to function in order to achieve effective learning goals. It has been found that curiosity oriented learners perform better in learning. Curiosity about information also enhances memory status. The element of curiosity cannot be created without motivation. Lois (2014) has listed three major findings from his study: (a) When learners have curiosity to find or to discover answers of some questions then they are better performers in learning of information; (b) Stimulus towards curiosity is a tool which provides intrinsic motivation in brain to achieve reward; and (c) Curiosity motivated learners have the ability to enhance the activity in hippocampus (part of brain which deals with memory and emotions) through which new and long term memories can be created.
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2.9
Teacher Feedback Thomas (2011) has stated that feedback is continuous process which forms a
loop. Feedback loop consists of four stages. The first stage is evidence stage in which behavior of an individual can be measured and captured. The second stage is relevance stage in which communication of data is taken place. Third stage is related to consequence in which information provides path to move forward in the direction of achievement and the fourth stage is about action of the task. The feedback loop helps to make choice for action to an individual and action is measured. Feedback loop runs for more than one time, and every time it provides new behaviors in order to achieve goals. The main responsibility of the teacher in the modern era is to provide activity based and interactive learning in classroom. Feedback is considered as a powerful tool between learning and academic achievement (Merry, 2008). Teachers and learners are important stakeholders in learning environment through which academic achievement of learners can be enhanced. Rose & Gallup (2005) has stressed that the most common issue of the twenty first century classroom environment is disruptive behavior of the learners. Smith & Smith (2006) has viewed that this disruptive behavior is the main cause of poor academic achievement, less engagement time for learning, poor standards of education, weak classroom management and unsatisfactory learning outcomes. Violence and discipline problems have increased due to overload working circumstances of teachers. Disruptive behavior has directly influenced on performance of new teachers and academic achievement of students (Browers & Tomic, 2000). Teachers can overcome these problems and issues with proper feedback, guidance and counseling. 98
Feedback in teaching learning environment includes different kinds of responses by the teacher to a student in order to modify performance, attitude, behavior and achievement. Feedback is the essential element of teaching learning process and is recognized as an important factor related to student performance. It is a positive reinforcement tool for students to achieve learning objectives (Scott & Dinham, 2005). Teacher feedback can be expressed in oral, written and gestural forms. The main purpose of teacher feedback to students is to encourage or criticize the strengths or weaknesses. Teacher feedback is important in sports, art, recreational co curricular and learning activities. Teacher or coach is ready to explain, demonstrate or detect weaknesses and improve strengths of a student through feedback. Natural talent of a student is recognized through teacher feedback. If weaknesses are not detected and corrected at proper time then it results in poor performance. Learners with poor teacher feedback show discouragement and poor performance in tests. Secondary school students perform different types of tasks including recognition, correction, and encouragement towards enhancement of achievement level through teacher feedback. It helps students to keep on track during classroom learning process (Dinham, 2007). Factors making teacher feedback are shown in figure 2.4:
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Verbal Feedback
Gestural Feedback
Written Feedback
Teacher Feedback
Feedback on Homework
Formative Feedback
Figure2.4: Factors making Teacher Feedback
A strong relationship between the teacher and student is necessary for proper growth and development of a child. The basic needs of students in the classroom can be recognized through this relationship. Teachers share their experiences with students in order to guide the emotions of students in the direction of achievement of learning objectives. This relationship cannot be made effective without feedback from teachers to students. Feedback in learning environment can also be used to enhance the level of learning among students and professional development of teachers. Students get intrinsic motivation towards rewards through teacher feedback and show
100
better performance. Teacher student relationship opens the doors to resolve conflicts, issues and problems in relation to learning process (Jantine, Helma & Jochem, 2011). Hartely (2000) has suggested that the language and tone of feedback is very important. It should polite and attractive rather than taunting and insulting. It should start from positive aspects and then proceed to aspects requiring for improvement. Feedback should enhance the morale and self respect of the learner. It must be at the mental level of the learner. Feedback must be expressed in the already known language by the learner. Unfamiliar and difficult words lead to dissatisfaction of the learner. Feedback is the measure through which learners enhance their level of achievement and performance. In the same context, some guidelines on providing feedback are: i.
Feedback should offer with love and care.
ii.
Feedback must be specific for the task.
iii.
It should be given as proper time.
iv.
Feedback should have attraction to follow.
v.
Proper weight age should be provided to feedback in classroom to all the learners.
vi.
It should be presented in easy and simple way to understand.
vii.
Feedback should be concrete rather than abstract in nature. Teachers use verbal and written feedback in order to improve academic
performance of students and these are considered as a most powerful tool for motivation which enhances learning. There is a lot of difference of opinion on feedback such as what kind of feedback effects student’s behavior or what type of feedback is necessary in specific circumstances. The nature of feedback changes with
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environment and in different situations. Every learner needs specific feedback according to learning disabilities and performance (Hattie and Timperley, 2007). The need of feedback is important in classroom environment even most talented learners require it for better performance and high academic achievement. Learners can learn immediately with feedback and perform better as compared to those who do not receive feedback. It gives path to talented learners to make their strengths in order to achieve high academic achievement (McCall, 2004). Sometimes teacher feedback has negative effect and its perception moves towards discouragement of students and achievement. In some situations teacher feedback has poor or bad effect. Effective feedback needs proper frequency, construction and timing. Teacher feedback becomes poor due to sensitivity issues between teachers and learners. Feelings and emotions of students are hurt due to negative feedback, so as a reaction poor performance of students can result whereas on the other hand some learners are pushed to achieve higher level due to proper and in time feedback (Hattie & Timperley, 2007). Dinham (2007) has viewed that teacher feedback should be specific, focused, practical, achievable, and measurable and time bound. Expert teachers use specific statements such as good, very good, excellent, well done, concentrate, poor work done, poor spellings, needs to work hard, good ideas, satisfactory performance and excellent performance etc to motivate learners towards the achievement of learning objectives. These comments are effective than only ticking on assignments of students. Assessment criteria should be clear to every student for effective feedback. The purpose of assignment and teacher feedback should be to inform students in detail. Only written remarks are not enough to enhance the level of performance. Reasons of poor performance or higher performance should be mentioned in
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comments. Face to face interview with the students is also considered as a powerful effective teacher feedback. Specific time is required for this type of activity, sometimes it can be placed during classroom instruction. Effective teachers have the ability to provide proper and effective feedback, and expert teachers give expert opinion to their students. Educators and other stakeholders express concern over student performance and quality of teaching. Teacher is the major source in classroom environment which influences on achievements of student. It has been found from international research studies that teacher feedback has effect on learning of students. It has also been concluded that the range of large effect size of teacher feedback on student performance is 0.7 to 1.0, which shows positive effect (Hattie & Timperley, 2007). Stenger (2014) has presented five research based rules of teacher feedback to build motivation on the basis of existing knowledge, skills and attitudes among learners: i.
Specification: Teachers should be specific as far as possible about feedback to students because one cannot judge the insight through feedback. Teachers cannot conclude the performance of a child resulting from feedback is due to wrong or right conception. For example, feedback just like “Excellent work done” does not express the perimeters of right or wrong work done, so feedback should be specific and future oriented.
ii.
Immediate Feedback: it has been found from many researches that immediate feedback is more effective than delayed feedback. Teachers should provide feedback to students on the spot, so immediate
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feedback is more effective than feedback which is give after few days, weeks or months. iii.
Achievement of Objectives: Teacher feedback should be focused on achievement of learning objectives. Students should be informed very clearly about the material which teacher plans to provide achievements of objectives. In this way students become able to remove their deficiencies and enhance their pace towards the achievement of objectives through teacher feedback.
iv.
Presentation of Feedback: Two way communications between teacher and student is necessary for effective feedback. Sometimes proper and in time feedback becomes poor due to wrong presentation by teachers. There are three main situations in which feedback reflects opposite effect rather than the desired one (i) Learners should not be closely monitored because most of the learners want to get rid from learning due to their nervous or self conscious state of mind (ii) When learners feel that feedback is used to control over us rather than guidance or counseling then teacher feedback from teacher becomes poor (iii) Sometimes feedback is shared among the peers for challenge, which may be a source of negative feedback and disengagement of learners from learning process.
v.
Involvement of Learners: Access should be given to students about the information of their performance. Learners come to know weaknesses and strengths with their involvement in learning process. If learners have an access to information, they develop the sense of awareness about learning, weaknesses or mistakes. So, engagement of
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learners in learning process is important to collect and analyze data for future performance of learners. It is an admitted fact that performance and achievement of secondary school students can be enhanced through proper use of opportunities of teacher feedback (Pollock, 2012; Hattie, 2008). Teacher feedback is the most powerful tool in learning environment which is used to influence the level of achievement and performance (Hattie, 2008). Teacher feedback can be made effective (Wiggins, 2010) by applying following seven characteristics: i.
Objective oriented in relation to learning process
ii.
Clear and transparent to learners without any doubt. Feedback to students should be concrete rather than abstract
iii.
Workable feedback in the learning environment
iv.
Friendly feedback which creates motivation among the learners towards goals
v.
Specific time framed feedback
vi.
Measurable and moveable feedback towards achievement
vii.
Stable and accurate feedback Most of the secondary school teachers do not take care about the written
remarks while providing feedback to students. Many written remarks are considered as advice not feedback like “Very Good Job”, “What were your reasons to write a paragraph?”, “Weak presentation”, “Needs more examples to explain”, “Poor performance”, and “Better” etc. All these remarks do not express any proper guideline to students for enhancement in achievement and performance. Since teacher feedback is the information to students so it cannot be expressed in question form. Questions are the best tools to create the power of thinking among students, but they are not
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considered as a feedback. Feedback should be specific, measurable, actionable, reliable and timely bounded (Wiggins, 2012). Feedback is considered as a useful tool to facilitate effective two way communication between student and teacher in teaching learning process. It is the post responsive information which is given to learner on the actual state of performance in order to help him in the achievement of learning goals (Narciss, 2008). Teacher feedback is mandatory for learning context because it determines the motivation of learners, intention towards assessment, involvement of students in learning process and expectations for future performance (Parr & Timperley, 2010). Teacher feedback is an effective tool beyond sharing. It is helpful information for students about their performance. Students take benefit from teacher feedback to improve the state of task. In fact, teacher feedback is the pure reflection of a teacher. The quality feedback is linked with time, devotion and care which shows the value of feedback process. Ashley (2014) has stated that feedback should be A – B – Cs. A refers to action oriented, while B refers to basic and C is the connection of feedback to content. He has further stated as summarized below: A.
Teachers should try to present clear, easy and understandable idea or suggestion to their students. The principle of sharing feedback with students should be friendly and according to level of the students. Teachers should also try to avoid personal feelings while providing feedback. Teacher feedback to students must be reachable and workable.
B.
Teacher feedback should be basic and concrete. It must be focused on present situation. Since feedback is self speaking, so it should indicate the direction of improvement.
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C.
Feedback should relate with specific content. The improvement can be made in learning through feedback in relation to content. Students should be encouraged to discuss the content.
The quality and encouragement through teacher feedback is mostly accepted as an essential ingredient during teaching learning process (Li & Barnard, 2011; Parr & Timperley, 2010), there are different opinions for quality of feedback. Some researchers have argued that students like written comments on their assignments to know about deficiencies (Ferris, 2002; Hyland & Hyland, 2006), while some are of the view that students like comments along with ideas as compared to grammatical mistakes (Lee, 2005), But most of the teachers and students want different types of feedback for improvement (Plonsky & Mills, 2006; Diab,2005).
2.9.1 Feedback on Homework The purpose of formative tests is to help, convey, guide and monitor teaching learning process during classroom environment in order to achieve objectives of the lesson. Without proper feedback, teachers and learners cannot perform effectively. Pace of learning during classroom environment can be assessed with the help of formative feedback provided by teachers at proper time. Continuous repetitions of formative tests along with proper written feedback help to remove the learning weaknesses and provide strengths towards summative evaluation (Alonge, 2004; Kolawole, 2010). Bennet (2011) has observed that teachers and students are directly or indirectly affected by positive feedback in learning environment. Formative feedback is considered as an effective tool for enhancement in learning, Berry (2011) observed that formative feedback is used to change traditional classroom theory and practices and to raise achievement level of learners. 107
Many school related variables have direct or indirect impact on student learning. Homework of students is such a variable which forms connection between students and learning. Quality of the homework is the burning issue of the day due to absence of any balance policy for homework. Many researchers have believed that there is correlation between homework and student achievement without accounting for individual differences. It has been found from some researches that there is no relation between homework and student achievement (Cooper, Robinson & Patall, 2006), while on the other hand there is a positive correlation between homework and student achievement in grades 7 to grades 12 as compared to K-6 has been found (Marzano & pickering, 2007; Cooper, Robinson & Patall, 2006). It is the core responsibility of the teachers to ensure that each and every student in the classroom must understand the concept and skills which are required to complete homework assignment without any doubt and discouragement at home. Effective homework should be structured in such a manner that students can accomplish it with interest, devotion and success. Marzano & pickering, (2007) have stated following rules to assign homework assignments: i.
Homework should be assigned to students from start of the class.
ii.
Teacher should explain and provide examples for writing of homework.
iii.
Written feedback is essential on homework assignment on next day.
iv.
There should be no room for confusion in homework.
v.
Students should be allowed to do and discuss their homework in classroom. The habit of regular homework for a student is considered as a factor of
success towards high level of academic achievement Bembenutty (2010). Homework
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includes those academic tasks for which students are advised to accomplish after instructional time at homes (Cooper, Steenbergen & Dent, 2012). So, homework is such an effective tool through which not only learners enhance their understandings and abilities but strong interaction is also established between learners and teachers in learning environment. Teachers should encourage students to do their homework daily at proper time because it has direct relation to academic achievement (Bembenutty & White, 2013). Homework for students can be divided into three types generally; (a) Home work is given to student for next day participation in classroom discussion (b) Homework is assigned for drill and practice and (c) Inclusive Project homework for enhancement of skills. The ratio of homework success, regularity and performance depend upon the support of parents and other family members. If parents are involved in student homework then the ratio of success and level of academic achievement can be enhanced through teacher feedback. Homework success ratio and intrinsic motivation of students can be increased by teacher feedback through some text messages to parents (Power et al., 2007). Homework is the combination of planned and unplanned methods to reach high academic achievement level among parents, students and teachers. The habit of homework can be created with proper feedback from teachers through which all the stakeholders feel that learning is possible at school as well as at home environment. Homework assignments provide an opportunity to parents and other family members to know about the progress of learning in classroom. Hattie (2008) has stated that average effect of teacher feedback on student achievement has been found twice as compared to other factors. So teacher feedback is placed among the top ten variables through which high level of achievement is possible. The fundamental responsibility of teachers during transmission of feedback
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is that they should know about the students where they are and where they should be, and then teachers should provide feedback to reduce gap between existing and desired positions. Teachers should consider following three types of questions to reduce this gap through feedback: i.
What is my path?
ii.
What is the direction to follow the path?
iii.
What are the challenges for achievement?
Most of the students do not know about the performance related goals; therefore they face problems to find their actual path. Teachers can solve these problems by my making and creating clear and transparent goals to students. Teacher feedback provides the opportunities of awareness to students about the starting and finishing points. Formative feedback is very useful to students in order to identify the direction of path. It also helps the students to meet the challenges and to solve the problems in learning process (Hattie, 2008). Horsley and Walker (2013) have indicated that homework must be reduced or reformed to students because it has negative impact on family life. Most of the school teachers give homework task to students without any care of individual differences and family background in contrast Power et al., (2007) have stated that there is positive relation exists between homework and academic achievements, similarly Katz, Kaplan & Gueta (2010); Akioka and Gilmore (2013) have expressed the view that homework is the source of motivation for learners, while Bembenutty (2010) has found that teacher feedback on homework creates interest, intrinsic motivation and self efficacy among learners. The classroom learning environment can be made effective and goal oriented through appropriate, purposeful and meaningful teacher feedback. Teacher feedback
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provides the opportunities to enhance classroom learning. The interaction among teachers, principals and students is helpful to focus on student achievement. The interaction among all stakeholders of learning environment, classroom observations and proper teacher feedback are the resources through which administration of the learning institutions meets its targets and objectives. Kim (2009) has suggested following principles regarding feedback: i.
Feedback should be focused on content and process of classroom learning
ii.
Needs of the students should be addressed by the teacher
iii.
Need analysis about the level of the learning achieved should be kept in mind during teaching learning process.
iv.
Teachers should provide proper feedback when students need during any challenge or problem
v.
Pace of classroom learning must be determined to achieve school goals and expectations
vi.
Teachers should meet their professional and national standards
vii.
Teachers need to look into improvements in weaknesses and strengths
2.9.2 Formative Feedback Formative feedback has two major functions: (a) Instructional, (b) Promotional. Instructional feedback provides awareness about the learning needs of the learners, while promotional feedback gives suggestions and comments in order to achieve objectives of the content. Instructional feedback is more precise as compared to promotional feedback (Valerie, 2008). Secondary school teachers use formative assessment during classroom instruction and various intervals to know the pace of learning and achievement of 111
students (Crook, 2001). It also provides qualitative feedback to teachers and students to focus on performance and delivery of content during the process (Huhta, 2010). Formative feedback reduces negative impact on extrinsic motivation and enhances the movement to achieve high grades through formative feedback (Mory, 2004). It provides information to reshape teaching and learning process (Huhta, 2010). Teacher feedback from formative assessment creates opportunities for student motivation and students take responsibilities for their self learning. Students learn skills like self evaluation, self assessment, goal settings and high achievements (Valerie, 2008). Teachers are the main agents in classroom learning environment to promote effectiveness of teacher feedback. This can be possible with the engagement of all the students in classroom environment through fair and free discussion. The way of presentation of teacher feedback plays a vital role to engage students in feedback process. Students do not take interest to read comments due to poor writing or higher level of approach. The language of teacher feedback should be easy to understand for each and every student of the classroom. Teacher feedback comments are easy to express for teachers but difficult to interpret by students (Duncan, 2007). Hattie & Timperley (2007) have reported that teacher feedback has a significant effect on learning achievements, but this potential depends upon quality of teacher feedback. Students get formative feedback about the task from their teachers, however, they are not able to relate this information with learning goals. Teachers should relate formative feedback with learning objectives during discussion with students. Teachers should also minimize the focus on praise, punishment or some rewards to control over student behavior during formative feedback process in classroom discussion.
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Formative feedback is used to enhance knowledge and skills in learning environment and motivation factor of learning (Narciss & Huth, 2004). It is communicated to learners in order to reshape their thinking, perception and behavior to enhance learning. Students are the primary receivers of formative feedback. Multiple types of feedback are given to students to improve knowledge and general skills. Formative feedback is also used to communicate the gap between current and desired level of performance. Learners are motivated for high achievement by reducing this gap. It reduces cognitive load of the learners, particularly hard working learners (Paas, Rankl & Sweller, 2003), and provides basic and useful information to correct errors or misperceptions (Mory, 2004). It has been found that immediate feedback is effective for students in order to eliminate the errors as compared to delayed feedback. Immediate feedback is provided to students to acquire knowledge about verbal materials, procedural and actionable skills (Dihoff et al., 2003). Javed (2012) has concluded that there is a significant difference in academic achievement in physics of high achievers receiving teacher feedback through weekly formative evaluation and their academic achievement was much better than those in control group. The purpose of formative teacher feedback in classroom is to facilitate students during learning process. After regular intervals of time teacher feedback can be used to motivate students towards learning process. Teachers may also use formative feedback to recall memory, skills and knowledge of the students in subject of study, which may help in the evaluation process of students. Formative feedback can be utilized to adjust pace and motivation level of students towards learning. So, formative feedback can be considered as an effective tool to enhance the level of achievement.
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Hattie (2008) has presented teacher feedback strategies in order to make the feedback effective: i.
Differentiate Between Praise & Feedback: Teacher feedback should not be combined with praise. Most of the teachers do not differentiate between feedback and praise. It has been found from different researches that feedback without praise has more effect on achievement as compared to teacher feedback with praise. Students feel themselves in classroom learning process due to praise while teacher feedback builds high level of trust between teachers and students.
ii.
Repetition of Formative Feedback: Formative feedback during classroom instruction is used to make learning effective. Short cycle formative feedback helps the students and teachers to take necessary decisions to enhance the level of achievements. It helps to provide immediate feedback during the learning process. Formative feedback is necessary during minute to minute classroom activities.
Valerie (2008) has presented different types of teacher feedback to students in order to improve learning and achievement which are shown in table 2.6:
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Table 2.6
Interpretation of Feedback
Feedback Type Nil
Interpretation Feed back without response of learners, usually it occurs when learners are asked some questions about learning activity.
Confirmative
It refers to knowledge of outcome, provides information about wrong or right.
Corrective
It informs learners about correct response without any additional
response
guideline.
Repetition
Repeat the process until correct response is achieved.
Flag on error
It highlights the location of mistakes without indicating correct answer.
Detail
Provides explanation about wrong or right answers and the specific answer is correct or not correct?
Ascribe
Provides attribute to knowledge and skills achieved.
Unexpected
When students are not expecting the feedback for encouragement
Directional
Some hints, cues or prompts are given in the direction of making strengths
Diagnostic
Information about some specific error or misconceptions.
Informative
Way or procedure to eliminate errors is provided to students without giving them answer.
The impact of formative feedback in relation to analysis of errors and reduction in cognitive load has positive effects on intrinsic motivation and on level of achievement. Formative feedback is very useful to students in complex problems in
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learning context. Narciss & Huth (2004) have explained three main elements of formative feedback: i.
Learning Process: It involves three elements; instructional objectives in relation to curriculum, cognitive actions and errors during learning process.
ii.
Learners: It includes characteristics of learners such as learning objectives, previous knowledge, cognitive logic operations, learning motivation etc that help the learner to achieve high achievements.
iii.
Feedback for learners: It also consists of three elements (i) feedback in relation to content like cues, hints, analogies, flagging of errors and encouragement feedback, (ii) cognitive, emotional, met cognitional and motivational actionable feedback, and (iii) way of presentation of feedback to learners in order to enhance the level of performance and goal achievements.
2.9.3 Summative Feedback Prior errors provide direction to learners in the right path. Summative feedback is a type of teacher feedback which focuses on past errors and provides the direction to reduce the errors on the basis of past committed mistakes (McAlpine, 2004). Summative feedback gives attention to learning errors and creates realization among learners to eliminate mistakes. Learners are more willing to perform at higher level after the correction of errors due to summative feedback. Learners are also encouraged to perform as per their abilities and capabilities in this type of feedback. The learners having teacher summative feedback are conscious about their performance and achievements. They keep both correct and incorrect lists of errors
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and compare their existing performance with previous one (Masoumeh & Davood, 2014). Teacher formative and summative feedback is beneficial for students. The main purpose of teacher feedback is to create the intrinsic as well as extrinsic motivation among learners to enhance level of learning. Teachers use different types of feedback strategies in classroom to help students, including written and verbal feedback on homework, assignments, performance in activities, discussion, quiz competition and written drill and practice. It also includes review of assignments, interview with individual student as well as group of students and teacher feedback on innovations during classroom instruction. For this purpose teachers observe carefully all the students in the classroom and record all observations as data. These collected data are used by teachers as feedback to students for better performance. Strengths of students during classroom instruction can be identified through teacher feedback and pointing out of deficiencies. Teacher feedback suggests the ways to reduce deficiencies in order to achieve classroom learning objectives. Individual dialogue can also be held with individual student to understand the level of feedback to students. Teacher feedback during formative assessment should be fair and content related. Most of the teachers use “Very Good”, “Good’ or “Well done”, if students do not find that how they perform according to benchmarks, then they will get only praise not proper teacher feedback. Such students are not enabled to achieve high due to defective teacher feedback. Students should believe also on marking procedure during formative or summative assessment and teacher feedback process. Feedback is fair and transparent in peer discussion. In this way summative as well as formative feedback can be made effective in the classroom learning process (Wenjie & Chunling, 2013).
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2.9.4 Feedback on Writing John et al., (2011) have stated that corrective teacher feedback minimizes corrections of student writing and leads towards accuracy. Corrective feedback is a type of teacher feedback with a purpose to eliminate errors in the texts. It is the response of teacher errors or mistakes on the text contained. Corrective teacher feedback can be categorized into three forms in relation to strategies: (a) Teacher feedback with the cue that mistakes have been committed, (b) provides correct form of the language, and (c) provides information about the nature of error. Direct and indirect teacher feedback is used to reduce and eliminate grammatical errors in the texts. Direct feedback refers to correct answers in student response, while indirect feedback creates the environment in which errors are indicated by the teacher without presentation of correct answer. Writing of students is the key issue in classroom environment. Its importance and teacher feedback on it towards achievement cannot be ignored (Paltridge, 2004). It has been found from many researches that different types of feedback have positive effect on student writing. The frequency of teacher feedback received by students on writing improves performance due to understanding of the concepts. Better understanding develops on the basis of more teacher feedback. Teacher feedback during writing process provides the sense of improvement in writing. It can modify the behavior and thinking style of learners towards writing. Moreover teacher feedback on writing provides the opportunities to be aware of the performance level (Carless, 2006). Teacher feedback creates verbal, informational, written, and expressive awareness among students. Students seek language rules and principles of writing styles and know about application of rules in writing. So teacher feedback acts like a 118
stimulus for students to write something (Williams, 2005). All aspects of student texts like content, grammar, punctuation, spellings mistakes, sentence structure, words organization, concepts and ideas can be addressed through teacher feedback (John et al., 2011) and most of the students focus their attention to teacher feedback in order to enhance the level of writing (Ferris, 2003). Teacher feedback can be made effective when teachers know about the levels of feedback to students. Hattie (2008) has presented three levels of teacher feedback: i.
Initiative Level: It is the most common level of teacher feedback which can be observed in classroom. The focus of this level of feedback is informative to students. It builds the surface knowledge domain of students. For example students are informed about the correct or wrong answer.
ii.
Operation Level: This level of teacher feedback helps students to follow a certain process to achieve a product. It is also very useful to students to detect errors or to recognize the sense of relationship. The focus of this level of feedback is to enhance deeper learning among the students.
iii.
Self Evaluation Level: This level of teacher feedback provides the opportunities to monitor their own learning process. It creates confidence and acceptance of teacher feedback among the students in learning process. This level of feedback involves probing questions. It also creates the thinking power among the students.
Teacher feedback appears as the reflection in writing work of students. Students modify necessary information according to their own task. Teacher feedback plays a vital role in the revision activities and writings of students (Hyland & Hyland,
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2006). There are three different aspects of teacher feedback to guide a student during revision and writing stage: (a) It provides opportunities to students to handle and solve the problems which are faced during writing; (b) it facilitates the drill and practice exercise of writing to enable students to have mastery over writing skills, and (c) It creates the sense of appropriate selection after teacher feedback and use information to improve writing (Elsa, 2010). Teacher feedback is considered as a source of input through which students are encouraged towards enhancement of writing skills (Hyland & Hyland, 2006). The some expert gives that teachers create motivation among learners to take benefit from more experienced and more knowledgeable persons. Teacher written feedback comments enable students to write such material which can be understood by readers and what they intended to express. But the fact remains that written feedback to each classroom individual is time consuming and difficult task for the teachers (Goldstein, 2005). The revision and writing performance of students depends upon different types of written teacher feedback. This written feedback has positive effect on student motivation and achievement. Students modify their path to achieve goals successfully. Written teacher feedback moves intentions of students on surface level thinking such as grammar, punctuation, tense and word organization. The clear and content focused written teacher feedback is the source of enhancement of writing skills among students. The teacher should keep in mind the needs and mental level of the learners while providing written feedback. Combination of feedback strategies can also be used in written feedback in order to enhance the level of performance and achievement (Elsa, 2010).
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2.9.5 Feedback on Classroom Discussion Duncan (2007) has argued that feedback is considered as the basic tool in learning cycle to promote classroom learning. Unfortunately, teachers and students both are disappointed from feedback process. Most of the students do not understand written teacher feedback comments and get anxiety and frustration about remarks on assignments. They feel that teachers do not provide us correct information to improve our task. Different reasons exists among students about teacher feedback such as: (a) They are unaware about the purpose of feedback; (b) Students are unable to create the relationship between teacher feedback comments and achievement; (c) Students have not opportunity to discuss teacher feedback with them; (d) The criteria or benchmark of teacher feedback to students is not transparent, and (e) Late or little or too much teacher feedback has poor effect on students. Teachers also have concerns about feedback process. They are: (i) Students have the interests in marks or grades, so they do not take interest to read comments of teachers; (ii) Written feedback for each student of the class is very time consuming and difficult; (iii) Teachers have no idea to write feedback according to establish benchmarks; (iv) Teachers miss the focus point in their feedback, and (v) Clear and transparent teacher feedback is not provided to students for understanding the comments. Crisp (2007) has observed that students acknowledge feedback provided by teacher. This feedback is consistent because students perform better after receiving feedback during their assignments. It is a tool of getting high grades and best performance. Feedback can be made more effective through focus on students learning in written form. Written comments of the teacher are more helpful in achieving high performance as compared to oral statements of feedback. Feedback should be future oriented so that learners might be able to achieve high academic 121
achievement in next assignment. So it can be concluded that students use feedback for present as well as for future tasks. In this way feedback is utilized to explore insight abilities of the learners. It has also been found from students that formative assessment and immediate feedback of teacher do not provide us correct information about a student at the spot. Most of the students do not express themselves during classroom discussion in front of peer or teachers. They hesitate to express their views. Learning objectives of such students cannot be determined through formative teacher feedback. Such type of students need more time to express themselves through talk or response. The role of teacher in such circumstances is very important. Teacher should ask different questions from such students and wait for response with patience. Punishment and praise are not effective for such students. It means that formative assessment and teacher feedback require professional attitude. Students having poor expression during discussion can be better focused through formative teacher feedback as compared to summative teacher feedback. The specific weaknesses and problems can be identified through formative teacher feedback (Anthony & Susan, 2005). It has been found from research studies that most of the students do not try to read or understand the comments on homework or assignments provided by teachers (Duncan, 2007). Students and teachers are in isolated state to each other. Students feel that they worked hard to achieve grade and teachers feel that they have done their duties (Taras, 2003). Different strategies are used to make the teacher feedback process effective by involving all the students in feedback process. Feedback process should be designed in such a way that it is visible to all students and they get benefit from it directly. It can be so made by dividing the number of stages in one assignment and feedback provided for each stage. Students are also advised to create a document
122
about their own progress from one stage to the next. This type of strategy is very useful for the involvement of students in feedback process. The workload of teachers can also be reduced through involvement of students in feedback process. Final product is achieved with the combination of all stages and peer involvement (Nicol & Draper, 2008). The active involvement of students in teacher feedback process can be created through award of provisional grades. Students are asked to discuss about their own work to achieve higher grades on the basis of provisional grades. In this way involvement of students is possible with the suggested direction towards reading of teacher feedback comments (Taras, 2003). Duncan (2007) has stated that most of the students do not have any sense of feedback process. Therefore they do not pay attention to feedback comments. They do not have the ability to understand the purpose of teacher feedback. Similarly Hattie & Timperley (2007) have argued that most of the teachers focus on corrections or errors rather than characteristics of learning feedback. Duncan (2007) has stated some principles for effective teacher feedback to students: i.
Discussion and conversation among students should be promoted in order to achieve learning objectives
ii.
Teachers should emphases the learning aspects of feedback as compared to correctional feedback
iii.
Direction indicators towards enhancement of task and achievement of objectives should be provided in teacher feedback
iv.
Goals of assessment and teacher feedback should have the linkage with goals
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v.
Active involvement of students in feedback process is necessary to understand the thinking of the students
vi.
Students should engage in conversation and allow to participate in classroom discussion
vii.
Teacher feedback comments should be so designed as to promote self learning and self evaluation
viii.
Establish the relationship between peer feedback and teacher feedback
Relationship of learning process and effectiveness is shown in figure 2.5:
Classroom Environment
Motivation
Learning Process
Teacher Feedback
Effectiveness
Figure2.5: Relationship of Learning Process and Effectiveness 124
2.9.6
Conclusion It can be concluded from review of literature that essential factors like
classroom environment, motivation and teacher feedback affect achievement
of
secondary school
students.
Each
factor
academic
separately plays
important role in learning process however combined effect of classroom environment, motivation and teacher feedback is more effective to enhance level
of
academic
achievement
125
of
secondary
school
students.
CHAPTER 3 METHODOLOGY The corelational research describes the actual relationship between two or more than two variables that exists in an environment. Data on multiple variables are collected from respondents and then corelational statistical tests are applied to analyze the data. Corelational research is also used to investigate multiple factors. The focus of corelational research is to describe the nature of the relationship between variables. Survey technique for investigation is considered as the most best and reliable approach (Shields & Hassan, 2006). The nature of the research was corelational research. The motive of the present study was to explore, identify and find out the effect of classroom environment, motivation and teacher feedback on the academic achievement of secondary school students in Pakistan. This chapter of the study comprises research methodology and procedure under the following headings: i.
Design of the study
ii.
Theoretical Framework
iii.
Population
iv.
Sample and sampling procedure
v.
Development of research instrument
vi.
Data collection
vii.
Analysis of the data
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Data was collected on various aspects of classroom environment such as temperature, furniture and fixture, arrangement of furniture, class size, light, writing board facilities were collected from secondary school teachers, trained graduate teachers and students of FGEI’s throughout Pakistan. At the same time data regarding effect of motivational factors such as intrinsic motivation and extrinsic motivation techniques and feedback techniques used by male and female Secondary School Teachers (SSTs) and Trained Graduate Teachers (TGTs) were also collected and analyzed. Keeping in view the literature review and objectives of the study, a questionnaire for secondary school teachers was developed, administered and analyzed. The questionnaire was translated in Urdu for secondary school students to obtain responses.
3.1
Design of the study Mouton (2001) has stated that research design is a set of instruction, guideline
and procedure to study the research problem. The design consists of objectives of the study, hypotheses and particular method to achieve objectives. Similarly, Strydom and Jooste (2001) defined that research design is a blueprint having at least four research component. Corelational research is often criticized for its quality due to poor planning, weak procedures or methods and poor development of research instruments (Gay, Mills & Airasian, 2006). The perception of participants of the survey does not clear about co relational research and effective utilization of information (Lodico, Spaulding & Voegtle, 2006). But besides many objections, co relational research is significant in surveys about educational research and refers to an effective investigation tool to collect data in relation to address educational problems (Gay, Mills & Airasian, 2006). 126
Before analyzing the collected data, researcher should know that rate of responses can be varied on the basis of research topic relationship of researcher with participants of the survey. The acceptable response rate in distribution of questionnaire through e-mail is 30% to50% while in different situations to obtain effective result response rate may exceed 80%. There are lower response rate in internet surveys as compared to other methods. Researchers collect data on the basis of pre-established instrument in corelational research. The collected data during survey research can be varying from qualitative data to quantitative data and then collected data is analyzed according to nature of data. In the final stage generalization is made through sample representative from large population by the researcher in order to complete co relational research (Lodico, Spaulding & Voegtle, 2006). In the light of above discussion, the study was corelational in nature. Survey technique was used to collect data. The effect of independent variables classroom environment, motivation and teachers feedback on academic achievement of class X students was studied. The study entitled “Effect of classroom environment, motivation and teacher feedback on academic achievement of secondary school students in Pakistan” was co relational in nature. Survey technique was used to collect data. The effect of independent variables classroom environment, motivation and teacher feedback on academic achievement of students was studied. The information was collected from representative groups of male and female Secondary School Teachers (SSTs) and Trained Graduate Teachers (TGTs) and students from all regions under the control of FGEI’s (Cantt / Garrison) Directorate. The collected information through survey technique was analyzed. The research design of the present study is given in figure 3.1:
127
Classroom Environment
Questionnaire
SSTs & TGTs
Class X Students
Responses
Analysis
Figure3.1: Research Design of the Study 3.2
Theoretical Framework
The combination of all interrelated ideas and concepts refers to theoretical framework. It provides guidelines and path in corelational research to achieve objectives. The description of theoretical framework is important in corelational or exploratory research due to unseen future circumstance. Theoretical Framework 128
establishes a relationship among all the components of the research studies. Theoretical Framework includes all concepts, ideas, assumptions, predictions, theories and models which support the research. The variables of theoretical framework of the research studies can be explained with the help of graphs, flowcharts and in narrative form. The conceptual framework for the study has graphically been shown in Fig 3.2:
129
School
Motivation
Intrinsic Motivation
Classroom Environment
Class Size Light
Teacher Feedback
Assessment Techniques
Extrinsic Motivation
Temperature
Feedback Techniques
Motivation Techniques
Writing Board
Formative Feedback
A V Aids
Summative Feedback
Furniture and Fixture Computers
Gestures Verbal Feedback Written Feedback Feedback on Homework
Academic Achievement
Figure3.2: Conceptual Framework of the study 130
Figure 3.2 shows the relationship among variables and its effect on learner’s academic achievement. The variables of the study classroom environment, motivation and teacher feedback were consisted of fourteen statements each, while the the first six statements were comprised of demographic data. Further detail of each variable along with statement numbers for the present study is mentioned in table 3.4. Figure shows the path to achieve objectives of the study that how the effect of classroom environment, motivation and teacher’s feedback on academic achievement of learners will be measured.
3.3
Population Population is the well defined collection of individuals having same
characteristics or traits. Population in statistics is a complete set of items having common properties for analysis. Generally there are two types of population. (a) Target Population and (b) Accessible Population. The earlier refers to entire group of individuals having varying characteristics and researchers want to generalize the conclusions on the basis of individuals. It is usually considered as the theoretical population. While formal is the subject of the target population in which researchers draw samples for the study from accessible population and can apply conclusions on the basis of collected data in the form of responses. It is usually known as study population. The population should be realistic and accessible (Gay, Mills & Airasian, 2008). The population of the study was as below: i.
One hundred and thirty four federal government secondary schools in Cantt / Garrison located in ten regions under the administrative control of Federal Government Educational Institutions Directorate Sir Syed Road Rawalpindi Cantt. 131
ii.
Two thousand three hundred and seventy five Secondary School Teachers both male and female, working in these secondary schools.
iii.
All the twelve thousand six hundred and forty eight students both boys and girls of class X enrolled during session 2013-15 and appeared in Secondary School Certificate, part one (SSC-I) annual examination 2014 (FBISE Result Gazette, 2014).
Names of regions and detail concerning number of secondary schools, number of male and female teachers and students is shown in table 3.1.
132
Table 3.1
Population of the Study Secondary Schools Girls 022
Total 048
Total 945
Boys 2831
Girls 2139
Total 4970
011
011
022
216
233
449
1982
1645
3627
Lahore
005
004
009
062
075
137
0470
361
0831
04
Multan
006
005
011
097
079
176
0397
420
0817
05
Peshawar
009
010
019
148
142
290
0267
393
0660
06
Kharian
002
002
004
033
032
065
0167
134
0301
07
Gujranwala
004
004
008
059
051
110
0259
178
0437
08
Bahawalpur
002
002
004
036
033
069
0311
102
0413
09
Karachi
003
002
005
037
035
072
0102
118
0220
10
Quetta
002
002
004
040
022
062
0234
138
0372
064
134
1271
1104
2375
7020
5628
12648
Regions Rawalpindi
02
Wah
03
Total
070
Male 543
Students
Female 402
S. No 01
Boys 026
Teachers
Source: Federal Govt Educational Institutions (C/G) Directorate Rawalpindi
133
Table 3.1 shows that there are ten regions under the administrative control of Directorate of Federal Government Educational Institutions Rawalpindi Cantt.
3.4
Sample & Sampling Procedure It is not easy to collect the data from complete population due to involvement
of budget constraints and time limitations. Therefore, a sample from population facilitates the conclusion on the basis of evidence about the complete population (Gay, Mills & Airasian, 2008). The data collected from sampling represents the entire population of interest. When the population spreads over the large area then multiple stage sampling is very convenient to collect the data in the form of responses. Multistage sampling is a form of cluster sampling in which sample is selected in multiple stages or steps. The following steps are involved in multistage sampling: i.
Organization of sampling stages.
ii.
Selection of sample technique stages.
iii.
Application of sampling technique.
Wolter (2007) stated that samples at national level over large populations have complex design due to cost efficiency. Multistage sampling is used to overcome this problem. Multistage sampling involves stratification and cluster sampling. The selection of ultimate cluster is the aggregate samples of an individual over the large population. The variance estimation of sample selection method is measured within strata, which is known as single stage. Multiple stage design involves all the ultimate clusters. There are at least two stages in multi-stage sampling. Large clusters having more units than the required sample of population are selected in first stage while the units are sampled from the first stage clusters in order to achieve final sample. Sub clusters within clusters are also used for more than two stages (Wolter, 2007). 134
Gay (1995) has quoted the table of sample sizes for given population sizes. The formula for selection of sample size the table was originally developed by the United States Office of Education. The guidelines as by the table preference indicates the sample size. The sample size for the present study as selected with reference to population and is shown in table 3.2. The sample size was larger than the ones suggested in the above referenced table. Table 3.2
Sample Size (S) Required for Given Population Size (N) for the study Population Size (N)
Sample Size (S)
2600
335
15000
375
The sample of study was selected in three stages: i.
Thirty nine secondary schools from the ten regions under the administrative control of Directorate of General Headquarters IG&T Branch were randomly selected in the first stage.
ii.
Three hundred and eighty secondary school teachers working in the selected schools were randomly selected using table of random numbers.
iii.
Four hundred and thirty students who had appeared in SSC – I annual examination 2014 from the selected schools were selected randomly.
The ten Regions are divided into three categories namely large, medium and small for the present study. The three categories were framed by the researcher on the basis of number of students who appeared in Secondary School Certificate, Part one (SSC-I) examination of the Federal Board of Intermediate & Secondary Education, Islamabad. The large category was up to 8597 students, the medium category was 135
included 2308 students and small category was in the range of 1743 students who appeared in Secondary School Certificate, Part one (SSC-I) examination of the Federal Board of Intermediate & Secondary Education, Islamabad. First category included Rawalpindi and Wah region, second category consisted Lahore, Multan and Peshawar regions, while the third category included Kharian, Gujranwala, Bahawalpur, Karachi and Quetta Regions. Table 3.3 shows the sample for the study which includes the number of schools, number of male and female teachers and number of students in each category. The examining and evaluating body of all secondary schools in the ten regions is Federal Board of Intermediate & Secondary Education, Islamabad. Table 3.3 shows that all the regions were divided into three categories. Table 3.3 Category
Sample of the Study Regions
No of Sec Schools Boys Girls
Total
No of Teachers
Male Female Total
No Students
Boys Girls
Total
Rwp
07
06
13
65
65
130
70
60
130
Wah
04
04
08
40
40
80
40
40
80
Lahore
01
01
02
25
25
50
20
20
40
Medium Multan
02
02
04
25
25
50
20
20
40
Peshawar
01
01
02
10
10
20
10
20
30
Kharian
01
01
02
05
05
10
10
10
20
Gujranwala
01
01
02
05
05
10
10
10
20
Bahawalpur
01 01
02
05
05
10
15
15
30
Karachi
01
01
02
05
05
10
10
10
20
Quetta
01
01
02
05
05
10
10
10
20
20
19
39
190
190
380
215
215
430
Large
Small
Total
136
3.5
Development of Research Instrument Jackson (2009) has stated that questions are administered in survey research
method through questionnaires or interviews. Questions should be made very clear, precise and easy by the researcher to describe the responses from the participants. The question may be open ended, closed ended, partially open and rating scale questions. Closed ended questions are easy to analyze as compared to open ended questions because participants give variety of answers. The researchers like Likert scale type of questions because it is easy to describe and calculate statistically. Survey research is a combination of qualitative and quantitative research. It is the responsibility of a researcher to describe a set of observations. In the light of above given statement the nature of the research was corelational survey research. Questionnaire on five points Likert Scales was developed for secondary school teachers. Questionnaire was translated in Urdu version for class X students to obtain accurate response.
3.5.1 Validity of Research Instrument The concept of validity in descriptive research is not permanent or fixed in universe. It has an unexpected and unpredictable wide range for qualitative as well as quantitative research. Validity refers to such a construct which depends upon field of study, methodologies and tasks (winter, 2000). However, many researchers have viewed that validity is not necessary for qualitative research, but at the same time they feel about the need of some criteria to measure accountability of their research. In the same context, Creswell & Miller (2000) has suggested that validity is necessary to focus the perception of a researcher about the research. Most of the researchers have developed, constructed, generated and tested concepts of validity which are considered as a reasonable, reliable, trustworthy and full of integrity. There is a need 137
to test the validity for defensible conclusions through which generalization can be made more effective. The quality of research depends on generalization of the research and tested validity provides confidence to researcher and trustworthiness to research (Stenbacka, 2001). The resident stress and relationship among the variables are important things in survey research. Validity evidence is required for multiple choice answers, content and sources in surveys. In case of board examinations valid evidence is required to support the case for validity. Validity of instrument refers to measures for which instrument claims to measure, substantial evidence is necessary to support the case (Kane, 2002). The pilot study was arranged to evaluate and improve the effectiveness of research tool. The purpose of pilot study was to find out the weaknesses in research instrument. The expert opinion was taken from experts related to field to make more strength of research instrument. Research instrument is considered valid if the instrument measures the same characteristics which it intends to measure and establishes precisely the purpose for which it was constructed (Schram, 2006; Wallen & Fraenkel, 2001). The expert opinion from four experts was taken to determine content validity. After feedback the ambiguous statements from the questionnaire were eliminated. The opinion was then taken from experts in education to ensure that the translation of the research instrument conveyed accurately the same meaning as in English version. The detail of statements of the research instrument is given in following table 3.4.
138
Table 3.4 S.No 01
Detail of Statements of research Instrument Information /Variables Demographic Data
No of Statements
Total
01 to 06
06
02
Classroom Environment
07 to 20
14
03
Motivation
21 to 34
14
04
Teacher Feedback
35 to 48
14
-
48
Total
3.5.2 Reliability of Research Instruments Pilot study is a small scale investigation which provides necessary information about the methods adopted to achieve desired level of statistical calculation from data. It is a mini version of full scale investigation which is used to pre test of a particular research instrument, in other words pilot study is the preparation phase of major study. Polit, Beck & Hungler (2001) have stated following reasons to conduct a pilot study: i.
Acceptability and suitability of research instrument for large scale investigation.
ii.
Estimate the feasibility for survey research.
iii.
Designing and assessing whether the research method is workable, achievable and realistic.
iv.
Effectiveness of sampling frame for the study.
v.
Collection of preliminary data.
vi.
Awareness of planning for major study.
vii.
Assessment of the physical, human and financial resources for the study. 139
viii.
Inviting other stakeholders to support the research.
The pilot study was arranged to evaluate and improve the effectiveness of research tool. The purpose of pilot study was to find out the weaknesses in research instrument. The purpose of the pilot study was as under: i.
To check the reliability of research instrument up to standard level.
ii.
To find out the level of internal consistency.
The pilot study was conducted in December 2014. The detail of research tool used for pilot study is given in table 3.5. Table 3.5 S.No
Detail of Pilot Study Respondents
Total
Response Rate
01
Male Secondary School Teachers
10
100%
02
Female Secondary School Teachers
10
100%
03
Boys of X Class
20
100%
04
Girls of X Class
20
100%
There are many ways to estimate reliability which are based on type of assessment instrument. Cronbach Alpha is used to test the internal consistency. This type of test finds correlation values among the answers frequently. Correlation can be found among all the variables with every combination. The highly reliable value of correlation must be close to 1 which is acceptable to everyone (Strener, 2003). Analysis of variance (ANOVA) is also a method which can be used to find out measurement errors in different test items (Brennan, 2001). The items of questionnaire should measure the same things for which it is designed. Cronbach Alpha was used to find out the internal consistency and reliability of the research instrument. SPSS version 19 was used to find the Cronbach’s Alpha value for forty
140
two items. Secondary six items are related to demographic data. The reliability values are given in the table 3.6: Table 3.6
Reliability Statistics
Cronbach’s Alpha
Cronbach’s Alpha Based on Standardized Items .855
.814
Number of Items 42
IBM SPSS 19 was also used to find inter-item correlation matrix of all forty two items. The summary of item statistics is given in table 3.7: Table 3.7
Summary Item Statistics
Mean Minimum
4.069
1.895
Maximum Range Maximum / Minimum
4.684
2.789
2.472
Variance
.388
Number of Items
42
The same program was also used to measure errors in different test items, for this purpose ANOVA was calculated for all items. Table 3.8 shows the ANOVA with Cochran’s test results for the research instrument. Table 3.8
ANOVA with Cochran’s Test Sum of Squares df Mean Square Cochran’s Q Sig
Between People Within People
51.709
18
2.873
Between Items
302.051
41
7.367
Residual
393.449
738
.533
Total
695.500
799
.893
747.209
797
.938
Total
Grand Mean = 4.0689
141
338.315 .000
3.6
Data Collection The distribution of questionnaire during survey research through electronic
mail is a fast, simple and low cost procedure. Errors might exist in surveys because of non favorable response of the participants. Traditional methods of distribution and collection increase cost. The interaction between researcher and respondent plays a dynamic role as compared to electronic mail. Time period is also very significant in collection of data (Bethlehem & Biffignandi, 2012). Fixed and permanent guidelines are not available for the collection of data in survey research. It is the responsibility of researcher to collect accurate and up to date data with reasonable cost. Telephone, electronic mail and other human resources can be utilized to collect the data (Yinger, 2004). For collection of data for the study the questionnaires were mailed along with self addressed stamped envelopes to all the respondents. Personal telephonic resources and help from colleagues and Principal/Headmasters/Headmistresses were sought to collect filled in questionnaires from respondents. The respondents of the questionnaire were secondary school teachers, trained graduate teachers and students of class X enrolled during the session 2013-15.The amendment in names of schools were made by FGEIs Directorate vide No. 0409/01/ /77-FGEI (CPM) dated 23 June 2015 after data collection. Therefore, old and approved name of institutions are mentioned in appendices. The academic achievements of the learners were collected from annual result gazette of SSC-I for the year 2014 from Board of Intermediate & Secondary Education, H-8/4, Islamabad.
142
3.7
Analysis of Data The analysis of data was made in the light of objectives in three steps (i)
arrangement of data in frequencies, (ii) tabulation and (iii) interpretation. Each option in the five point Likert scale was calculated against every response. The academic achievement record of sample was also arranged in grades as per grading procedure of Federal Board of Intermediate and Secondary Education, Islamabad. Non parametric statistical tests were used for analysis of non parametric data. Three statistical tests were used for tabulation and interpretation of data i.e. (i) Chi Square test, (ii) Mann Whitney U test and (iii) Median test. Chi Square test was used to find out association between female secondary school teachers and girls of class X, similarly between male secondary school teachers and boys of class X. Mann Whitney U Test is a non parametric test which was used to explore the effect of first independent variable classroom environment on academic achievement. Similarly, the effect of second variable motivation and third variable teacher’s feedback were analyzed through statistical technique of Mann Whitney U Test. Median Test is also a non parametric test which was used to analyze the effect of two independent variables i.e. classroom environment and motivation on academic achievement of secondary school students. The same test was used to analyze the effect of classroom environment, teacher feedback and motivation, teacher feedback on academic achievement of secondary school students. The combined effect of all the variables on academic achievement was also analyzed through Median Test. Murphy (2012) has presented that chi square is a non-parametric test which is used to determine the association or independence between the variables. It can also be used to make the comparison between theoretical population and actual data. Chi square test is a technique which is used to test the significance of association between 143
two variables. The basic requirement of test is only degree of freedom which can be calculated with the help of following formula: d.f = (C - 1) (r - 1) Where C represents the number of columns and r denotes the number of rows. The symbol of chi square is “𝝌2 ”. The following formula is used to test the significance of association between the variables: 𝛘2 = ∑
(Oij – Eij)2 Eij
Where 𝑂𝑖𝑗 denotes the observed values and 𝐸𝑖𝑗 represents expected values in the contingency table. Zar (1998) has stated that Mann-Whiteny U test is a non-parametric test in statistics. It is used to test the null hypothesis especially when the population is large. Following steps are used to calculate the U value for acceptance or rejection of null hypotheses: i.
All the observations are given numerical ranks 𝑅1
and 𝑅2 from
smallest to largest value for sample one and two respectively. ii.
Addition of ranks for sample one and two respectively.
iii.
Calculation of 𝑈1 for sample one and 𝑈2 for sample two with the help of following formula: U1 = R1 -
n1 (n1 + 1 ) 2
Where 𝑛1 represents the sample size of first sample while 𝑅1 denotes the sum of ranks for first sample. Similarly, U2 = 𝑅2 -
𝑛2 (𝑛2 + 1 ) 2
144
Where 𝑛2 represents the sample size of the second sample while 𝑅2 denotes the sum of ranks for second sample. With the consultation of significance table the smaller value from 𝑈1
iv.
and U2 is used to test the significance level. Chaudhry (1989) stated that the median test for two or more samples is a non parametric test used to find the state of independent random samples, are taken from populations with the same median. Median test is considered as special case of chi square test for independence. The test is established on the principle that half of first and second sample observation will be above and half of it will be below the median. The following steps are used to check the state of hypothesis by using median test. i.
Combine and arrange all observations in ascending order.
ii.
Calculate the median of combined observations.
iii.
Calculate the number of observation above or below the median in each sample.
iv.
Formation of contingency table
v.
Chi Square value is calculated with the help of contingency table.
vi.
Compare calculated chi square value with the table value of chi square.
145
CHAPTER 4 DATA ANALYSIS The focus of the present research was to study the effect of classroom environment, motivation and teacher feedback as independent variables on academic achievement of secondary school students. The present research was descriptive in nature. The survey technique was used to collect the data for the study. This chapter deals with presentation and interpretation of data analysis. The respondents of the present study were both male and female secondary school teachers and class X students. The data were collected through closed ended questionnaires. This chapter of the study includes analysis and interpretation of the data to investigate the effect of classroom environment, motivation and teacher feedback on academic achievement of secondary school students in Pakistan. The questionnaires for the female and male secondary school teachers consisted of 48 statements out of which six statements were about demographic data, fourteen statements for first variable i.e. classroom environment, fourteen statements for second variable i.e. motivation and fourteen statements for third variable i-e teacher feedback. The data was collected on the basis of multistage sampling. Three categories of schools large, medium and small were categorized on the basis of number of students appeared in Secondary School Certificate (SSC-I) annual examination 2014 from Federal Board of Intermediate and Secondary Education, Islamabad. Eight thousand five hundred and ninty seven students were appeared in large category schools, two thousand three hundred and eight students were appeared in medium category schools while one thousand four hundred and forty two students 146
were appeared in small category schools. The detail analysis of the questionnaires is given below:
4.1
Demographic Data Analysis Demographic data of the present study includes response rates from large,
medium and small category schools, gender wise distribution of teachers and students, academic and professional qualifications of teachers, teaching experience and designation of teachers. The detail analysis of demographic data is given from table 4.1.1 to table 4.1.10. Table 4.1.1
Response Rates from Large Category Schools
Respondents
Sample Size
Questionnaires Returned 100
Percentage of Responses 95.23
Female Teachers
105
Male Teachers
105
95
90.47
Boys of Class X
110
110
100
Girls of Class X
100
100
100
Table 4.1.1 shows that the percentage of the questionnaires returned from female secondary school teachers was 95.23; male secondary school teachers 90.47, boys and girls of class X were 100.
147
Table 4.1.2
Response Rate from Medium Category Schools
Respondents
Sample Size
Questionnaires Returned 55
Percentage of Responses 91.66
Female Teachers
60
Male Teachers
60
57
95
Boys of Class X
50
50
100
Girls of Class X
50
47
94
Table 4.1.2 reflects that the questionnaires returned from female secondary school teachers were 91.66%, male secondary school teachers were 95%, boys of class X were 100 and girls of class X were 94. Table 4.1.3
Response Rate from Small Category Schools
Respondents
Sample Size
Questionnaires Returned 22
Percentage of Responses 88
Female Teachers
25
Male Teachers
25
22
88
Boys of Class X
55
54
98
Girls of Class X
55
45
81
Table 4.1.3 shows that the percentage of the questionnaires returned from female and male secondary school teachers was 88, for boys of class X was 98 and for girls of class X was 81.
148
Table 4.1.4
Category
Overall Category wise Percentage
% age of Respondents
Large
96.42
Medium
95.16
Small
88.75
Overall % age of Respondents
93.44
Table 4.1.4 shows that the combined percentage of the respondents of female secondary school teachers, male secondary school teachers, boys and girls of class X was 93.44. Table 4.1.5
Categories Large
Gender wise Distribution of Secondary School Teachers
Female Teachers
Male Teachers
100
95
Medium
95
57
Small
22
22
Total
177
174
Table 4.1.5 shows that the 177 female secondary school teachers and 174 male secondary school teachers responded to the questionnaires delivered to them.
149
Table 4.1.6
Gender wise Distribution of Students
Categories
Boys
Girls
110
100
Medium
50
47
Small
54
45
Total
214
192
Large
Table 4.1.6 shows that the 214 boys of class X and 192 girls of class X responded to the questionnaires delivered to them. Table 4.1.7 Categories
Academic Qualifications of Teachers
B.A/B.Sc. (Percent) Male Female
M.A/M.Sc. M.Phil./M.S. (Percent) (Percent) Male Female Male Female
PhD (Percent) Male Female
Large
14.36 18.07
37.41 38.41
02.87
-
-
-
Medium
06.89
10.16
24.13
01.72
0.56
-
-
Small
01.72
01.69
09.19
0.57
-
20.38
10.73 01.14
-
Table 4.1.7 indicates that the 22.98% male and 29.94% female teachers are Bachelor degree holders. The percentage of male and female teachers holding M.A/M.Sc. degree is 70.68 and 69.49 respectively.
150
Table 4.1.8
Professional Qualification of Teachers
Categories
B.Ed/B.S.Ed. (Percent) Male Female
Large
29.88
Medium
21.83
Small
04.59
41.24
M.Ed/M.S.Ed. (Percent) Male Female
M.Phil./M.S (Percent) Male Female
24.76
15.25
-
-
23.20
10.91
07.34
-
0.56
06.77
06.89
5.64
01.14
-
Table 4.1.8 shows that the 56.32% male and 71.18% female teachers are Bachelor of Education degree holders, The percentage of male and female teachers holding Master of Education degree are 42.52 male and 28.24 respectively.
Table 4.1.9
Teaching Experience of Teachers
Categories
0-5 Years (Percent)
6-10 Years (Percent)
11-15 years (Percent)
More than 15 Years (Percent)
Large
Male Female Male Female 06.32 12.99 13.79 10.16
Male Female 13.79 12.99
Male Female 20.68 20.33
Medium
08.04
06.21
12.50
04.59
03.38
13.28
09.03
Small
02.29
02.82
02.82
01.72
01.69
04.59
05.08
06.89 04.02
_____________________________________________________________________ Table 4.1.9 indicates that the 16.66% male and 22.03% female teachers have teaching experience 0-5 Years, 24.71% male and 25.42% female teachers have teaching experience 6-10 Years, 18.07% female teacher and 20.11 male teachers have
151
teaching experience 11-15 Years, 38.50% male teachers and 34.46% female teachers have teaching experience more than 15 years. Table 4.1.10 Designation of Teachers Categories
TUGT (Percent)
TGT (Percent)
SST (Percent) Male Female 24.13 33.33
AHM/VP (Percent)
Large
Male Female Male Female 06.89 05.08 22.41 18.07
Male Female 01.14 -
Medium
04.02
01.69
16.15
18.14
10.91 10.16
01.72
01.12
Small
03.44
01.69
08.62
02.82
00.57 07.34
-
00.56
_____________________________________________________________________ Table 4.1.10 reflects that the 14.36% male and 22.03% female teachers are Trained Under Graduate Teachers, 47.12% male and 38.98% female teachers are Trained Graduate Teachers, 35.63% male and 50.84% female are Secondary School Teachers. Table 4.1.1 to table 4.1.6 are directly related to the study while table 4.1.7 to table 4.1.10 are not related to the study and may be used for some other study.
4.2
Classroom Environment in Large Category Schools The detail analysis of classroom environment in girls and boys secondary
schools along with overall classroom environment scores in large category is given below: 4.2.1
Classroom Environment in Girls Schools of Large Category
The results of classroom environment in Girls secondary schools are presented in the following tables.
152
Table 4.2.1.1 Freedom for Educational Discussion in Classroom Category SA Female Teachers 70 Girls of Class X 49 Significance level 0.05
A 29 39
UD 01 00
DA 00 06
SDA 00 06
Total 100 100
𝜒2 18.17
Table 4.2.1.1 specifies that the table value of chi square is 9.49 at 0.05 level of significance by taking 4 degree of freedom while 18.17 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Freedom for Educational Discussion in Classroom” was not accepted. Table 4.2.1.2 Classroom Brightness Category Female Teachers Girls of Class X Significance level
SA 51 55 0.05
A 39 33
UD 03 03
DA 06 05
SDA 01 04
Total 100 100
𝜒2 2.54
Table 4.2.1.2 indicates that the table value of chi square is 9.49 at 0.05 level of significance by taking 4 degree of freedom while 2.54 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Classroom Brightness” was accepted. Table 4.2.1.3 Enjoyable Environment of Classroom Category Female Teachers Girls of Class X Significance level
SA 61 41 0.05
A 32 46
UD 01 00
DA 05 06
SDA 01 07
Total 100 100
𝜒2 12.02
Table 4.2.1.3 denotes that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 12.02 was the calculated value
153
of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Enjoyable Environment of Classroom” was not accepted. Table 4.2.1.4 Opportunity to Approach Students during Instruction Category Female Teachers Girls of Class X Significance level
SA 65 81 0.05
A 29 18
UD 03 01
DA 03 00
SDA 00 00
Total 100 100
𝜒2 8.30
Table 4.2.1.4 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 8.30 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Opportunity to Approach Students during Instruction” was accepted. Table 4.2.1.5 Creativty in the Classroom Category Female Teachers Girls of Class X Significance level
SA 37 34 0.05
A 47 34
UD 10 00
DA 05 14
SDA 01 18
Total 100 100
𝜒2 31.68
Table 4.2.1.5 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 31.68 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Creativty in the Classroom” was not accepted. It means that above mentioned factor was available in classroom environment. Table 4.2.1.6 Teaching Choice in Small and Large Classes Category Female Teachers Girls of Class X Significance level
SA 33 49 0.05
A 40 30
UD 10 00
DA 16 12
154
SDA 01 09
Total 100 100
𝜒2 21.52
Table 4.2.1.6 reveals that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 21.52 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Teaching Choice in Small and Large Classes” was not accepted. Table 4.2.1.7 Adequate Classroom Temperature Category SA Female Teachers 32 Girls of Class X 24 Significance level 0.05
A 31 22
UD 09 00
DA 19 34
SDA 09 20
Total 100 100
𝜒2 20.08
Table 4.2.1.7 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 20.08 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Adequate Classroom Temperature” was not accepted. Table 4.2.1.8 Availability of Writing Board Category Female Teachers Girls of Class X Significance level
SA 71 90 0.05
A 24 08
UD 04 00
DA 01 00
SDA 00 02
Total 100 100
𝜒2 17.24
Table 4.2.1.8 declares that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 17.24 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Availability of Writing Board” was not accepted. Table 4.2.1.9 Height of Writing Board in Classroom Category SA Female Teachers 64 Girls of Class X 72 Significance level 0.05
A 32 26
UD 02 00
DA 02 01
155
SDA 00 01
Total 100 100
𝜒2 4.42
Table 4.2.1.9 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 4.42 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Height of Writing Board in Classroom” was accepted. Table 4.2.1.10 Proper Guidance for Assignments/Homework Category SA Female Teachers 57 Girls of Class X 55 Significance level 0.05
A 33 30
UD 05 00
DA 05 07
SDA 00 08
Total 100 100
𝜒2 13.51
Table 4.2.1.10 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 13.51 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Proper Guidance for Assignment/Homework” was not accepted. Table 4.2.1.11 Management of Classroom Discipline Category SA Female Teachers 11 Girls of Class X 16 Significance level 0.05
A 17 16
UD 13 03
DA 30 25
SDA 29 40
Total 100 100
𝜒2 9.41
Table 4.2.1.11 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 9.41 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Management of Classroom Discipline” was accepted. Table 4.2.1.12 Probability of Rearranging Student Chairs Category SA Female Teachers 36 Girls of Class X 46 Significance level 0.05
A 54 34
UD 05 00
DA 04 10
156
SDA 01 10
Total 100 100
𝜒2 20.70
Table 4.2.1.12 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 20.70 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Probability of Rearranging Student Chairs” was not accepted. Table 4.2.1.13 Information Technology in Classroom Category SA Female Teachers 04 Girls of Class X 03 Significance level 0.05
A 08 02
UD 12 00
DA 34 15
SDA 42 80
Total 100 100
𝜒2 34.94
Table 4.2.1.13 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 34.94 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Information Technology in Classroom” was not accepted. Table 4.2.1.14 Delightful Seating Arrangement Category SA Female Teachers 34 Girls of Class X 21 Significance level 0.05
A 41 40
UD 03 00
DA 15 17
SDA 07 22
Total 100 100
𝜒2 13.96
Table 4.2.1.14 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 13.96 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Delightful Seating Arrangement” was not accepted. 4.2.2
Classroom Environment in Boys Schools of Large Category The results of classroom environment in Boys secondary schools are presented
in the following tables.
157
Table 4.2.2.1 Freedom for Educational Discussion in Classroom Category SA Male Teachers 45 Boys of Class X 52 Significance level 0.05
A 45 44
UD 00 03
DA 04 05
SDA 01 06
Total 95 110
𝜒2 6.13
Table 4.2.2.1 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 6.13 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Freedom for Educational Discussion in Classroom” was accepted. Table 4.2.2.2 Classroom Brightness Category SA Male Teachers 37 Boys of Class X 71 Significance level 0.05
A 37 30
UD 02 01
DA 15 06
SDA 04 02
Total 𝜒2 95 15.27 110
Table 4.2.2.2 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 15.27 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Classroom Brightness” was not accepted. Table 4.2.2.3 Enjoyable Environment of Classroom Category SA Male Teachers 27 Boys of Class X 48 Significance level 0.05
A 48 33
UD 03 09
DA 12 11
SDA 05 09
Total 95 110
𝜒2 11.80
Table 4.2.2.3 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 11.80 was the calculated value
158
of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Enjoyable Environment of Classroom” was not accepted. Table 4.2.2.4 Opportunity to Approach Students during Instruction Category SA Male Teachers 39 Boys of Class X 82 Significance level 0.05
A 48 22
UD 07 01
DA 01 01
SDA 00 04
Total 𝜒2 95 32.51 110
Table 4.2.2.4 mentions that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 32.51 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Opportunity to Approach Students during Instruction” was not accepted. Table 4.2.2.5 Creativty in the Classroom Category SA Male Teachers 15 Boys of Class X 43 Significance level 0.05
A 47 26
UD 14 15
DA 16 19
SDA 03 07
Total 𝜒2 95 20.46 110
Table 4.2.2.5 testifies that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 20.46 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Creativty in the Classroom” was not accepted. It means that above mentioned factor was available in classroom environment. Table 4.2.2.6 Teaching Choice in Small and Large Classes Category SA Male Teachers 49 Boys of Class X 64 Significance level 0.05
A 25 30
UD 05 06
159
DA 13 05
SDA 03 05
Total 95 110
𝜒2 5.52
Table 4.2.2.6 reveals that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 5.52 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Teaching Choice in Small and Large Classes” was accepted. Table 4.2.2.7 Adequate Classroom Temperature Category SA Male Teachers 16 Boys of Class X 38 Significance level 0.05
A 31 27
UD 08 05
DA 32 29
SDA 08 11
Total 95 110
𝜒2 9.50
Table 4.2.2.7 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 9.50 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Adequate Classroom Temperature” was not accepted. Table 4.2.2.8 Availability of Writing Board Category SA Male Teachers 59 Boys of Class X 96 Significance level 0.05
A 32 13
UD 00 01
DA 03 00
SDA 01 00
Total 95 110
𝜒2 20.86
Table 4.2.2.8 testifies that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 20.86 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Availability of Writing Board” was not accepted. Table 4.2.2.9 Height of Writing Board in Classroom Category SA Male Teachers 49 Boys of Class X 81 Significance level 0.05
A 42 27
UD 00 00
DA 04 02
160
SDA 00 00
Total 95 110
𝜒2 10.74
Table 4.2.2.9 specifies that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 10.74 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Height of Writing Board in Classroom” was not accepted. Table 4.2.2.10 Proper Guidance for Assignments/Homework Category Male Teachers
SA 32
A 56
UD 04
DA 03
SDA 00
Total 95
Boys of Class X 49 Significance level 0.05
44
04
06
07
110
𝜒2 11.97
Table 4.2.2.10 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 11.97 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Proper Guidance for Assignment/Homework” was not accepted. Table 4.2.2.11 Management of Classroom Discipline Category SA Male Teachers 00 Boys of Class X 50 Significance level 0.05
A 25 42
UD 21 11
DA 38 06
SDA 11 01
Total 95 110
𝜒2 88.42
Table 4.2.2.11 declares that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 88.42 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Management of Classroom Discipline” was not accepted. Table 4.2.2.12 Probability of Rearranging Student Chairs Category SA Male Teachers 32 Boys of Class X 51 Significance level 0.05
A 52 25
UD 03 12
DA 07 13
161
SDA 01 09
Total 95 110
𝜒2 26.46
Table 4.2.2.12 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 26.46 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Probability of Rearranging Student Chairs” was not accepted. Table 4.2.2.13 Information Technology in Classroom Category SA Male Teachers 03 Boys of Class X 03 Significance level 0.05
A 07 07
UD 13 13
DA 43 20
SDA 32 67
Total 95 110
𝜒2 20.14
Table 4.2.2.13 testifies that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 20.14 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Information Technology in Classroom” was not accepted. Table 4.2.2.14 Delightful Seating Arrangement Category Male Teachers Boys of Class X Significance level
SA 19 43 0.05
A 55 38
UD 08 08
DA 11 12
SDA 02 09
Total 95 110
𝜒2 15.88
Table 4.2.2.14 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 15.88 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Delightful Seating Arrangement” was not accepted.
162
Table 4.2.2.15
Overall Classroom Environment Scores in Large Category Schools
Category Female Teachers Girls of Class X Male Teachers Boys of Class X Significance level
SA 626 636 419 771 0.05
A 456 378 550 408
UD 81 07 88 89
DA 145 152 202 135
SDA 92 227 71 137
Total 1400 1400 1330 1540
𝜒2 328.44
Table 4.2.2.15 indicates that the table value of chi square is 21.03 at level of significance 0.05 by taking 12 degree of freedom while 328.44 was the calculated vale of chi square. The calculated value was much greater than the table value. Therefore, hypothesis 𝐻01 in large category schools that “there is no association between overall classroom environment scores of male and female”, was not accepted.
4.3
Motivation in Large Category Schools The detail analysis of motivation in girls and boys secondary schools along
with overall motivation scores in large category is given below: 4.3.1
Motivation in Girls Schools of Large Category The results of motivation in Girls secondary schools are presented in the
following tables. Table 4.3.1.1 Exploration of Natural Talent Category SA Female Teachers 56 Girls of Class X 50 Significance level 0.05
A 39 35
UD 00 00
DA 05 12
163
SDA 00 03
Total 100 100
𝜒2 6.40
Table 4.3.1.1 mentions that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 6.40 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Exploration of Natural Talent” was accepted. Table 4.3.1.2 Expectations to Achieve High Grades from Students Category Female Teachers Girls of Class X Significance level
SA 53 59 0.05
A 43 30
UD 01 00
DA 03 10
SDA 00 01
Total 100 100
𝜒2 8.40
Table 4.3.1.2 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 8.40 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Expectations to Achieve High Grades from Students” was accepted. Table 4.3.1.3 Creating Interest for Learning Category Female Teachers Girls of Class X Significance level
SA 57 69 0.05
A 39 27
UD 01 02
DA 03 01
SDA 00 01
Total 100 100
𝜒2 5.65
Table 4.3.1.3 stipulates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 5.65 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Creating Interest for Learning” was accepted. Table 4.3.1.4 Student’s Desire for Learning with Interest Category SA Female Teachers 49 Girls of Class X 47 Significance level 0.05
A 45 35
UD 01 02
DA 05 13
164
SDA 00 03
Total 100 100
𝜒2 8.18
Table 4.3.1.4 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 8.18 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Student’s Desire for Learning with Interest” was accepted. Table 4.3.1.5 Student’s Control and Use of Emotions for Learning Category SA Female Teachers 50 Girls of Class X 39 Significance level 0.05
A 40 45
UD 01 00
DA 08 15
SDA 01 01
Total 100 100
𝜒2 4.78
Table 4.3.1.5 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 4.78 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Student’s Control and Use of Emotions for Learning” was accepted. Table 4.3.1.6 Praise of Students during Learning Process Category SA Female Teachers 60 Girls of Class X 50 Significance level 0.05
A 35 34
UD 01 00
DA 04 12
SDA 00 04
Total 100 100
𝜒2 9.92
Table 4.3.1.6 declares that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 9.92 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Praise of Students during Learning Process” was not accepted. Table 4.3.1.7 Encouragement of Students towards Problem Solving Category SA Female Teachers 66 Girls of Class X 56 Significance level 0.05
A 33 40
UD 00 02
DA 01 02
165
SDA 00 00
Total 100 100
𝜒2 3.80
Table 4.3.1.7 mentions that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 3.80 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Encouragement of Students towards Problem Solving” was accepted. Table 4.3.1.8 Extrinsic Motivation through Computers and Internet to Achieve High Grades Category SA Female Teachers 33 Girls of Class X 30 Significance level 0.05
A 40 32
UD 11 09
DA 11 19
SDA 05 10
Total 100 100
𝜒2 5.03
Table 4.13.8 denotes that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 5.03 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Extrinsic Motivation through Computers and Internet to Achieve High Grades” was accepted. Table 4.3.1.9 Appreciation of Group Work of Students Category SA Female Teachers 47 Girls of Class X 29 Significance level 0.05
A 43 32
UD 01 01
DA 09 30
SDA 00 08
Total 100 100
𝜒2 25.18
Table 4.3.1.9 represents that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 25.18 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Appreciation of Group Work of Students” was not accepted.
166
Table 4.3.1.10 Highly Motivated Students Achieve High Grades Category SA Female Teachers 66 Girls of Class X 67 Significance level 0.05
A 32 27
UD 01 04
DA 01 01
SDA 00 01
Total 100 100
𝜒2 3.23
Table 4.3.1.10 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 3.23 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Highly Motivated Students Achieve High Grades” was accepted. Table 4.3.1.11 Low Motivated Students Achieve Low Performance Level Category SA Female Teachers 38 Girls of Class X 55 Significance level 0.05
A 42 27
UD 06 03
DA 14 13
SDA 00 02
Total 100 100
𝜒2 9.40
Table 4.3.1.11 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 9.40 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Low Motivated Students Achieve Low Performance Level” was accepted. Table 4.3.1.12 Achievement of High Grades due to Extrinsic Motivation Category SA Female Teachers 59 Girls of Class X 45 Significance level 0.05
A 33 31
UD 00 03
DA 08 17
SDA 00 04
Total 100 100
𝜒2 12.18
Table 4.3.1.12 represents that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 12.18 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the 167
expression of views “Achievement of High Grades due to Extrinsic Motivation” was not accepted. Table 4.3.1.13 Intrinsic Motivation towards Learning through Stories Category SA Female Teachers 53 Girls of Class X 51 Significance level 0.05
A 40 31
UD 03 00
DA 04 14
SDA 00 04
Total 100 100
𝜒2 13.73
Table 4.3.1.13 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 13.73 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Intrinsic Motivation towards Learning through Stories” was not accepted. Table 4.3.1.14 Intrinsic Motivation through Personality of Teacher Category SA Female Teachers 67 Girls of Class X 55 Significance level 0.05
A 30 33
UD 01 00
DA 02 10
SDA 00 02
Total 100 100
𝜒2 9.65
Table 4.3.1.14 specifies that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 9.65 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Intrinsic Motivation through Personality of Teacher” was not accepted. 4.3.2
Motivation in Boys Schools of Large Category The results of motivation in Girls secondary schools are presented in the
following tables.
168
Table 4.3.2.1 Exploration of Natural Talent Category SA Male Teachers 42 Boys of Class X 48 Significance level 0.05
A 51 36
UD 02 00
DA 00 16
SDA 00 10
Total 95 110
𝜒2 30.04
Table 4.3.2.1 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 30.04 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Exploration of Natural Talent” was not accepted. Table 4.3.2.2 Expectations to Achieve High Grades from Students Category SA Male Teachers 50 Boys of Class X 64 Significance level 0.05
A 41 34
UD 03 04
DA 01 05
SDA 00 03
Total 95 110
𝜒2 7.12
Table 4.3.2.2 explains that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 7.12 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Expectations to Achieve High Grades from Students” was accepted. Table 4.3.2.3 Creating Interest for Learning Category SA Male Teachers 49 Boys of Class X 63 Significance level 0.05
A 45 38
UD 01 01
DA 00 02
SDA 00 06
Total 95 110
𝜒2 9.29
Table 4.3.2.3 declares that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 9.29 was the calculated value
169
of chi square. The calculated value was less than the table value. Therefore, the expression of views “Creating Interest for Learning” was accepted. Table 4.3.2.4 Student’s Desire for Learning with Interest Category SA Male Teachers 38 Boys of Class X 34 Significance level 0.05
A 47 31
UD 00 05
DA 10 28
SDA 00 12
Total 95 110
𝜒2 28.08
Table 4.3.2.4 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 28.08 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Student’s Desire for Learning with Interest” was not accepted. Table 4.3.2.5 Student’s Control and Use of Emotions for Learning Category SA male Teachers 31 Boys of Class X 52 Significance level 0.05
A 58 32
UD 05 02
DA 00 20
SDA 01 04
Total 95 110
𝜒2 34.99
Table 4.3.2.5 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 34.99 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Student’s Control and Use of Emotions for Learning” was not accepted. Table 4.3.2.6 Praise of Students during Learning Process Category SA Male Teachers 40 Boys of Class X 36 Significance level 0.05
A 50 47
UD 00 02
DA 05 17
SDA 00 08
Total 95 110
𝜒2 15.83
Table 4.3.2.6 declares that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 15.83 was the calculated value 170
of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Praise of Students during Learning Process” was not accepted. Table 4.3.2.7 Encouragement of Students towards Problem Solving Category SA Male Teachers 49 Boys of Class X 49 Significance level 0.05
A 42 44
UD 00 06
DA 04 03
SDA 00 08
Total 95 110
𝜒2 13.16
Table 4.3.2.7 testifies that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 13.16 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Encouragement of Students towards Problem Solving” was not accepted. Table 4.3.2.8 Extrinsic Motivation through Computers and Internet to Achieve High Grades Category SA Male Teachers 19 Boys of Class X 27 Significance level 0.05
A 39 21
UD 06 07
DA 23 37
SDA 08 18
Total 95 110
𝜒2 12.95
Table 4.3.2.8 denotes that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 12.95 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Extrinsic Motivation through Computers and Internet to Achieve High Grades” was not accepted. Table 4.3.2.9 Appreciation of Group Work of Students Category SA Male Teachers 37 Boys of Class X 34 Significance level 0.05
A 44 28
UD 06 10
DA 08 22
171
SDA 00 16
Total 95 110
𝜒2 26.25
Table 4.3.2.9 represents that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 26.25 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Appreciation of Group Work of Students” was not accepted. Table 4.3.2.10 Highly Motivated Students Achieve High Grades Category Male Teachers Boys of Class X Significance level
SA 56 84 0.05
A 32 20
UD 00 02
DA 07 02
SDA 00 02
Total 95 110
𝜒2 14.12
Table 4.3.2.10 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 14.12 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Highly Motivated Students Achieve High Grades” was not accepted. Table 4.3.2.11 Low Motivated Students Achieve Low Performance Level Category SA Male Teachers 35 Boys of Class X 59 Significance level 0.05
A 50 30
UD 00 08
DA 10 06
SDA 00 07
Total 95 110
𝜒2 26.17
Table 4.3.2.11 declares that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 26.17 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Low Motivated Students Achieve Low Performance Level” was not accepted.
172
Table 4.3.2.12 Achievement of High Grades due to Extrinsic Motivation Category SA Male Teachers 50 Boys of Class X 40 Significance level 0.05
A 40 24
UD 00 03
DA 04 29
SDA 01 14
Total 95 110
𝜒2 37.42
Table 4.3.2.12 mentions that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 37.42 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Achievement of High Grades due to Extrinsic Motivation” was not accepted. Table 4.3.2.13 Intrinsic Motivation towards Learning through Stories Category SA Male Teachers 40 Boys of Class X 46 Significance level 0.05
A 49 38
UD 00 00
DA 06 17
SDA 00 09
Total 95 110
𝜒2 15.04
Table 4.3.2.13 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 15.04 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Intrinsic Motivation towards Learning through Stories” was not accepted. Table 4.3.2.14 Intrinsic Motivation through Personality of Teacher Category SA Male Teachers 47 Boys of Class X 53 Significance level 0.05
A 41 41
UD 00 00
DA 06 12
SDA 01 04
Total 95 110
𝜒2 3.05
Table 4.3.2.14 specifies that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 3.05 was the calculated value 173
of chi square. The calculated value was less than the table value. Therefore, the expression of views “Intrinsic Motivation through Personality of Teacher” was accepted. Table 4.3.2.15 Overall Motivation Scores in Large Category Schools Category Female Teachers Girls of Class X Male Teachers Boys of Class X Significance level
SA 754 702 583 689 0.05
A 534 459 629 464
UD 28 26 23 50
DA 78 169 84 216
SDA 06 44 11 121
𝜒2
Total 1400 1400 1330 1540
333.98
Table 4.3.2.15 indicates that the table value of chi square is 21.03 at level of significance 0.05 by taking 12 degree of freedom while 333.98 was the calculated vale of chi square. The calculated value was much greater than the table value. Therefore, hypothesis 𝐻02 in large category schools that “there is no association between overall motivation scores of male and female”, was not accepted.
4.4
Teacher Feedback in Large Category Schools The detail analysis of teacher feedback in girls and boys secondary schools
along with overall teacher feedback scores in large category is given below: 4.4.1
Teacher Feedback in Girls Schools of Large Category The results of classroom environment in Girls secondary schools are presented
in the following tables. Table 4.4.1.1 Understanding Teacher’s Gestures during Teaching Category SA Female Teachers 31 Girls of Class X 16 Significance level 0.05
A 21 24
UD 02 00
DA 20 31
174
SDA 26 29
Total 100 100
𝜒2 9.52
Table 4.3.2.2 explains that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 9.52 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Understanding Teacher’s Gestures during Teaching” was not accepted. Table 4.4.1.2 Improvements in Teaching Learning due to Students Feelings about Teacher Feedback Category Female Teachers Girls of Class X Significant
SA A 37 15 21 33 df=4
DA SDA Total 𝜒2 20 26 100 13.55 23 23 100 Table value of 𝜒 2 at 0.05 level=9.49
UD 02 00
Table 4.4.1.2 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 13.55 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Improvements in Teaching Learning due to Students Feelings about Teacher Feedback” was not accepted. Table 4.4.1.3 Views about Teacher’s Comments being Helpful Feedback Category Female Teachers Girls of Class X Significance level
SA 12 07 0.05
A 15 05
UD 00 06
DA 43 24
SDA 30 58
Total 100 100
𝜒2 26.61
Table 4.4.1.2 stipulates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 26.61 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “View’s about Teacher’s Comments being Helpful Feedback” was not accepted.
175
Table 4.4.1.4 Awareness of Students about Objectives of the Lesson Category Female Teachers Girls of Class X Significance level
SA 27 28 0.05
A 21 27
UD 00 05
DA 23 29
SDA 29 11
Total 𝜒2 100 14.56 100
Table 4.4.1.4 declares that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 14.56 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Awareness of Students about Objectives of Lesson” was not accepted. Table 4.4.1.5 Provision of Immediate Feedback to Students on their Mistakes Category SA Female Teachers 27 Girls of Class X 42 Significance level 0.05
A 18 17
UD 00 02
DA 25 28
SDA 30 11
Total 100 100
𝜒2 14.26
Table 4.4.1.5 that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 14.26 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Provision of Immediate Feedback to Students on their Mistakes” was not accepted. Table 4.4.1.6 Usefulness of Written Feedback on Assignments/Homework Category SA Female Teachers 32 Girls of Class X 33 Significance level 0.05
A 21 24
UD 02 08
DA 24 24
SDA 21 11
Total 100 100
𝜒2 6.94
Table 4.4.1.6 mentions that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 6.94 was the calculated value 176
of chi square. The calculated value was less than the table value. Therefore, the expression of views “Usefulness of Written Feedback on Assignments/Homework” was accepted. Table 4.4.1.7 Verbal Feedback about Content related Questions during Teaching Category SA Female Teachers 28 Girls of Class X 39 Significance level 0.05
A 20 26
UD 02 02
DA 30 22
SDA 20 11
Total 100 100
𝜒2 6.43
Table 4.4.1.7 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 6.43 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Verbal Feedback about Content related Questions during Teaching” was accepted. Table 4.4.1.8 Importance of Verbal Feedback during Classroom Discussion Category SA Female Teachers 35 Girls of Class X 38 Significance level 0.05
A 21 16
UD 03 10
DA 21 24
SDA 20 12
Total 100 100
𝜒2 6.76
Table 4.4.1.8 explains that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 6.76 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Importance of Verbal Feedback during Classroom Discussion” was accepted. Table 4.4.1.9 Focus of Teacher Feedback as per Individual Differences of Learners Category SA Female Teachers 21 Girls of Class X 28 Significance level 0.05
A 31 40
UD 04 14
DA 22 05 177
SDA 22 13
Total 100 100
𝜒2 20.71
Table 4.4.1.9 represents that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 20.71 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Focus of Teacher Feedback as per Individual Differences of Learners” was not accepted. Table 4.4.1.10 Students Liking to Read and Follow Teacher’s Written Feedback Category SA Female Teachers 20 Girls of Class X 31 Significance level 0.05
A 34 25
UD 00 00
DA 20 23
SDA 26 21
Total 100 100
𝜒2 4.44
Table 4.4.1.10 testifies that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 4.44 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Students Liking to Read and Follow Teacher’s Written Feedback” was accepted. Table 4.4.1.11 Teacher’s Feedback Reducing Cognitive Load of Students Category SA Female Teachers 14 Girls of Class X 29 Significance level 0.05
A 28 37
UD 00 00
DA 25 25
SDA 33 09
Total 𝜒2 100 20.16 100
Table 4.4.1.11 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 20.16 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Teacher’s Feedback Reducing Cognitive Load of Students” was not accepted.
178
Table 4.4.1.12 Presentation of Present and Earlier Weaknesses in Summative Feedback Category SA Female Teachers 14 Girls of Class X 25 Significance level 0.05
A 47 31
UD 03 00
DA 36 26
SDA 00 18
𝜒2 28.99
Total 100 100
Table 4.4.1.12 denotes that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 28.99 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Presentation of Present and Earlier Weaknesses in Summative Feedback” was not accepted. Table 4.4.1.13 Improvements in Writing Skill with Teacher Feedback Category SA Female Teachers 17 Girls of Class X 57 Significance level 0.05
A 59 37
UD 02 00
DA 22 00
SDA 00 06
Total 100 100
𝜒2 56.66
Table 4.4.1.13 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 56.66 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Improvements in Writing Skill with Teacher Feedback” was not accepted. Table 4.4.1.14 Solution of Behavioral Problems with Teacher Feedback Category SA Female Teachers 25 Girls of Class X 49 Significance level 0.05
A 53 40
UD 01 00
DA 21 01
SDA 00 10
Total 100 100
𝜒2 38.78
Table 4.4.1.13 testifies that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 38.78 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the 179
expression of views “Solution of Behavioral Problems with Teacher Feedback” was not accepted.
4.4.2 Teacher Feedback in Boys Schools of Large Category The results of classroom environment in Girls secondary schools are presented in the following tables. Table 4.4.2.1 Understanding Teacher’s Gestures during Teaching Category SA Male Teachers 15 Boys of Class X 16 Significance level 0.05
A 43 39
UD 00 00
DA 10 32
SDA 27 23
Total 95 110
𝜒2 10.99
Table 4.4.2.1 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 10.99 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Understanding Teacher’s Gestures during Teaching” was not accepted. Table 4.4.2.2 Improvements in Teaching Learning due to Students Feelings about Teacher Feedback Category SA Male Teachers 24 Boys of Class X 22 Significance level 0.05
A 31 46
UD 00 00
DA 11 32
SDA 29 10
Total 𝜒2 95 21.48 110
Table 4.4.2.2 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 21.48 was the calculated vale of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Improvements in Teaching Learning due to Students Feelings about Teacher Feedback” was not accepted.
180
Table 4.4.2.3 Views about Teacher’s Comments being Helpful Feedback Category SA Male Teachers 12 Boys of Class X 15 Significance level 0.05
A 24 08
UD 00 00
DA 38 21
SDA 21 66
Total 95 110
𝜒2 35.56
Table 4.4.2.3 declares that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 35.56 was the calculated vale of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Views about Teacher’s Comments being Helpful Feedback” was not accepted. Table 4.4.2.4 Awareness of Students about Objectives of the Lesson Category SA Male Teachers 10 Boys of Class X 24 Significance level 0.05
A 46 33
UD 00 00
DA 13 32
SDA 26 21
Total 𝜒2 95 15.40 110
Table 4.4.2.4 denotes that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 15.40 was the calculated vale of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Awareness of Students about Objectives of the Lesson” was not accepted. Table 4.4.2.5 Provision of Immediate Feedback to Students on their Mistakes Category SA Male Teachers 06 Boys of Class X 29 Significance level 0.05
A 34 33
UD 06 04
DA 19 38
SDA 30 06
Total 𝜒2 95 36.96 110
Table 4.4.2.5 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 36.96 was the calculated value 181
of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Provision of Immediate Feedback to Students on their Mistakes” was not accepted. Table 4.4.2.6 Usefulness of Written Feedback on Assignments/Homework Category SA Male Teachers 26 Boys of Class X 33 Significance level 0.05
A 32 34
UD 00 02
DA 12 26
SDA 25 15
Total 95 110
𝜒2 9.51
Table 4.4.2.6 specifies that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 9.51 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Usefulness of Written Feedback on Assignments/Homework” was not accepted. Table 4.4.2.7 Verbal Feedback about Content related Questions during Teaching Category SA Male Teachers 33 Boys of Class X 31 Significance level 0.05
A 26 40
UD 05 03
DA 11 31
SDA 20 05
Total 95 110
𝜒2 21.07
Table 4.4.2.7 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 21.07 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Verbal Feedback about Content related Questions during Teaching” was not accepted. Table 4.4.2.8 Importance of Verbal Feedback during Classroom Discussion Category SA Male Teachers 27 Boys of Class X 29 Significance level 0.05
A 34 45
UD 03 10
DA 11 24
182
SDA 20 02
Total 95 110
𝜒2 23.95
Table 4.4.2.8 specifies that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 23.95 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Importance of Verbal Feedback during Classroom Discussion” was not accepted. Table 4.4.2.9 Focus of Teacher Feedback as per Individual Differences of Learners Category SA Male Teachers 32 Boys of Class X 17 Significance level 0.05
A 27 28
UD 00 00
DA 10 30
SDA 26 35
Total 95 110
𝜒2 17.15
Table 4.4.2.9 explains that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 17.15 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Focus of Teacher Feedback as per Individual Differences of Learners” was not accepted. Table 4.4.2.10 Students Liking to Read and Follow Teacher’s Written Feedback Category SA Male Teachers 09 Boys of Class X 24 Significance level 0.05
A 36 32
UD 01 00
DA 19 38
SDA 30 16
Total 95 110
𝜒2 17.64
Table 4.4.2.10 specifies that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 17.64 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Students Liking to Read and Follow Teacher’s Written Feedback” was not accepted.
183
Table 4.4.2.11 Teacher’s Feedback Reducing Cognitive Load of Students Category SA Male Teachers 23 Boys of Class X 23 Significance level 0.05
A 32 43
UD 00 04
DA 03 35
SDA 37 05
Total 95 110
𝜒2 56.14
Table 4.4.2.11 reveals that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 56.14 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Teacher’s Feedback Reducing Cognitive Load of Students” was not accepted. Table 4.4.2.12 Presentation of Present and Earlier Weaknesses in Summative Feedback Category SA Male Teachers 30 Boys of Class X 30 Significance level 0.05
A 41 33
UD 00 00
DA 05 26
SDA 19 21
Total 95 110
𝜒2 14.14
Table 4.4.2.12 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 14.14 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Presentation of Present and Earlier Weaknesses in Summative Feedback” was not accepted. Table 4.4.2.13 Improvements in Writing Skill with Teacher Feedback Category SA Male Teachers 33 Boys of Class X 34 Significance level 0.05
A 52 41
UD 06 03
DA 04 25
SDA 00 07
Total 95 110
𝜒2 23.55
Table 4.4.2.13 specifies that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 23.55 was the calculated value 184
of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Improvements in Writing Skill with Teacher Feedback” was not accepted. Table 4.4.2.14 Solution of Behavioral Problems with Teacher Feedback Category SA Male Teachers 42 Boys of Class X 27 Significance level 0.05
A 49 35
UD 00 01
DA 00 26
SDA 04 21
Total 95 110
𝜒2 43.28
Table 4.4.2.14 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 43.28 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Solution of Behavioral Problems with Teacher Feedback” was not accepted. Table 4.4.2.15 Overall Teacher Feedback Scores in Large Category Schools Category Female Teachers Girls of Class X Male Teachers Boys of Class X Significance level
SA 340 343 322 354 0.05
A 404 382 507 490
UD 21 47 21 27
DA 352 385 166 416
SDA 283 243 314 253
Total 1400 1400 1330 1540
𝜒2 157.78
Table 4.4.2.15 stipulates that the table value of chi square is 21.03 at level of significance 0.05 by taking 12 degree of freedom while 157.78 was the calculated vale of chi square. The calculated value was much greater than the table value. Therefore, hypothesis 𝐻03 in the large category schools that “there is no association between overall teacher feedback scores of male and female”, was not accepted.
185
4.5
Classroom Environment in Medium Category Schools The detail analysis of classroom environment in girls and boys secondary
schools along with overall classroom environment scores in medium category is given below: 4.5.1
Classroom Environment in Girls Schools of Medium Category The results of classroom environment in Girls secondary schools are presented
in the following tables. Table 4.5.1.1 Freedom for Educational Discussion in Classroom Category SA Female Teachers 30 Girls of Class X 33 Significance level 0.05
A 19 09
UD 06 02
DA 00 00
SDA 00 03
Total 55 47
𝜒2 8.11
Table 4.5.1.1 explains that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 8.11 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Freedom for Educational Discussion in Classroom” was accepted. Table 4.5.1.2 Classroom Brightness Category SA Female Teachers 28 Girls of Class X 22 Significance level 0.05
A 18 17
UD 01 04
DA 08 02
SDA 00 02
Total 55 47
𝜒2 7.56
Table 4.5.1.2 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 7.56 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Classroom Brightness” was accepted. 186
Table 4.5.1.3 Enjoyable Environment of Classroom Category SA Female Teachers 22 Girls of Class X 27 Significance level 0.05
A 21 09
UD 09 04
DA 03 07
SDA 00 00
Total 55 47
𝜒2 8.22
Table 4.5.1.3 denotes that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 8.22 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Enjoyable Environment of Classroom” was accepted. Table 4.5.1.4 Opportunity to Approach Students during Instruction Category SA Female Teachers 25 Girls of Class X 32 Significance level 0.05
A 25 09
UD 01 01
DA 03 04
SDA 01 01
Total 55 47
𝜒2 7.95
Table 4.5.1.4 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 7.95 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Opportunity to Approach Students during Instruction” was accepted. Table 4.5.1.5 Creativty in the Classroom Category SA Female Teachers 16 Girls of Class X 24 Significance level 0.05
A 31 09
UD 04 05
DA 04 05
SDA 00 04
Total 55 47
𝜒2 17.40
Table 4.5.1.5 explains that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 17.40 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the
187
expression of views “Creativty in the Classroom” was not accepted. It means that above mentioned factor was available in classroom environment. Table 4.5.1.6 Teaching Choice in Small and Large Classes Category SA Female Teachers 23 Girls of Class X 26 Significance level 0.05
A 13 11
UD 04 06
DA 12 02
SDA 03 02
Total 55 47
𝜒2 7.51
Table 4.5.1.6 represents that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 7.51 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Teaching Choice in Small and Large Classes” was accepted. Table 4.5.1.7 Adequate Classroom Temperature Category SA Female Teachers 14 Girls of Class X 14 Significance level 0.05
A 20 11
UD 02 08
DA 13 12
SDA 06 02
Total 55 47
𝜒2 7.67
Table 4.5.1.7 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 7.67 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Adequate Classroom Temperature” was accepted. Table 4.5.1.8 Availability of Writing Board Category SA Female Teachers 26 Girls of Class X 34 Significance level 0.05
A 24 07
UD 02 01
DA 00 04
SDA 03 01
Total 55 47
𝜒2 15.18
Table 4.5.1.8 shows that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 15.18 was the calculated value
188
of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Availability of Writing Board” was not accepted. Table 4.5.1.9 Height of Writing Board in Classroom Category SA Female Teachers 26 Girls of Class X 30 Significance level 0.05
A 22 12
UD 02 01
DA 03 02
SDA 02 02
Total 55 47
𝜒2 3.15
Table 4.5.1.9 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 3.15 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Height of Writing Board in Classroom” was accepted. Table 4.5.1.10 Proper Guidance for Assignments/Homework Category SA Female Teachers 26 Girls of Class X 16 Significance level 0.05
A 25 20
UD 02 08
DA 01 01
SDA 01 02
Total 55 47
𝜒2 6.28
Table 4.5.1.10 explains that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 6.28 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Proper Guidance for Assignments/Homework” was accepted. Table 4.5.1.11 Management of Classroom Discipline Category SA Female Teachers 07 Girls of Class X 24 Significance level 0.05
A 22 07
UD 06 05
DA 13 04
SDA 07 07
Total 𝜒2 55 21.44 47
Table 4.5.1.11 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 21.44 was the calculated value
189
of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Management of Classroom Discipline” was not accepted. Table 4.5.1.12 Probability of Rearranging Student Chairs Category SA Female Teachers 24 Girls of Class X 25 Significance level 0.05
A 21 13
UD 08 01
DA 02 04
SDA 00 04
Total 55 47
𝜒2 11.45
Table 4.5.1.12 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 11.45 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Probability of Rearranging Student Chairs” was not accepted. Table 4.5.1.13 Information Technology in Classroom Category SA Female Teachers 06 Girls of Class X 11 Significance level 0.05
A 11 06
UD 12 06
DA 17 07
SDA 09 17
Total 55 47
𝜒2 11.01
Table 4.5.1.13 explains that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 11.01 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Information Technology in Classroom” was not accepted. Table 4.5.1.14 Delightful Seating Arrangement Category SA Female Teachers 13 Girls of Class X 25 Significance level 0.05
A 28 12
UD 06 02
DA 06 02
SDA 02 06
Total 55 47
𝜒2 15.65
Table 4.5.1.14 mentions that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 15.65 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Delightful Seating Arrangement” was not accepted. 190
4.5.2
Classroom Environment in Boys Schools of Medium Category The results of classroom environment in Boys secondary schools are presented
in the following tables. Table 4.5.2.1 Freedom for Educational Discussion in Classroom Category SA Male Teachers 29 Boys of Class X 31 Significance level 0.05
A 19 14
UD 02 01
DA 07 02
SDA 00 02
Total 57 50
𝜒2 5.50
Table 4.5.2.1 explains that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 5.50 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Freedom for Educational Discussion in Classroom” was accepted. Table 4.5.2.2 Classroom Brightness Category SA Male Teachers 25 Boys of Class X 40 Significance level 0.05
A 22 08
UD 04 00
DA 05 02
SDA 01 00
Total 57 50
𝜒2 15.89
Table 4.5.2.2 stipulates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 15.89 was the calculated vale of chi square. The calculated value was greater than the table value. Therefore, the statement “Classroom Brightness” was not accepted. Table 4.5.2.3 Enjoyable Environment of Classroom Category SA Male Teachers 22 Boys of Class X 26 Significance level 0.05
A 24 22
UD 04 00
191
DA 06 01
SDA 01 01
Total 57 50
𝜒2 7.56
Table 4.5.2.3 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 7.56 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Enjoyable Environment of Classroom” was accepted. Table 4.5.2.4 Opportunity to Approach Students during Instruction Category SA Male Teachers 29 Boys of Class X 38 Significance level 0.05
A 16 11
UD 08 00
DA 04 00
SDA 00 01
Total 57 50
𝜒2 14.74
Table 4.5.2.4 shows that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 14.74 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Opportunity to Approach Students during Instruction” was not accepted. Table 4.5.2.5 Creativty in the Classroom Category SA Male Teachers 17 Boys of Class X 15 Significance level 0.05
A 26 22
UD 04 05
DA 09 05
SDA 01 03
Total 57 50
𝜒2 2.26
Table 4.5.2.5 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 2.26 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Creativty in the Classroom” was accepted. It means that above mentioned factor was not available in classroom environment.
192
Table 4.5.2.6 Teaching Choice in Small and Large Classes Category SA Male Teachers 22 Boys of Class X 27 Significance level 0.05
A 22 08
UD 03 04
DA 09 06
SDA 01 05
Total 57 50
𝜒2 10.03
Table 4.5.2.6 declares that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 10.03 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Teaching Choice in Small and Large Classes” was not accepted. Table 4.5.2.7 Adequate Classroom Temperature Category SA Male Teachers 16 Boys of Class X 11 Significance level 0.05
A 11 18
UD 03 04
DA 14 09
SDA 13 08
Total 57 50
𝜒2 4.59
Table 4.5.2.7 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 4.59 was the calculated vale of chi square. The calculated value was less than the table value. Therefore, the statement “Adequate Classroom Temperature” was accepted. Table 4.5.2.8 Availability of Writing Board Category SA Male Teachers 36 Boys of Class X 48 Significance level 0.05
A 19 02
UD 00 00
DA 01 00
SDA 01 00
Total 57 50
𝜒2 17.13
Table 4.5.2.8 testifies that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 17.13 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Availability of Writing Board” was not accepted.
193
Table 4.5.2.9 Height of Writing Board in Classroom Category SA Male Teachers 34 Boys of Class X 39 Significance level 0.05
A 20 09
UD 02 02
DA 01 00
SDA 00 00
𝜒2 5.09
Total 57 50
Table 4.5.2.9 explains that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 5.09 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Height of Writing Board in Classroom” was accepted. Table 4.5.2.10 Proper Guidance for Assignments/Homework Category SA Male Teachers 18 Boys of Class X 22 Significance level 0.05
A 25 20
UD 03 05
DA 10 01
SDA 01 02
Total 57 50
𝜒2 8.73
Table 4.5.2.10 denotes that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 8.73 was the calculated vale of chi square. The calculated value was less than the table value. Therefore, the statement “Proper Guidance for Assignments/Homework” was accepted. Table 4.5.2.11 Management of Classroom Discipline Category SA Male Teachers 10 Boys of Class X 24 Significance level 0.05
A 19 17
UD 03 02
DA 14 05
SDA 11 02
Total 𝜒2 57 16.18 50
Table 4.5.2.11 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 16.18 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Management of Classroom Discipline” was not accepted.
194
Table 4.5.2.12 Probability of Rearranging Student Chairs Category SA Male Teachers 19 Boys of Class X 11 Significance level 0.05
A 21 22
UD 01 03
DA 12 10
SDA 04 04
𝜒2 2.89
Total 57 50
Table 4.5.2.12 stipulates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 2.89 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Probability of Re arranging Student Chairs” was accepted. Table 4.5.2.13 Information Technology in Classroom Category SA Male Teachers 04 Boys of Class X 02 Significance level 0.05
A 14 01
UD 08 03
DA 14 09
SDA 17 35
Total 57 50
𝜒2 21.15
Table 4.5.2.13 explains that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 21.15 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Information Technology in Classroom” was not accepted. Table 4.5.2.14 Delightful Seating Arrangement Category SA Male Teachers 13 Boys of Class X 26 Significance level 0.05
A 26 18
UD 02 01
DA 15 04
SDA 01 01
Total 𝜒2 57 12.08 50
Table 4.5.2.14 explains that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 12.08 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Delightful Seating Arrangement” was not accepted.
195
Table 4.5.2.15 Overall Classroom Environment Scores in Medium Category Schools Category Female Teachers Girls of Class X Male Teachers Boys of Class X Significance level
SA 286 343 294 360 0.05
A 300 152 284 192
UD 65 54 47 30
DA 85 56 121 54
SDA 34 53 52 64
Total 770 658 798 700
𝜒2 121.67
Table 4.5.2.15 stipulates that the table value of chi square is 21.03 at level of significance 0.05 by taking 12 degree of freedom while 121.67 was the calculated vale of chi square. The calculated value was much greater than the table value. Therefore, hypothesis 𝐻01 in medium category schools that “there is no association between overall classroom environment scores of male and female”, was not accepted.
4.6
Motivation in Medium Category Schools The detail analysis of motivation in girls and boys secondary schools along
with overall motivation scores in medium category is given below: 4.6.1
Motivation in Girls Schools of Medium Category The results of classroom environment in Girls secondary schools are presented
in the following tables. Table 4.6.1.1 Exploration of Natural Talent Category SA Female Teachers 12 Girls of Class X 10 Significance level 0.05
A 27 15
UD 01 10
DA 01 01
SDA 14 11
Total 𝜒2 55 10.77 47
Table 4.6.1.1 explains that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 10.77 was the calculated value 196
of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Exploration of Natural Talent” was not accepted. Table 4.6.1.2 Expectations to Achieve High Grades from Students Category SA Female Teachers 16 Girls of Class X 17 Significance level 0.05
A 22 11
UD 01 03
DA 06 02
SDA 10 14
Total 55 47
𝜒2 6.77
Table 4.6.1.2 declares that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 6.77 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Expectations to Achieve High Grades from Students” was accepted. Table 4.6.1.3 Creating Interest for Learning Category SA Female Teachers 21 Girls of Class X 19 Significance level 0.05
A 20 10
UD 01 03
DA 03 02
SDA 10 13
Total 55 47
𝜒2 4.42
Table 4.6.1.3 explains that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 4.42 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Creating Interest for Learning” was accepted. Table 4.6.1.4 Student’s Desire for Learning with Interest Category SA Female Teachers 20 Girls of Class X 15 Significance level 0.05
A 21 14
UD 03 04
DA 01 01
SDA 10 13
Total 55 47
𝜒2 2.03
Table 4.6.1.4 specifies that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 2.03 was the calculated value 197
of chi square. The calculated value was less than the table value. Therefore, the expression of views “Student’s Desire for Learning with Interest” was accepted. Table 4.6.1.5 Student’s Control and Use of Emotions for Learning Category SA Female Teachers 15 Girls of Class X 08 Significance level 0.05
A 24 16
UD 03 02
DA 03 08
SDA 10 13
Total 55 47
𝜒2 6.01
Table 4.6.1.5 declares that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 6.01 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Student’s Control and Use of Emotions for Learning” was accepted. Table 4.6.1.6 Praise of Students during Learning Process Category SA Female Teachers 18 Girls of Class X 14 Significance level 0.05
A 21 08
UD 02 03
DA 02 02
SDA 12 20
Total 55 47
𝜒2 7.94
Table 4.6.1.6 declares that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 7.94 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Praise of Students during Learning Process” was accepted. Table 4.6.1.7 Encouragement of Students towards Problem Solving Category SA Female Teachers 19 Girls of Class X 06 Significance level 0.05
A 22 22
UD 03 05
DA 00 02
SDA 11 12
Total 55 47
𝜒2 8.72
Table 4.6.1.7 shows that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 8.72 was the calculated value 198
of chi square. The calculated value was less than the table value. Therefore, the expression of views “Encouragement of Students towards Problem Solving” was accepted. Table 4.6.1.8 Extrinsic Motivation through Computers and Internet to Achieve High Grades Category SA Female Teachers 07 Girls of Class X 07 Significance level 0.05
A 25 10
UD 08 08
DA 05 07
SDA 10 15
Total 55 47
𝜒2 7.17
Table 4.6.1.8 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 7.17 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Extrinsic Motivation through Computers and Internet to Achieve High Grades” was accepted. Table 4.6.1.9 Appreciation of Group Work of Students Category SA Female Teachers 10 Girls of Class X 11 Significance level 0.05
A 27 09
UD 04 05
DA 04 09
SDA 10 13
Total 55 47
𝜒2 10.91
Table 4.6.1.9 mentions that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 10.91 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Appreciation of Group Work of Students” was not accepted. Table 4.6.1.10 Highly Motivated Students Achieve High Grades Category SA Female Teachers 12 Girls of Class X 26 Significance level 0.05
A 24 03
UD 06 01
199
DA 02 03
SDA 11 14
Total 55 47
𝜒2 25.14
Table 4.6.1.10 declares that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 25.14 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Highly Motivated Students Achieve High Grades” was not accepted. Table 4.6.1.11 Low Motivated Students Achieve Low Performance Level Category SA Female Teachers 15 Girls of Class X 24 Significance level 0.05
A 22 14
UD 10 04
DA 07 03
SDA 01 02
Total 55 47
𝜒2 7.77
Table 4.6.1.11 specifies that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 7.77 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Low Motivated Students Achieve Low Performance Level” was accepted. Table 4.6.1.12 Achievement of High Grades due to Extrinsic Motivation Category SA Female Teachers 24 Girls of Class X 17 Significance level 0.05
A 23 17
UD 08 08
DA 00 05
SDA 00 00
Total 55 47
𝜒2 6.51
Table 4.6.1.12 declares that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 6.51 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Achievement of High Grades due to Extrinsic Motivation” was accepted.
200
Table 4.6.1.13 Intrinsic Motivation towards Learning through Stories Category SA Female Teachers 14 Girls of Class X 19 Significance level 0.05
A 28 21
UD 09 06
DA 02 00
SDA 02 01
Total 55 47
𝜒2 4.08
Table 4.6.1.13 mentions that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 4.08 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Intrinsic Motivation towards Learning through Stories” was accepted. Table 4.6.1.14 Intrinsic Motivation through Personality of Teacher Category SA Female Teachers 21 Girls of Class X 18 Significance level 0.05
A 20 15
UD 10 05
DA 01 06
SDA 03 03
Total 55 47
𝜒2 5.59
Table 4.6.1.14 declares that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 5.59 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Intrinsic Motivation through Personality of Teacher” was accepted. 4.6.2
Motivation in Boys Schools of Medium Category The results of motivation in Girls secondary schools are presented in the
following tables.
201
Table 4.6.2.1 Exploration of Natural Talent Category Male Teachers Boys of Class X Significance level
SA 18 14 0.05
A 26 19
UD 03 03
DA 00 00
SDA 10 14
Total 57 50
𝜒2 1.79
Table 4.6.2.1 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 1.79 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Exploration of Natural Talent” was accepted. Table 4.6.2.2 Expectations to Achieve High Grades from Students Category SA Male Teachers 16 Boys of Class X 25 Significance level 0.05
A 23 14
UD 03 00
DA 05 01
SDA 10 10
Total 57 50
𝜒2 9.41
Table 4.6.2.2 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 9.41 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Expectations to Achieve High Grades from Students” was accepted. Table 4.6.2.3 Creating Interest for Learning Category SA Male Teachers 18 Boys of Class X 21 Significance level 0.05
A 27 18
UD 00 01
DA 02 00
SDA 10 10
Total 57 50
𝜒2 4.59
Table 4.6.2.3 reveals that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 4.59 was the calculated value
202
of chi square. The calculated value was less than the table value. Therefore, the expression of views “Creating Interest for Learning” was accepted. Table 4.6.2.4 Student’s Desire for Learning with Interest Category SA Male Teachers 19 Boys of Class X 16 Significance level 0.05
A 20 15
UD 04 07
DA 03 01
SDA 11 11
Total 57 50
𝜒2 2.34
Table 4.6.2.4 reflects that the calculated vale of 𝝌2 was found to be 2.34, which is less than the table value of 𝝌2 at 0.05 level of significance by taking 4 degree of freedom. Hence, the statement “Student’s Desire for Learning with Interest” was accepted. Table 4.6.2.5 Student’s Control and Use of Emotions for Learning Category SA Male Teachers 09 Boys of Class X 06 Significance level 0.05
A 30 23
UD 04 05
DA 04 03
SDA 10 13
Total 57 50
𝜒2 1.71
Table 4.6.2.5 represents that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 1.71 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Student’s Control and Use of Emotions for Learning” was accepted. Table 4.6.2.6 Praise of Students during Learning Process Category SA Male Teachers 08 Boys of Class X 06 Significance level 0.05
A 32 23
UD 04 06
DA 03 03
SDA 10 12
Total 57 50
𝜒2 1.89
Table 4.6.2.6 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 1.89 was the calculated value 203
of chi square. The calculated value was less than the table value. Therefore, the expression of views “Praise of Students during Learning Process” was accepted. Table 4.6.2.7 Encouragement of Students towards Problem Solving Category SA Male Teachers 10 Boys of Class X 14 Significance level 0.05
A 31 19
UD 06 02
DA 00 05
SDA 10 10
Total 57 50
𝜒2 10.13
Table 4.6.2.7 shows that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 10.13 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Encouragement of Students towards Problem Solving” was not accepted. Table 4.6.2.8 Extrinsic Motivation through Computers and Internet to Achieve High Grades Category SA Male Teachers 01 Boys of Class X 10 Significance level 0.05
A 28 13
UD 04 06
DA 14 05
SDA 10 16
Total 57 50
𝜒2 18.52
Table 4.6.2.8 mentions that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 18.52 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Extrinsic Motivation through Computers and Internet to Achieve High Grades” was not accepted. Table 4.6.2.9 Appreciation of Group Work of Students Category SA Male Teachers 13 Boys of Class X 08 Significance level 0.05
A 29 10
UD 03 08
204
DA 02 07
SDA 10 17
Total 57 50
𝜒2 16.92
Table 4.6.2.9 represents that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 16.92 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Appreciation of Group Work of Students” was not accepted. Table 4.6.2.10 Highly Motivated Students Achieve High Grades Category SA Male Teachers 26 Boys of Class X 34 Significance level 0.05
A 17 05
UD 01 01
DA 03 00
SDA 10 10
𝜒2 10.19
Total 57 50
Table 4.6.2.10 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 10.19 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Highly Motivated Students Achieve High Grades” was not accepted. Table 4.6.2.11 Low Motivated Students Achieve Low Performance Level Category SA Male Teachers 13 Boys of Class X 33 Significance level 0.05
A 28 12
UD 06 03
DA 06 01
SDA 04 01
Total 57 50
𝜒2 21.09
Table 4.6.2.11 shows that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 21.09 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Low Motivated Students Achieve Low Performance Level” was not accepted. Table 4.6.2.12 Achievement of High Grades due to Extrinsic Motivation Category SA Male Teachers 23 Boys of Class X 18 Significance level 0.05
A 27 18
UD 00 06
DA 06 02 205
SDA 01 06
Total 57 50
𝜒2 13.58
Table 4.6.2.12 declares that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 13.58 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Achievement of High Grades due to Extrinsic Motivation” was not accepted. Table 4.6.2.13 Intrinsic Motivation towards Learning through Stories Category SA Male Teachers 26 Boys of Class X 21 Significance level 0.05
A 27 16
UD 03 06
DA 01 04
SDA 00 03
Total 57 50
𝜒2 8.72
Table 4.6.2.13 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 8.72 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Intrinsic Motivation towards Learning through Stories” was accepted. Table 4.6.2.14 Intrinsic Motivation through Personality of Teacher Category SA Male Teachers 30 Boys of Class X 32 Significance level 0.05
A 25 14
UD 01 03
DA 01 00
SDA 00 01
Total 57 50
𝜒2 5.73
Table 4.6.2.14 explains that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 5.73 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Intrinsic Motivation through Personality of Teacher” was accepted.
206
Table 4.6.2.15 Overall Motivation Scores in Medium Category Schools Category Female Teachers Girls of Class X Male Teachers Boys of Class X Significance level
SA 224 211 230 258 0.05
A 326 185 370 219
UD 69 67 42 57
DA 37 51 50 32
SDA 114 144 106 134
Total 770 658 798 700
𝜒2 93.49
Table 4.6.2.15 stipulates that the table value of chi square is 21.03 at level of significance 0.05 by taking 12 degree of freedom while 93.49 was the calculated vale of chi square. The calculated value was greater than the table value. Therefore, hypothesis 𝐻02 in medium category schools that “there is no association between overall motivation scores of male and female”, was not accepted.
4.7
Teacher Feedback in Medium Category Schools The detail analysis of teacher feedback in girls and boys secondary schools
along with overall teacher feedback scores in medium category is given below: 4.7.1
Teacher Feedback in Girls Schools of Medium Category The results of teacher feedback in Girls secondary schools are presented in the
following tables. Table 4.7.1.1 Understanding Teacher’s Gestures during Teaching
Category SA Female Teachers 13 Girls of Class X 19 Significance level 0.05
A 30 14
UD 09 09
DA 03 02
SDA 00 03
Total 55 47
𝜒2 9.57
Table 4.7.1.1 explains that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 9.57 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the
207
expression of views “Understanding Teacher’s Gestures during Teaching” was not accepted. Table 4.7.1.2 Improvements in Teaching Learning due to Students Feelings about Teacher Feedback Category SA Female Teachers 22 Girls of Class X 23 Significance level 0.05
A 25 18
UD 03 05
DA 04 00
SDA 01 01
Total 55 47
𝜒2 5.06
Table 4.7.1.2 mentions that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 5.06 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Improvements in Teaching Learning due to Students Feelings about Teacher Feedback” was accepted. Table 4.7.1.3 Views about Teacher’s Comments being Helpful Feedback Category SA Female Teachers 14 Girls of Class X 11 Significance level 0.05
A 17 14
UD 10 08
DA 08 04
SDA 06 10
Total 55 47
𝜒2 2.59
Table 4.7.1.3 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 2.59 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Views about Teacher’s Comments being Helpful Feedback” was accepted. Table 4.7.1.4 Awareness of Students about Objectives of the Lesson Category SA Female Teachers 17 Girls of Class X 20 Significance level 0.05
A 27 11
UD 05 07
208
DA 05 06
SDA 01 03
Total 55 47
𝜒2 7.82
Table 4.7.1.4 explains that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 7.82 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Awareness of Students about Objectives of the Lesson” was accepted. Table 4.7.1.5 Provision of Immediate Feedback to Students on their Mistakes Category SA Female Teachers 21 Girls of Class X 20 Significance level 0.05
A 21 16
UD 06 07
DA 07 03
SDA 00 01
Total 55 47
𝜒2 2.76
Table 4.7.1.5 specifies that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 2.76 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Provision of Immediate Feedback to Students on their Mistakes” was accepted. Table 4.7.1.6 Usefulness of Written Feedback on Assignments/Homework Category SA Female Teachers 22 Girls of Class X 22 Significance level 0.05
A 23 16
UD 02 05
DA 03 02
SDA 05 02
Total 55 47
𝜒2 3.42
Table 4.7.1.6 testifies that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 3.42 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Usefulness of Written Feedback on Assignments/Homework” was accepted.
209
Table 4.7.1.7 Verbal Feedback about Content related Questions during Teaching Category SA Female Teachers 23 Girls of Class X 19 Significance level 0.05
A 26 21
UD 01 04
DA 02 00
SDA 03 03
Total 55 47
𝜒2 4.11
Table 4.7.1.7 explains that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 4.11 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Verbal Feedback about Content related Questions during Teaching” was accepted. Table 4.7.1.8 Importance of Verbal Feedback during Classroom Discussion Category SA Female Teachers 29 Girls of Class X 21 Significance level 0.05
A 16 16
UD 05 07
DA 01 02
SDA 04 01
Total 55 47
𝜒2 3.13
Table 4.7.1.8 mentions that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 3.13 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Importance of Verbal Feedback during Classroom Discussion” was accepted. Table 4.7.1.9 Focus of Teacher Feedback as per Individual Differences of Learners Category SA Female Teachers 24 Girls of Class X 20 Significance level 0.05
A 27 13
UD 01 06
210
DA 01 05
SDA 02 03
Total 𝜒2 55 11.14 47
Table 4.7.1.9 denotes that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 11.14 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Focus of Teacher Feedback as per Individual Differences of Learners” was not accepted. Table 4.7.1.10 Students Liking to Read and Follow Teacher’s Written Feedback Category SA Female Teachers 20 Girls of Class X 15 Significance level 0.05
A 30 19
UD 02 07
DA 03 04
SDA 00 02
Total 55 47
𝜒2 7.52
Table 4.7.1.10 explains that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 7.52 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Students Liking to Read and Follow Teacher’s Written Feedback” was accepted. Table 4.7.1.11 Teacher’s Feedback Reducing Cognitive Load of Students Category SA Female Teachers 21 Girls of Class X 26 Significance level 0.05
A 20 15
UD 11 00
DA 03 02
SDA 00 04
Total 55 47
𝜒2 15.91
Table 4.7.1.11 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 15.91 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Teacher’s Feedback Reducing Cognitive Load of Students” was not accepted.
211
Table 4.7.1.12 Presentation of Present and Earlier Weaknesses in Summative Feedback Category SA Female Teachers 27 Girls of Class X 25 Significance level 0.05
A 24 10
UD 01 09
DA 03 01
SDA 00 02
Total 55 47
𝜒2 14.70
Table 4.7.1.12 denotes that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 14.70 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Presentation of Present and Earlier Weaknesses in Summative Feedback” was not accepted. Table 4.7.1.13 Improvements in Writing Skill with Teacher Feedback Category SA Female Teachers 25 Girls of Class X 25 Significance level 0.05
A 23 13
UD 06 02
DA 00 03
SDA 01 04
Total 55 47
𝜒2 9.01
Table 4.7.1.13 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 9.01 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Improvements in Writing Skill with Teacher Feedback” was accepted. Table 4.7.1.14 Solution of Behavioral Problems with Teacher Feedback Category SA Female Teachers 25 Girls of Class X 25 Significance level 0.05
A 26 06
UD 02 07
DA 01 07
SDA 01 02
Total 55 47
𝜒2 19.60
Table 4.7.1.14 explains that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 19.60 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the 212
expression of views “Solution of Behavioral Problems with Teacher Feedback” was not accepted. 4.7.2
Teacher Feedback in Boys Schools of Medium Category The results of teacher feedback in Boys secondary schools are presented in the
following tables. Table 4.7.2.1 Understanding Teacher’s Gestures during Teaching Category SA Male Teachers 18 Boys of Class X 21 Significance level 0.05
A 28 20
UD 03 01
DA 07 04
SDA 01 04
Total 57 50
𝜒2 4.74
Table 4.7.2.1 shows that the calculated vale of 𝝌2 was found to be 4.74, which is less than the table value of 𝝌2 at level of significance 0.05 by taking 4 degree of freedom. Hence, the statement “Understanding Teacher’s Gestures during Teaching” was accepted. Table 4.7.2.2 Improvements in Teaching Learning due to Students Feelings About Teacher Feedback Category SA Male Teachers 17 Boys of Class X 24 Significance level 0.05
A 37 21
UD 00 02
DA 00 02
SDA 03 01
Total 57 50
𝜒2 10.19
Table 4.7.2.2 declares that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 10.19 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Improvements in Teaching Learning due to Students Feelings about Teacher Feedback” was not accepted.
213
Table 4.7.2.3 Views about Teacher’s Comments being Helpful Feedback Category SA Male Teachers 04 Boys of Class X 08 Significance level 0.05
A 19 12
UD 06 13
DA 16 07
SDA 12 10
Total 57 50
𝜒2 8.77
Table 4.7.2.3 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 8.77 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Views about Teacher’s Comments being Helpful Feedback” was accepted. Table 4.7.2.4 Awareness of Students about Objectives of the Lesson Category SA Male Teachers 18 Boys of Class X 24 Significance level 0.05
A 33 13
UD 01 05
DA 05 02
SDA 00 06
Total 57 50
𝜒2 19.12
Table 4.7.2.4 shows that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 19.12 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Awareness of Students about Objectives of the Lesson” was not accepted. Table 4.7.2.5 Provision of Immediate Feedback to Students on their Mistakes Category SA Male Teachers 13 Boys of Class X 28 Significance level 0.05
A 31 17
UD 10 03
DA 02 01
SDA 01 01
Total 57 50
𝜒2 13.27
Table 4.7.2.5 reveals that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 13.72 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the 214
expression of views “Provision of Immediate Feedback to Students on their Mistakes” was not accepted. Table 4.7.2.6 Usefulness of Written Feedback on Assignments/Homework Category SA Male Teachers 26 Boys of Class X 21 Significance level 0.05
A 27 20
UD 03 07
DA 01 02
SDA 00 00
𝜒2 3.03
Total 57 50
Table 4.7.2.6 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 3.03 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Usefulness of Written Feedback on Assignments/Homework” was accepted. Table 4.7.2.7 Verbal Feedback about Content related Questions during Teaching Category SA Male Teachers 27 Boys of Class X 33 Significance level 0.05
A 27 10
UD 03 01
DA 00 01
SDA 00 05
Total 57 50
𝜒2 15.01
Table 4.7.2.4 represents that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 15.01 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Verbal Feedback about Content related Questions during Teaching” was not accepted. Table 4.7.2.8 Importance of Verbal Feedback during Classroom Discussion Category SA Male Teachers 22 Boys of Class X 22 Significance level 0.05
A 33 23
UD 02 03
DA 00 02
215
SDA 00 00
Total 57 50
𝜒2 3.54
Table 4.7.2.8 explains that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 3.54 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Importance of Verbal Feedback during Classroom Discussion” was accepted. Table 4.7.2.9 Focus of Teacher Feedback as per Individual Differences of Learners Category SA Male Teachers 22 Boys of Class X 13 Significance level 0.05
A 29 21
UD 05 07
DA 01 03
SDA 00 06
Total 57 50
𝜒2 10.51
Table 4.7.2.9 represents that the calculated vale of 𝝌2 was found to be 10.51, which is greater than the table value of 𝝌2 at level of significance 0.05 by taking 4 degree of freedom. Hence, the statement “Focus of Teacher Feedback as per Individual Differences of Learners” was not accepted. Table 4.7.2.10 Students Liking to Read and Follow Teacher’s Written Feedback Category SA Male Teachers 18 Boys of Class X 22 Significance level 0.05
A 21 19
UD 14 05
DA 04 04
SDA 00 00
Total 57 50
𝜒2 4.28
Table 4.7.2.10 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 4.28 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Students Liking to Read and Follow Teacher’s Written Feedback” was accepted.
216
Table 4.7.2.11 Teacher’s Feedback Reducing Cognitive Load of Students Category SA Male Teachers 18 Boys of Class X 29 Significance level 0.05
A 27 14
UD 08 02
DA 04 03
SDA 00 02
Total 57 50
𝜒2 12.03
Table 4.7.2.11 represents that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 12.03 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Teacher’s Feedback Reducing Cognitive Load of Students” was not accepted. Table 4.7.2.12 Presentation of Present and Earlier Weaknesses in Summative Feedback Category SA Male Teachers 23 Boys of Class X 34 Significance level 0.05
A 26 10
UD 04 05
DA 01 00
SDA 03 01
Total 57 50
𝜒2 10.93
Table 4.7.2.12 testifies that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 10.93 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Presentation of Present and Earlier Weaknesses in Summative Feedback” was not accepted. Table 4.7.2.13 Improvements in Writing Skill with Teacher Feedback Category SA Male Teachers 23 Boys of Class X 30 Significance level 0.05
A 19 14
UD 10 03
DA 04 02
SDA 01 01
Total 57 50
𝜒2 5.68
Table 4.7.2.13 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 5.68 was the calculated value 217
of chi square. The calculated value was less than the table value. Therefore, the expression of views “Improvements in Writing Skill with Teacher Feedback” was accepted. Table 4.7.2.14 Solution of Behavioral Problems with Teacher Feedback Category SA Male Teachers 24 Boys of Class X 25 Significance level 0.05
A 31 17
UD 02 03
DA 00 01
SDA 00 04
Total 57 50
𝜒2 8.88
Table 4.7.2.14 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 8.88 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Solution of Behavioral Problems with Teacher Feedback” was accepted. Table 4.7.2.15 Overall Teacher Feedback Scores in Medium Category Schools Category Female Teachers Girls of Class X Male Teachers Boys of Class X Significance level
SA 303 291 273 334 0.05
A 335 202 388 231
UD 64 83 71 60
DA 44 41 45 34
SDA 24 41 21 41
Total 770 658 798 700
𝜒2 86.27
Table 4.7.2.15 stipulates that the table value of chi square is 21.03 at level of significance 0.05 by taking 12 degree of freedom while 86.27 was the calculated vale of chi square. The calculated value was greater than the table value. Therefore, hypothesis 𝐻03 in the medium category schools that “there is no association between overall teacher feedback scores of male and female”, was not accepted.
4.8
Classroom Environment Small Category Schools The detail analysis of classroom environment in girls and boys secondary
schools along with overall teacher feedback scores in small category is given below: 218
4.8.1
Classroom Environment in Girls Schools of Small Category The results of classroom environment in Girls secondary schools are presented
in the following tables. Table 4.8.1.1 Freedom for Educational Discussion in Classroom Category SA Female Teachers 10 Girls of Class X 23 Significance level 0.05
A 10 11
UD 01 03
DA 01 04
SDA 00 04
Total 22 45
𝜒2 4.61
Table 4.8.1.1 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 4.61 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Freedom for Educational Discussion in Classroom” was accepted. Table 4.8.1.2 Classroom Brightness Category SA Female Teachers 09 Girls of Class X 30 Significance level 0.05
A 09 10
UD 01 02
DA 03 03
SDA 00 00
Total 22 45
𝜒2 5.27
Table 4.8.1.2 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 5.27 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Classroom Brightness” was accepted. Table 4.8.1.3 Enjoyable Environment of Classroom Category SA Female Teachers 08 Girls of Class X 23 Significance level 0.05
A 13 12
UD 01 03
DA 00 02
219
SDA 00 05
Total 22 45
𝜒2 8.39
Table 4.8.1.3 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 8.39 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Enjoyable Environment of Classroom” was accepted. Table 4.8.1.4 Opportunity to Approach Students during Instruction Category SA Female Teachers 12 Girls of Class X 31 Significance level 0.05
A 08 13
UD 00 01
DA 01 00
SDA 01 00
Total 22 45
𝜒2 5.31
Table 4.8.1.4 denotes that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 5.31 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Opportunity to Approach Students during Instruction” was accepted. Table 4.8.1.5 Creativty in the Classroom Category SA Female Teachers 05 Girls of Class X 16 Significance level 0.05
A 14 15
UD 00 06
DA 01 05
SDA 02 03
Total 22 45
𝜒2 7.67
Table 4.8.1.5 testifies that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 7.67 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Creativty in the Classroom” was accepted. It means that above mentioned factor was not available in classroom environment.
220
Table 4.8.1.6 Teaching Choice in Small and Large Classes Category SA Female Teachers 10 Girls of Class X 31 Significance level 0.05
A 07 09
UD 01 02
DA 02 01
SDA 02 02
Total 22 45
𝜒2 4.28
Table 4.8.1.6 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 4.28 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Teaching Choice in Small and Large Classes” was accepted. Table 4.8.1.7 Adequate Classroom Temperature Category SA Female Teachers 07 Girls of Class X 08 Significance level 0.05
A 08 13
UD 01 05
DA 03 11
SDA 03 08
Total 22 45
𝜒2 3.25
Table 4.8.1.7 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 3.25 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Adequate Classroom Temperature” was accepted. Table 4.8.1.8 Availability of Writing Board Category SA Female Teachers 13 Girls of Class X 34 Significance level 0.05
A 08 11
UD 01 00
DA 00 00
SDA 00 00
Total 22 45
𝜒2 2.88
Table 4.8.1.8 declares that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 2.88 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Availability of Writing Board” was accepted.
221
Table 4.8.1.9 Height of Writing Board in Classroom Category SA Female Teachers 14 Girls of Class X 25 Significance level 0.05
A 08 18
UD 00 01
DA 00 01
SDA 00 00
𝜒2 1.18
Total 22 45
Table 4.8.1.9 mentions that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 1.18 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Height of Writing Board in Classroom” was accepted. Table 4.8.1.10 Proper Guidance for Assignments/Homework Category SA Female Teachers 09 Girls of Class X 22 Significance level 0.05
A 11 16
UD 01 02
DA 00 02
SDA 01 03
Total 22 45
𝜒2 2.05
Table 4.8.1.10 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 2.05 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Proper Guidance for Assignments/Homework” was accepted. Table 4.8.1.11 Management of Classroom Discipline Category SA Female Teachers 07 Girls of Class X 10 Significance level 0.05
A 05 11
UD 00 07
DA 06 10
SDA 04 07
Total 22 45
𝜒2 4.19
Table 4.8.1.11 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 4.19 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Management of Classroom Discipline” was accepted.
222
Table 4.8.1.12 Probability of Rearranging Student Chairs Category SA Female Teachers 07 Girls of Class X 27 Significance level 0.05
A 12 10
UD 01 02
DA 00 03
SDA 02 03
Total 22 45
𝜒2 8.59
Table 4.8.1.12 testifies that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 8.59 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Probability of Rearranging Student Chairs” was not accepted. Table 4.8.1.13 Information Technology in Classroom Category SA Female Teachers 03 Girls of Class X 04 Significance level 0.05
A 06 06
UD 02 02
DA 05 02
SDA 06 31
Total 22 45
𝜒2 11.81
Table 4.8.1.13 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 11.81 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Information Technology in Classroom” was not accepted. Table 4.8.1.14 Delightful Seating Arrangement Category SA Female Teachers 07 Girls of Class X 19 Significance level 0.05
A 14 11
UD 00 07
DA 01 02
SDA 00 06
Total 22 45
𝜒2 12.85
Table 4.8.1.14 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 12.85 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Delightful Seating Arrangement” was not accepted.
223
4.8.2
Classroom Environment in Boys Schools of Small Category
The results of teacher feedback in Boys secondary schools are presented in the following tables. Table 4.8.2.1 Freedom for Educational Discussion in Classroom Category SA Male Teachers 13 Boys of Class X 36 Significance level 0.05
A 08 11
UD 01 04
DA 00 02
SDA 00 01
Total 22 54
𝜒2 3.15
Table 4.8.2.1 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 3.15 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Freedom for Educational Discussion in Classroom” was accepted. Table 4.8.2.2 Classroom Brightness Category SA Male Teachers 12 Boys of Class X 37 Significance level 0.05
A 09 08
UD 01 02
DA 00 06
SDA 00 01
Total 22 54
𝜒2 8.11
Table 4.8.2.2 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 8.11 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Classroom Brightness” was accepted. Table 4.8.2.3 Enjoyable Environment of Classroom Category SA Male Teachers 13 Boys of Class X 19 Significance level 0.05
A 08 12
UD 01 08
224
DA 00 12
SDA 00 03
Total 22 54
𝜒2 10.81
Table 4.8.2.3 explains the calculated vale of 𝝌2 was found to be 10.81, which is greater than the table value of 𝝌2 at level of significance 0.05 by taking 4 degree of freedom. Hence, the statement “Enjoyable Environment of Classroom” was not accepted. Table 4.8.2.4 Opportunity to Approach Students during Instruction Category SA Male Teachers 12 Boys of Class X 38 Significance level 0.05
A 10 14
UD 00 01
DA 00 01
SDA 00 00
Total 22 54
𝜒2 3.25
Table 4.8.2.4 testifies that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 3.25 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Opportunity to Approach Students during Instruction” was accepted. Table 4.8.2.5 Creativty in the Classroom Category SA Male Teachers 09 Boys of Class X 18 Significance level 0.05
A 09 18
UD 01 08
DA 03 09
SDA 00 01
Total 22 54
𝜒2 2.39
Table 4.8.2.5 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 2.39 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Creativty in the Classroom” was accepted. It means that above mentioned factor was not available in classroom environment.
225
Table 4.8.2.6 Teaching Choice in Small and Large Classes Category SA Male Teachers 07 Boys of Class X 28 Significance level 0.05
A 12 13
UD 00 04
DA 02 01
SDA 01 08
Total 22 54
𝜒2 10.87
Table 4.8.2.6 represents that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 10.87 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Teaching Choice in Small and Large Classes” was not accepted. Table 4.8.2.7 Adequate Classroom Temperature Category SA Male Teachers 06 Boys of Class X 17 Significance level 0.05
A 10 13
UD 01 05
DA 05 12
SDA 00 07
Total 22 54
𝜒2 5.74
Table 4.8.2.7 denotes that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 5.74 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Adequate Classroom Temperature” was accepted. Table 4.8.2.8 Availability of Writing Board Category SA Male Teachers 10 Boys of Class X 42 Significance level 0.05
A 10 11
UD 02 01
DA 00 00
SDA 00 00
Total 22 54
𝜒2 8.02
Table 4.8.2.8 mentions that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 8.02 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Availability of Writing Board” was accepted. 226
Table 4.8.2.9 Height of Writing Board in Classroom Category SA Male Teachers 09 Boys of Class X 44 Significance level 0.05
A 11 06
UD 02 02
DA 00 02
SDA 00 00
Total 22 54
𝜒2 16.45
Table 4.8.2.9 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 16.45 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Height of Writing Board in Classroom” was not accepted. Table 4.8.2.10 Proper Guidance for Assignments/Homework Category SA Male Teachers 12 Boys of Class X 23 Significance level 0.05
A 09 25
UD 01 03
DA 00 03
SDA 00 00
Total 22 54
𝜒2 1.88
Table 4.8.2.10 declares that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 1.88 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Proper Guidance for Assignments/Homework” was accepted. Table 4.8.2.11 Management of Classroom Discipline Category SA Male Teachers 03 Boys of Class X 30 Significance level 0.05
A 05 13
UD 06 05
DA 04 01
SDA 04 05
Total 22 54
𝜒2 17.22
Table 4.8.2.11 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 17.22 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Management of Classroom Discipline” was not accepted.
227
Table 4.8.2.12 Probability of Rearranging Student Chairs Category SA Male Teachers 09 Boys of Class X 19 Significance level 0.05
A 10 18
UD 02 05
DA 01 04
SDA 00 08
Total 22 54
𝜒2 4.21
Table 4.8.2.12 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 4.21 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Probability of Rearranging Student Chairs” was accepted. Table 4.8.2.13 Information Technology in Classroom Category SA Male Teachers 04 Boys of Class X 07 Significance level 0.05
A 03 06
UD 05 02
DA 07 04
SDA 03 35
Total 22 54
𝜒2 21.14
Table 4.8.2.13 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 21.14 was the calculated vale of chi square. The calculated value was greater than the table value. Therefore, the statement “Information Technology in Classroom” was not accepted. Table 4.8.2.14 Delightful Seating Arrangement Category SA Male Teachers 06 Boys of Class X 19 Significance level 0.05
A 10 12
UD 01 07
DA 05 07
SDA 00 09
Total 22 54
𝜒2 8.87
Table 4.8.2.14 declares that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 8.87 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Delightful Seating Arrangement” was accepted.
228
Table 4.8.2.15 Overall Classroom Environment Scores in Small Category Schools Category SA Female Teachers 121 Girls of Class X 303 Male Teachers 125 Boys of Class X 377 Significance level 0.05
A 133 166 124 180
UD 10 43 24 57
DA 23 46 27 64
SDA 21 72 08 78
Total 308 630 308 756
𝜒2 78.04
Table 4.8.2.15 indicates that the table value of chi square is 21.03 at level of significance 0.05 by taking 12 degree of freedom while 78.04 was the calculated vale of chi square. The calculated value was greater than the table value. Therefore, hypothesis 𝐻01 in small category schools that “there is no association between overall classroom environment scores of male and female”, was not accepted.
4.9
Motivation in Small Category Schools The detail analysis of motivation in girls and boys secondary schools along
with overall motivation scores in small category is given below: 4.9.1
Motivation in Girls Schools of Small Category The results of motivation in Girls secondary schools are presented in the
following tables. Table 4.9.1.1 Exploration of Natural Talent Category SA Female Teachers 03 Girls of Class X 07 Significance level 0.05
A 02 02
UD 00 03
DA 07 18
SDA 10 15
Total 22 45
𝜒2 2.88
Table 4.9.1.1 mentions that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 2.88 was the calculated vale of
229
chi square. The calculated value was less than the table value. Therefore, the statement “Exploration of Natural Talent” was accepted. Table 4.9.1.2 Expectations to Achieve High Grades from Students Category SA Female Teachers 03 Girls of Class X 15 Significance level 0.05
A 03 00
UD 00 02
DA 06 18
SDA 10 10
Total 22 45
𝜒2 12.58
Table 4.3.1.2 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 12.58 was the calculated vale of chi square. The calculated value was greater than the table value. Therefore, the statement “Expectations to Achieve High Grades from Students” was not accepted. Table 4.9.1.3 Creating Interest for Learning Category SA Female Teachers 04 Girls of Class X 13 Significance level 0.05
A 02 02
UD 00 03
DA 06 17
SDA 10 10
Total 22 45
𝜒2 5.81
Table 4.9.1.3 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 5.81 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Creating Interest for Learning” was accepted. Table 4.9.1.4 Student’s Desire for Learning with Interest Category SA Female Teachers 07 Girls of Class X 07 Significance level 0.05
A 05 01
UD 02 06
DA 08 18
SDA 00 13
Total 22 45
𝜒2 15.43
Table 4.9.1.4 represents that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 15.43 was the calculated value
230
of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Student’s Desire for Learning with Interest” was not accepted. Table 4.9.1.5 Student’s Control and Use of Emotions for Learning Category SA Female Teachers 10 Girls of Class X 10 Significance level 0.05
A 02 01
UD 02 03
DA 08 17
SDA 00 14
Total 22 45
𝜒2 11.19
Table 4.9.1.5 denotes that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 11.19 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Student’s Control and Use of Emotions for Learning” was not accepted. Table 4.9.1.6 Praise of Students during Learning Process Category SA Female Teachers 03 Girls of Class X 08 Significance level 0.05
A 02 00
UD 00 08
DA 07 17
SDA 10 12
Total 22 45
𝜒2 9.89
Table 4.9.1.6 declares that the calculated vale of 𝝌2 was found to be 9.89, which is greater than the table value of 𝝌2 at level of significance 0.05 by taking 4 degree of freedom. Hence, the statement “Praise of Students during Learning Process” was not accepted. Table 4.9.1.7 Encouragement of Students towards Problem Solving Category SA Female Teachers 02 Girls of Class X 08 Significance level 0.05
A 01 00
UD 00 13
DA 09 09
231
SDA 10 15
Total 22 45
𝜒2 12.13
Table 4.9.1.7 shows that the calculated vale of 𝝌2 was found to be 12.13, which is greater than the table value of 𝝌2 at level of significance 0.05 by taking 4 degree of freedom. Hence, the statement “Encouragement of Students towards Problem Solving” was not accepted. Table 4.9.1.8 Extrinsic Motivation through Computers and Internet to Achieve High Grades Category SA Female Teachers 08 Girls of Class X 10 Significance level 0.05
A 01 00
UD 03 14
DA 08 13
SDA 02 08
Total 22 45
𝜒2 5.93
Table 4.9.1.8 explains that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 5.93 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Extrinsic Motivation through Computers and Internet to Achieve High Grades” was accepted. Table 4.9.1.9 Appreciation of Group Work of Students Category SA Female Teachers 01 Girls of Class X 04 Significance level 0.05
A 01 01
UD 00 04
DA 10 19
SDA 10 17
Total 22 45
𝜒2 2.84
Table 4.9.1.9 represents that the calculated vale of 𝝌2 was found to be 2.84, which is less than the table value of 𝝌2 at level of significance 0.05 by taking 4 degree of freedom. Hence, the statement “Appreciation of Group Work of Students” was accepted.
232
Table 4.9.1.10 Highly Motivated Students Achieve High Grades Category SA Female Teachers 05 Girls of Class X 17 Significance level 0.05
A 00 00
UD 00 03
DA 07 12
SDA 10 13
Total 22 45
𝜒2 6.17
Table 4.9.1.10 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 6.17 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Highly Motivated Students Achieve High Grades” was accepted. Table 4.9.1.11 Low Motivated Students Achieve Low Performance Level Category SA Female Teachers 08 Girls of Class X 11 Significance level 0.05
A 00 00
UD 02 08
DA 11 16
SDA 01 10
Total 22 45
𝜒2 6.56
Table 4.9.1.11 shows that the calculated vale of 𝝌2 was found to be 6.56, which is less than the table value of 𝝌2 at level of significance 0.05 by taking 4 degree of freedom. Hence, the statement “Low Motivated Students Achieve Low Performance Level” was accepted. Table 4.9.1.12 Achievement of High Grades due to Extrinsic Motivation Category SA Female Teachers 03 Girls of Class X 18 Significance level 0.05
A 00 00
UD 01 05
DA 08 16
SDA 10 06
Total 𝜒2 22 10.36 45
Table 4.9.1.12 stipulates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 10.36 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the 233
expression of views “Achievement of High Grades due to Extrinsic Motivation” was not accepted. Table 4.9.1.13 Intrinsic Motivation towards Learning through Stories Category SA Female Teachers 01 Girls of Class X 17 Significance level 0.05
A 00 01
UD 01 03
DA 10 20
SDA 10 04
Total 22 45
𝜒2 16.13
Table 4.9.1.13 indicates that the calculated value of 𝝌2 was found to be 16.13, which is greater than the table value of 𝝌2 at level of significance 0.05 by taking 4 degree of freedom. Hence, the statement “Intrinsic Motivation towards Learning through Stories” was not accepted. Table 4.9.1.14 Intrinsic Motivation through Personality of Teacher Category SA Female Teachers 05 Girls of Class X 19 Significance level 0.05
A 00 00
UD 01 06
DA 06 18
SDA 10 02
Total 22 45
𝜒2 17.16
Table 4.9.1.14 specifies that the calculated vale of 𝝌2 was found to be 17.16, which is greater than the table value of 𝝌2 at level of significance 0.05 by taking 4 degree of freedom. Hence, the statement “Intrinsic Motivation through Personality of Teacher” was not accepted. 4.9.2
Motivation in Boys Schools of Small Category The results of motivation in Boys secondary schools are presented in the
following tables. Table 4.9.2.1 Exploration of Natural Talent Category SA Male Teachers 02 Boys of Class X 04 Significance level 0.05
A 00 08
UD 00 06
DA 10 14
234
SDA 10 22
Total 22 54
𝜒2 7.73
Table 4.9.2.1 mentions that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 7.73 was the calculated vale of chi square. The calculated value was less than the table value. Therefore, the statement “Exploration of Natural Talent” was accepted. Table 4.9.2.2 Expectations to Achieve High Grades from Students Category SA Male Teachers 02 Boys of Class X 10 Significance level 0.05
A 00 09
UD 00 03
DA 10 11
SDA 10 21
Total 22 54
𝜒2 9.49
Table 4.9.2.2 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 9.49 was the calculated vale of chi square. The calculated value was equal to the table value. Therefore, the statement “Expectations to Achieve High Grades from Students” was not accepted. Table 4.9.2.3 Creating Interest for Learning Category SA Male Teachers 02 Boys of Class X 07 Significance level 0.05
A 09 11
UD 00 04
DA 01 11
SDA 10 21
Total 22 54
𝜒2 6.97
Table 4.9.2.3 states that the calculated vale of 𝝌2 was found to be 6.97, which is less than the table value of 𝝌2 at level of significance 0.05 by taking 4 degree of freedom. Hence, the statement “Creating Interest for Learning” was accepted. Table 4.9.2.4 Student’s Desire for Learning with Interest Category SA Male Teachers 01 Boys of Class X 02 Significance level 0.05
A 00 03
UD 00 08
DA 11 15
235
SDA 10 26
Total 22 54
𝜒2 6.78
Table 4.9.2.4 reflects that the calculated vale of 𝝌2 was found to be 6.78, which is less than the table value of 𝝌2 at level of significance 0.05 by taking 4 degree of freedom. Hence, the statement “Student’s Desire for Learning with Interest” was accepted. Table 4.9.2.5 Student’s Control and Use of Emotions for Learning Category SA Male Teachers 02 Boys of Class X 01 Significance level 0.05
A 00 09
UD 00 06
DA 10 16
SDA 10 22
𝜒2 9.41
Total 22 54
Table 4.9.2.5 reflects that the calculated vale of 𝝌2 was found to be 9.41, which is less than the table value of 𝝌2 at level of significance 0.05 by taking 4 degree of freedom. Hence, the statement “Student’s Control and Use of Emotions for Learning” was accepted. Table 4.9.2.6 Praise of Students during Learning Process Category SA Male Teachers 02 Boys of Class X 07 Significance level 0.05
A 09 05
UD 00 06
DA 01 13
SDA 10 23
Total 22 54
𝜒2 14.40
Table 4.9.2.6 declares that the calculated vale of 𝝌2 was found to be 14.40, which is greater than the table value of 𝝌2 at level of significance 0.05 by taking 4 degree of freedom. Hence, the statement “Praise of Students during Learning Process” was not accepted. Table 4.9.2.7 Encouragement of Students towards Problem Solving Category SA Male Teachers 04 Boys of Class X 08 Significance level 0.05
A 08 13
UD 00 11
DA 00 12
236
SDA 10 10
Total 22 54
𝜒2 14.64
Table 4.9.2.7 shows that the calculated vale of 𝝌2 was found to be 14.64, which is greater than the table value of 𝝌2 at level of significance 0.05 by taking 4 degree of freedom. Hence, the statement “Encouragement of Students towards Problem Solving” was not accepted. Table 4.9.2.8 Extrinsic Motivation through Computers and Internet to Achieve High Grades Category SA Male Teachers 04 Boys of Class X 08 Significance level 0.05
A 10 02
UD 02 08
DA 16 16
SDA 00 20
Total 22 54
𝜒2 25.93
Table 4.9.2.8 denotes that the calculated vale of 𝝌2 was found to be 25.93, which is greater than the table value of 𝝌2 at level of significance 0.05 by taking 4 degree of freedom. Hence, the statement “Extrinsic Motivation through Computers and Internet to Achieve High Grades” was not accepted. Table 4.9.2.9 Appreciation of Group Work of Students Category SA Male Teachers 08 Boys of Class X 08 Significance level 0.05
A 00 06
UD 00 09
DA 14 17
SDA 00 14
Total 22 54
𝜒2 19.22
Table 4.9.2.9 represents that the calculated vale of 𝝌2 was found to be 19.22, which is greater than the table value of 𝝌2 at level of significance 0.05 by taking 4 degree of freedom. Hence, the statement “Appreciation of Group Work of Students” was not accepted. Table 4.9.2.10 Highly Motivated Students Achieve High Grades Category SA Male Teachers 02 Boys of Class X 20 Significance level 0.05
A 00 10
UD 00 01
DA 10 03
237
SDA 10 20
Total 22 54
𝜒2 23.52
Table 4.9.2.10 states that the calculated vale of 𝝌2 was found to be 23.52, which is greater than the table value of 𝝌2 at level of significance 0.05 by taking 4 degree of freedom. Hence, the statement “Highly Motivated Students Achieve High Grades” was not accepted. Table 4.9.2.11 Low Motivated Students Achieve Low Performance Level Category SA Male Teachers 08 Boys of Class X 09 Significance level 0.05
A 00 04
UD 02 04
DA 12 14
SD 00 23
Total 22 54
𝜒2 17.50
Table 4.9.2.11 shows that the calculated vale of 𝝌2 was found to be 17.50, which is greater than the table value of 𝝌2 at level of significance 0.05 by taking 4 degree of freedom. Hence, the statement “Low Motivated Students Achieve Low Performance Level” was not accepted. Table 4.9.2.12 Achievement of High Grades due to Extrinsic Motivation Category SA Male Teachers 03 Boys of Class X 05 Significance level 0.05
A 00 15
UD 01 08
DA 08 04
SDA 10 22
Total 22 54
𝜒2 16.17
Table 4.9.2.12 mentions that the calculated vale of 𝝌2 was found to be 16.17, which is greater than the table value of 𝝌2 at level of significance 0.05 by taking 4 degree of freedom. Hence, the statement “Achievement of High Grades due to Extrinsic Motivation” was not accepted. Table 4.9.2.13 Intrinsic Motivation towards Learning through Stories Category SA Male Teachers 10 Boys of Class X 26 Significance level 0.05
A 00 18
UD 00 03
DA 12 02
238
SDA 00 05
Total 22 54
𝜒2 32.55
Table 4.9.2.13 indicates that the calculated vale of 𝝌2 was found to be 32.55, which is greater than the table value of 𝝌2 at level of significance 0.05 by taking 4 degree of freedom. Hence, the statement “Intrinsic Motivation towards Learning through Stories” was not accepted. Table 4.9.2.14 Intrinsic Motivation through Personality of Teacher Category SA Male Teachers 05 Boys of Class X 26 Significance level 0.05
A 00 14
UD 00 04
DA 07 05
SDA 10 05
Total 22 54
𝜒2 25.22
Table 4.9.2.14 specifies that the calculated vale of 𝝌2 was found to be 25.22, which is greater than the table value of 𝝌2 at level of significance 0.05 by taking 4 degree of freedom. Hence, the statement “Intrinsic Motivation through Personality of Teacher” was not accepted. Table 4.9.2.15 Overall Motivation Scores in Small Category Schools Category Female Teachers Girls of Class X Male Teachers Boys of Class X Significance level
SA 63 164 55 141 0.05
A 19 08 36 127
UD 12 81 05 81
DA 111 228 112 153
SDA 103 149 100 254
Total 𝜒2 308 630 197.34 308 756
Table 4.9.2.15 stipulates that the table value of chi square is 21.03 at level of significance 0.05 by taking 12 degree of freedom while 197.34 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, hypothesis 𝐻02 in small category schools that “there is no association between overall motivation scores of male and female”, was not accepted.
239
4.10 Teacher Feedback in Small Category Schools The detail analysis of teacher feedback in girls and boys secondary schools along with overall teacher feedback scores in small category is given below: 4.10.1 Teacher Feedback in Girls Schools of Small Category
The results of teacher feedback in Girls secondary schools are presented in the following tables. Table 4.10.1.1 Understanding Teacher’s Gestures during Teaching Category SA Female Teachers 12 Girls of Class X 21 Significance level 0.05
A 08 11
UD 00 07
DA 02 03
SDA 00 03
Total 22 45
𝜒2 5.93
Table 4.10.1.1 explains that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 5.93 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Understanding Teacher’s Gestures during Teaching” was accepted. Table 4.10.1.2 Improvements in Teaching Learning due to Students Feelings About Teacher Feedback Category SA Female Teachers 09 Girls of Class X 17 Significance level 0.05
A 11 16
UD 02 06
DA 00 02
SDA 00 04
Total 22 45
𝜒2 3.95
Table 4.10.1.2 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 3.95 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the
240
expression of views “Improvements in Teaching Learning due to Students Feelings about Teacher Feedback” was accepted. Table 4.10.1.3 Views about Teacher’s Comments being Helpful Feedback Category SA Female Teachers 06 Girls of Class X 08 Significance level 0.05
A 03 05
UD 01 19
DA 08 03
SDA 04 10
Total 22 45
𝜒2 15.79
Table 4.10.1.3 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 15.79 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Views about Teacher’s Comments being Helpful Feedback” was not accepted. Table 4.10.1.4 Awareness of Students about Objectives of the Lesson Category SA Female Teachers 08 Girls of Class X 24 Significance level 0.05
A 13 16
UD 00 01
DA 01 02
SDA 00 02
Total 22 45
𝜒2 4.24
Table 4.10.1.4 mentions that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 4.24 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Awareness of Students about Objectives of the Lesson” was accepted. Table 4.10.1.5 Provision of Immediate Feedback to Students on their Mistakes Category SA Female Teachers 09 Girls of Class X 25 Significance level 0.05
A 12 14
UD 01 05
DA 00 01
241
SDA 00 00
Total 22 45
𝜒2 3.38
Table 4.10.1.5 denotes that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 3.38 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Provision of Immediate Feedback to Students on their Mistakes” was accepted. Table 4.10.1.6 Usefulness of Written Feedback on Assignments/Homework Category SA Female Teachers 11 Girls of Class X 24 Significance level 0.05
A 10 14
UD 00 07
DA 01 00
SDA 00 00
Total 22 45
𝜒2 5.86
Table 4.10.1.6 explains that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 5.86 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Usefulness of Written Feedback on Assignments/Homework” was accepted. Table 4.10.1.7 Verbal Feedback about Content related Questions during Teaching Category SA Female Teachers 10 Girls of Class X 20 Significance level 0.05
A 11 16
UD 00 06
DA 01 01
SDA 00 02
Total 22 45
𝜒2 4.94
Table 4.10.1.7 explains that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 4.94 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Verbal Feedback about Content related Questions during Teaching” was accepted.
242
Table 4.10.1.8 Importance of Verbal Feedback during Classroom Discussion Category SA Female Teachers 13 Girls of Class X 22 Significance level 0.05
A 09 12
UD 00 07
DA 00 03
SDA 00 01
Total 22 45
𝜒2 6.62
Table 4.10.1.8 testifies that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 6.62 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Importance of Verbal Feedback during Classroom Discussion” was accepted. Table 4.10.1.9 Focus of Teacher Feedback as per Individual Differences of Learners Category SA Female Teachers 11 Girls of Class X 14 Significance level 0.05
A 10 16
UD 01 10
DA 00 03
SDA 00 02
Total 22 45
𝜒2 7.04
Table 4.10.1.9 explains that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 7.04 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Focus of Teacher Feedback as per Individual Differences of Learners” was accepted. Table 4.10.1.10 Students Liking to Read and Follow Teacher’s Written Feedback Category SA Female Teachers 09 Girls of Class X 17 Significance level 0.05
A 09 20
UD 02 03
DA 02 03
243
SDA 00 02
Total 22 45
𝜒2 1.29
Table 4.10.1.10 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 1.29 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Students Liking to Read and Follow Teacher’s Written Feedback” was accepted. Table 4.10.1.11 Teacher’s Feedback Reducing Cognitive Load of Students Category SA Female Teachers 06 Girls of Class X 24 Significance level 0.05
A 07 07
UD 05 06
DA 01 06
SDA 03 02
Total 22 45
𝜒2 7.67
Table 4.10.1.11 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 7.67 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Teacher’s Feedback Reducing Cognitive Load of Students” was accepted. Table 4.10.1.12 Presentation of Present and Earlier Weaknesses in Summative Feedback Category SA Female Teachers 12 Girls of Class X 26 Significance level 0.05
A 07 09
UD 01 06
DA 02 02
SDA 00 02
Total 22 45
𝜒2 3.49
Table 4.10.1.12 explains that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 3.49 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Presentation of Present and Earlier Weaknesses in Summative Feedback” was accepted.
244
Table 4.10.1.13 Improvements in Writing Skill with Teacher Feedback Category SA Female Teachers 09 Girls of Class X 26 Significance level 0.05
A 09 13
UD 02 02
DA 02 02
SDA 00 02
𝜒2 3.50
Total 22 45
Table 4.10.1.13 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 3.50 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Improvements in Writing Skill with Teacher Feedback” was accepted. Table 4.10.1.14 Solution of Behavioral Problems with Teacher Feedback Category SA Female Teachers 12 Girls of Class X 24 Significance level 0.05
A 08 10
UD 01 05
DA 01 01
SDA 00 05
𝜒2 4.52
Total 22 45
Table 4.10.1.14 represents that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 4.52 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Solution of Behavioral Problems with Teacher Feedback” was accepted. 4.10.2 Teacher Feedback in Boys Schools of Small Category The results of teacher feedback in Boys secondary schools are presented in the following tables. Table 4.10.2.1 Understanding Teacher’s Gestures during Teaching Category SA Male Teachers 10 Boys of Class X 18 Significance level 0.05
A 10 20
UD 02 07
DA 00 05 245
SDA 00 04
Total 22 54
𝜒2 4.76
Table 4.10.2.1 explains that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 4.76 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Understanding Teacher’s Gestures during Teaching” was accepted. Table 4.10.2.2 Improvements in Teaching Learning due to Students Feelings About Teacher Feedback Category SA Male Teachers 09 Boys of Class X 30 Significance level 0.05
A 12 14
UD 01 05
DA 00 05
SDA 00 00
Total 22 54
𝜒2 6.84
Table 4.10.2.2 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 6.84 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Improvements in Teaching Learning due to Students Feelings about Teacher Feedback” was accepted. Table 4.10.2.3 Views about Teacher’s Comments being Helpful Feedback Category Male Teachers Boys of Class X Significance level
SA 08 11 0.05
A 06 17
UD 03 10
DA 04 08
SDA 01 08
Total 22 54
𝜒2 3.41
Table 4.10.2.3 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 3.41 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Views about Teacher’s Comments being Helpful Feedback” was accepted.
246
Table 4.10.2.4 Awareness of Students about Objectives of the Lesson Category Male Teachers Boys of Class X Significance level
SA 06 21 0.05
A 12 20
UD 01 05
DA 03 01
SDA 00 07
Total 22 54
𝜒2 9.14
Table 4.10.2.4 denotes that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 9.14 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Awareness of Students about Objectives of the Lesson” was accepted. Table 4.10.2.5 Provision of Immediate Feedback to Students on their Mistakes Category SA Male Teachers 08 Boys of Class X 29 Significance level 0.05
A 11 19
UD 01 04
DA 02 00
SDA 00 02
Total 22 54
𝜒2 7.75
Table 4.10.2.5 explains that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 7.75 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Provision of Immediate Feedback to Students on their Mistakes” was accepted. Table 4.10.2.6
Usefulness of Written Feedback on Assignments/Homework
Category SA Male Teachers 09 Boys of Class X 25 Significance level 0.05
A 13 23
UD 00 02
DA 00 03
SDA 00 01
Total 22 54
𝜒2 3.44
Table 4.10.2.6 explains that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 3.44 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the 247
expression of views “Usefulness of Written Feedback on Assignments/Homework” was accepted. Table 4.10.2.7 Verbal Feedback about Content related Questions during Teaching Category SA Male Teachers 14 Boys of Class X 30 Significance level 0.05
A 08 14
UD 00 03
DA 00 04
SDA 00 03
Total 22 54
𝜒2 4.83
Table 4.10.2.7 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 4.83 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Verbal Feedback about Content related Questions during Teaching” was accepted. Table 4.10.2.8
Importance of Verbal Feedback during Classroom Discussion
Category SA Male Teachers 10 Boys of Class X 32 Significance level 0.05
A 12 17
UD 00 04
DA 00 00
SDA 00 01
Total 22 54
𝜒2 4.66
Table 4.10.2.8 mentions that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 4.66 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Importance of Verbal Feedback during Classroom Discussion” was accepted. Table 4.10.2.9 Focus of Teacher Feedback as per Individual Differences of Learners Category SA Male Teachers 08 Boys of Class X 23 Significance level 0.05
A 10 18
UD 04 07
DA 00 03
248
SDA 00 03
Total 22 54
𝜒2 3.51
Table 4.10.2.9 explains that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 3.51 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Focus of Teacher Feedback as per Individual Differences of Learners” was accepted. Table 4.10.2.10 Students Liking to Read and Follow Teacher’s Written Feedback Category SA Male Teachers 10 Boys of Class X 27 Significance level 0.05
A 10 19
UD 01 03
DA 01 04
SDA 00 01
Total 22 54
𝜒2 1.13
Table 4.10.2.10 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 1.13 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Students Liking to Read and Follow Teacher’s Written Feedback” was accepted. Table 4.10.2.11 Teacher’s Feedback Reducing Cognitive Load of Students Category SA Male Teachers 09 Boys of Class X 28 Significance level 0.05
A 08 13
UD 04 03
DA 01 06
SDA 00 04
Total 22 54
𝜒2 6.30
Table 4.10.2.11 denotes that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 6.30 was the calculated value of chi square. The calculated value was less than the table value. Therefore, the expression of views “Teacher’s Feedback Reducing Cognitive Load of Students” was accepted.
249
Table 4.10.2.12
Presentation of Present and Earlier Weaknesses in Summative Feedback
Category SA Male Teachers 04 Boys of Class X 31 Significance level 0.05
A 12 16
UD 05 06
DA 01 00
SDA 00 01
Total 22 54
𝜒2 12.17
Table 4.10.2.12 reflects that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 12.17 was the calculated value of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Presentation of Present and Earlier Weaknesses in Summative Feedback” was not accepted. Table 4.10.2.13 Improvements in Writing Skill with Teacher Feedback Category SA Male Teachers 09 Boys of Class X 28 Significance level 0.05
A 12 18
UD 00 02
DA 01 04
SDA 00 02
Total 22 54
𝜒2 3.99
Table 4.10.2.13 indicates that the calculated vale of 𝝌2 was found to be 3.99, which is less than the table value of 𝝌2 at level of significance 0.05 by taking 4 degree of freedom. Hence, the statement “Improvements in Writing Skill with Teacher Feedback” was accepted. Table 4.10.2.14 Solution of Behavioral Problems with Teacher Feedback Category SA Male Teachers 05 Boys of Class X 26 Significance level 0.05
A 16 19
UD 00 05
DA 01 01
SDA 00 03
Total 22 54
𝜒2 10.95
Table 4.10.2.14 indicates that the table value of chi square is 9.49 at level of significance 0.05 by taking 4 degree of freedom while 10.95 was the calculated value 250
of chi square. The calculated value was greater than the table value. Therefore, the expression of views “Solution of Behavioral Problems with Teacher Feedback” was not accepted. Table 4.10.2.15 Overall Teacher Feedback Scores in Small Category Schools Category Female Teachers Girls of Class X Male Teachers Boys of Class X Significance level
SA 137 292 119 359 0.05
A 127 179 152 247
UD 16 90 22 66
DA 21 32 14 44
SDA 07 37 01 40
Total 308 630 308 756
𝜒2 78.91
Table 4.10.2.15 stipulates that the table value of chi square is 21.03 at level of significance 0.05 by taking 12 degree of freedom while 78.91 was the calculated vale of chi square. The calculated value was greater than the table value. Therefore, hypothesis 𝐻03 in the small category schools that “there is no association between overall teacher feedback scores of male and female” was not accepted.
4.11 Classroom Environment and Academic Achievement in Large Category Schools The effect of classroom environment on academic achievement of secondary school students from all respondents in large category schools is given in following tables:
251
Table 4.11.1
Views of Female Teachers
Responses of Achievements Level Values Female Teachers A of Girls B for A
Ranks Values for A for B
Ranks for B
626 456 81 145 92
208 81 3 0 1 273 92 4 28 2 338 145 5 158 6 158 456 11 208 7 28 626 12 235 8 0 273 9 235 338 10 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:35 Sum of Ranks:43 Sum of Ranks:78 Mean of Ranks:7 Mean of Ranks:6.14 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:15 U-value:20 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is -0.3248. The p-value is 0.74896. Result B – U-value The U-value is 15. The critical value of U at p≤ 0.05 is 5. Significance level
0.05
Table 4.11.1 indicates that the effect of independent variable “Classroom Environment” on academic achievement of Girls. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were -0.3248 and 0.74896 respectively, while the table value of Mann Whitney two tailed U-test is 5 at level of significance 0.05. The calculated value of U- statistic was 15. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜4 that “there is no association between academic achievement and classroom environment of secondary school students for female teachers in large category schools”, was not accepted.
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Table 4.11.2
Views of Class X Girls
Responses of Girls A
Achievements Level Values of Girls B for A
Ranks Values for A for B
Ranks for B
636 378 07 152 227
208 07 2 0 1 273 152 4 28 3 338 227 7 158 5 158 378 11 208 6 28 636 12 235 8 0 273 9 235 338 10 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:36 Sum of Ranks:42 Sum of Ranks:78 Mean of Ranks:7.2 Mean of Ranks:6 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:14 U-value:21 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is -0.4872. The p-value is 0.62414. Result B – U-value The U-value is 14. The critical value of U at p≤ 0.05 is 5. Significance level
0.05
Table 4.11.2 reveals the effect of independent variable “Classroom Environment” on academic achievement of Girls. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were -0.4872 and 0.62414 respectively, while the table value of Mann Whitney two tailed U-test is 5 at level of significance 0.05. The calculated value of U- statistic was 14. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜4 that “there is no association between academic achievement and classroom environment of secondary school students for secondary school girls in large category schools”, was not accepted.
253
Table 4.11.3
Views of Male Teachers
Responses of Male Teachers A
Achievements Level Values of Boys B for A
Ranks Values for A for B
Ranks for B
419 550 88 202 71
100 71 3 0 1 113 88 4 62 2 238 202 7 100 5 265 419 10 113 6 62 550 11 238 8 0 265 9 1092 1092 12 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:35 Sum of Ranks:43 Sum of Ranks:78 Mean of Ranks:7 Mean of Ranks:6.14 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:15 U-value:20 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is -0.3248. The p-value is 0.74896. Result B – U-value The U-value is 15. The critical value of U at p≤ 0.05 is 5. Significance level
0.05
Table 4.11.3 evidences the effect of independent variable “Classroom Environment” on academic achievement of Boys. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were -0.3248 and 0.74896 respectively, while the table value of Mann Whitney two tailed U-test is 5 at level of significance 0.05. The calculated value of U- statistic was 15. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜4 that “there is no association between academic achievement and classroom environment of secondary school students for male teachers in large category schools”, was not accepted.
254
Table 4.11.4
Views of Class X Boys
Responses of Boys A
Achievements Level Values Ranks Values Ranks of Boys B for A for A for B for B
771 408 89 135 137
100 89 3 0 1 113 135 6 62 2 238 137 7 100 4 265 408 10 113 5 62 771 11 238 8 0 265 9 1092 1092 12 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:37 Sum of Ranks:41 Sum of Ranks:78 Mean of Ranks:7.4 Mean of Ranks:5.86 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:13 U-value:22 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is -0.6496. The p-value is 0.5157. Result B – U-value The U-value is 13. The critical value of U at p≤ 0.05 is 5. Significance level
0.05
Table 4.11.4 testifies the effect of independent variable “Classroom Environment” on academic achievement of Boys. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were -0.6496 and 0.5157 respectively, while the table value of Mann Whitney two tailed U-test is 5 at level of significance 0.05. The calculated value of U- statistic was 13. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜4 that “there is no association between academic achievement and classroom environment of secondary school students for secondary school boys in large category schools”, was not accepted.
255
4.12 Classroom Environment and Academic Achievement in Medium Category Schools
The effect of classroom environment on academic achievement of secondary school students from all respondents in medium category schools is given in following tables: Table 4.12.1
Views of Female Teachers
Responses of Achievements Level Values Female Teachers A of Girls B for A
Ranks Values for A for B
Ranks for B
286 300 65 85 34
72 34 3 0 1 100 65 4 08 2 109 85 7 72 5 75 286 11 75 6 08 300 12 100 8 0 109 9 128 128 10 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:37 Sum of Ranks:41 Sum of Ranks:78 Mean of Ranks:7.4 Mean of Ranks:5.86 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:13 U-value:22 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is -0.6496. The p-value is 0.5157. Result B – U-value The U-value is 13. The critical value of U at p≤ 0.05 is 5. Significance level
0.05
Table 4.12.1 reflects the effect of independent variable “Classroom Environment” on academic achievement of Girls. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were -0.6496 and 0.5157 respectively, while the table value of Mann Whitney two tailed U-test is 5 at level of significance 0.05. The calculated value of U- statistic was 13. Since the 256
calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜4 that “there is no association between academic achievement and classroom environment of secondary school students for female teachers in medium category schools”, was not accepted. Table 4.12.2
Views of Class X Girls
Responses of Girls A
Achievements Level Values of Girls B for A
Ranks Values for A for B
Ranks for B
343 152 54 56 53
72 53 3 0 1 100 54 4 8 2 109 56 5 72 6 75 152 11 75 7 8 343 12 100 8 0 109 9 128 128 10 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:35 Sum of Ranks:43 Sum of Ranks:78 Mean of Ranks:7 Mean of Ranks:6.14 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:15 U-value:20 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is -0.3248. The p-value is 0.74896. Result B – U-value The U-value is 15. The critical value of U at p≤ 0.05 is 5. Significance level
0.05
Table 4.12.2 reflects the effect of independent variable “Classroom Environment” on academic achievement of Girls. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were -0.3248 and 0.74896 respectively, while the table value of Mann Whitney two tailed U-test is 5 at level of significance 0.05. The calculated value of U- statistic was 15. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜4 that “there is no association between academic achievement and 257
classroom environment of secondary school students for secondary school girls in medium category schools”, was not accepted. Table 4.12.3
Views of Male Teachers
Responses of Male Teachers A
Achievements Level Values of Boys B for A
Ranks Values for A for B
Ranks for B
294 284 47 121 52
38 47 6 0 1 44 52 7 10 2 53 121 10 38 3 41 284 11 41 4 10 294 12 44 5 0 53 8 117 117 9 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:46 Sum of Ranks:32 Sum of Ranks:78 Mean of Ranks:9.2 Mean of Ranks:4.57 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:4 U-value:31 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is -2.1112. The p-value is 0.03486. Result B – U-value The U-value is 4. The critical value of U at p≤ 0.05 is 5. Significance level
0.05
Table 4.12.3 represents the effect of independent variable “Classroom Environment” on academic achievement of Boys. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were -2.1112 and 0.03486 respectively, while the table value of Mann Whitney two tailed U-test is 5 at level of significance 0.05. The calculated value of U- statistic was 4. Since the calculated value of U-statistics is less than the table value, therefore, the hypotheses 𝐻𝑜4
that
“there
is
no
association
between
academic
achievement
and
classroom environment of secondary school students for male teachers in medium category schools”, was accepted.
258
Table 4.12.4
Views of Class X Boys
Responses of Boys A
Achievements Level Values Ranks Values of Boys B for A for A for B
Ranks for B
360 192 30 54 64
38 30 3 0 1 44 54 8 10 2 53 64 9 38 4 41 192 11 41 5 10 360 12 44 6 0 53 7 117 117 10 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:43 Sum of Ranks:35 Sum of Ranks:78 Mean of Ranks:8.6 Mean of Ranks:5 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:7 U-value:28 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is -1.624. The p-value is 0.10524. Result B – U-value The U-value is 7. The critical value of U at p≤ 0.05 is 5. Significance level
0.05
Table 4.12.4 states the effect of independent variable “Classroom Environment” on academic achievement of Boys. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were -1.624 and 0.10524 respectively, while the table value of Mann Whitney two tailed U-test is 5 at level of significance 0.05. The calculated value of U- statistic was 7. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜4 that “there is no association between academic achievement and classroom environment of secondary school students for secondary school boys in medium category schools”, was not accepted.
259
4.13 Classroom Environment and Academic Achievement in Small Category Schools The effect of classroom environment on academic achievement of secondary school students from all respondents in small category schools is given in following tables: Table 4.13.1
Views of Female Teachers
Responses of Achievements Level Values Female Teachers A of Girls B for A
Ranks Values for A for B
Ranks for B
121 133 10 23 21
50 10 3 0 1 63 21 4 3 2 66 23 5 36 6 36 121 11 50 7 3 133 12 52 8 0 63 9 52 66 10 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:35 Sum of Ranks:43 Sum of Ranks:78 Mean of Ranks:7 Mean of Ranks:6.14 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:15 U-value:20 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is -0.3248. The p-value is 0.74896. Result B – U-value The U-value is 15. The critical value of U at p≤ 0.05 is 5. Significance level
0.05
Table 4.13.1 declares the effect of independent variable “Classroom Environment” on academic achievement of Girls. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were -0.3248 and 0.74896 respectively, while the table value of Mann Whitney two tailed U-test is 5 at level of significance 0.05. The calculated value of U- statistic was 15. Since the calculated value of U-statistics is greater than the table value, therefore, the
260
hypotheses 𝐻𝑜4 that “there is no association between academic achievement and classroom environment of secondary school students for female teachers in small category schools”, was not accepted. Table 4.13.2
Views of Class X Girls
Responses of Girls A
Achievements Level Values of Girls B for A
Ranks Values for A for B
Ranks for B
303 166 43 46 72
50 63 4 0 1 63 46 5 3 2 66 72 10 36 3 36 166 11 50 6 3 303 12 52 7 0 63 8 52 66 9 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:42 Sum of Ranks:36 Sum of Ranks:78 Mean of Ranks:8.4 Mean of Ranks:5.14 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:8 U-value:27 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is -1.4616. The p-value is 0.1443. Result B – U-value The U-value is 8. The critical value of U at p≤ 0.05 is 5. Significance level
0.05
Table 4.13.2 reflects the effect of independent variable “Classroom Environment” on academic achievement of Girls. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were -1.4616 and 0.1443 respectively, while the table value of Mann Whitney two tailed U-test is 5 at level of significance 0.05. The calculated value of U- statistic was 8. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜4 that “there is no association between academic achievement and classroom environment of secondary school students for secondary school girls in small category schools”, was not accepted.
261
Table 4.13.3
Views of Male Teachers
Responses of Male Teachers A
Achievements Level Values of Boys B for A
Ranks Values for A for B
Ranks for B
125 124 24 27 8
17 8 2.5 0 1 35 24 5 8 2.5 54 27 6 17 4 57 124 10 35 7 8 125 11 54 8 0 57 9 279 279 12 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:34.5 Sum of Ranks:43.5 Sum of Ranks:78 Mean of Ranks:6.9 Mean of Ranks:6.21 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:19.5 U-value:19.5 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is -0.2436. The p-value is 0.81034. Result B – U-value The U-value is 15.5. The critical value of U at p≤ 0.05 is 5. Significance level
0.05
Table 4.13.3 mentions the effect of independent variable “Classroom Environment” on academic achievement of Boys. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were -0.2436 and 0.81034 respectively, while the table value of Mann Whitney two tailed U-test is 5 at level of significance 0.05. The calculated value of U- statistic was 15.5. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜4 that “there is no association between academic achievement and classroom environment of secondary school students for male teachers in small category schools”, was not accepted.
262
Table 4.13.4
Views of Class X Boys
Responses of Boys A
Achievements Level Values of Boys B for A
377 180 57 64 78
17 35 54 57 8 0 279
Ranks Values for A for B
0 1 8 2 17 3 35 4 54 5 57 6.5 279 11 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:45.5 Sum of Ranks:32.5 Sum of Ranks:78 Mean of Ranks:9.1 Mean of Ranks:4.64 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:4.5 U-value:30.5 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is -2.03. The p-value is 0.04236. Result B – U-value The U-value is 4.5. The critical value of U at p≤ 0.05 is 5. Significance level
57 64 78 180 377
Ranks for B
6.5 8 9 10 12
0.05
Table 4.13.4 stipulates the effect of independent variable “Classroom Environment” on academic achievement of Boys. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were -2.03 and 0.04236 respectively, while the table value of Mann Whitney two tailed U-test is 5 at level of significance 0.05. The calculated value of U- statistic was 4.5. Since the calculated value of U-statistics is less than the table value, therefore, the hypotheses 𝐻𝑜4
that
“there
is
no
association
between
academic
achievement
and
classroom environment of secondary school students for secondary school boys in small category schools”, was accepted.
263
4.14
Motivation and Academic Achievement in Large Category Schools The effect of motivation on academic achievement of secondary school
students from all respondents in large category schools is given in following tables: Table 4.14.1
Views of Female Teachers
Responses of Achievements Level Values Female Teachers A of Girls B for A
Ranks Values for A for B
Ranks for B
754 534 28 78 6
208 6 2 0 1 273 28 3.5 28 3.5 338 78 5 158 6 158 534 11 208 7 28 754 12 235 8 0 273 9 235 338 10 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:33.5 Sum of Ranks:44.5 Sum of Ranks:78 Mean of Ranks:6.7 Mean of Ranks:6.36 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:16.5 U-value:18.5 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is -0.0812. The p-value is 0.93624. Result B – U-value The U-value is 16.5. The critical value of U at p≤ 0.05 is 5. Significance level
0.05
Table 4.14.1 specifies the effect of independent variable “Motivation” on dependent variable “Academic achievement of Girls”. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were 0.0812 and 0.93624 respectively, while the table value of Mann Whitney two tailed U-test is 5 at level of significance 0.05. The calculated value of U- statistic was 16.5. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜5 that “there is no association between academic achievement and
264
motivation of secondary school students for female teachers in large category schools”, was not accepted. Table 4.14.2
Views of Class X Girls
Responses of Girls A
Achievements Level Values of Girls B for A
Ranks Values for A for B
Ranks for B
702 459 26 169 44
208 26 2 0 1 273 44 5 28 3 338 169 7 158 4 158 459 11 208 6 28 702 12 235 8 0 273 9 235 338 10 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:37 Sum of Ranks:41 Sum of Ranks:78 Mean of Ranks:7.4 Mean of Ranks:5.86 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:13 U-value:22 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is -0.6496. The p-value is 0.5157. Result B – U-value The U-value is 13. The critical value of U at p≤ 0.05 is 5. Significance level
0.05
Table 4.14.2 reflects the effect of independent variable “Motivation” on dependent variable “Academic achievement of Girls”. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were 0.6496 and 0.5157 respectively, while the table value of Mann Whitney two tailed Utest is 5 at level of significance 0.05. The calculated value of U- statistic was 13. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜5 that “there is no association between academic achievement and motivation of secondary school students for secondary school girls in large category schools”, was not accepted.
265
Table 4.14.3
Views of Male Teachers
Responses of Male Teachers A
Achievements Level Values of Boys B for A
583 629 23 84 11
Ranks Values for A for B
100 11 2 113 23 3 238 84 5 265 583 10 62 629 11 0 1092 Result Detail of A Result Detail of B Sum of Ranks:31 Sum of Ranks:47 Mean of Ranks:6.2 Mean of Ranks:6.71 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:19 U-value:16 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is 0.1624. The p-value is 0.87288. Result B – U-value The U-value is 16. The critical value of U at p≤ 0.05 is 5. Significance level
Ranks for B
0 1 62 4 100 6 113 7 238 8 265 9 1092 12 A & B Combined Sum of Ranks:78 Mean of Ranks:6.5 S.D:6.1577
0.05
Table 4.14.3 shows the effect of independent variable “Motivation” on dependent variable “Academic achievement of Boys”. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were 0.1624 and 0.87288 respectively, while the table value of Mann Whitney two tailed U-test is 5 at level of significance 0.05. The calculated value of U- statistic was 16. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜5 that “there is no association between academic achievement and motivation of secondary school students for male teachers in large category schools”, was not accepted.
266
Table 4.14.4
Views of Class X Boys
Responses of Boys A
Achievements Level Values Ranks Values of Boys B for A for A for B
Ranks for B
689 464 50 216 121
100 50 2 0 1 113 121 6 62 3 238 216 7 100 4 265 464 10 113 5 62 689 11 238 8 0 265 9 1092 1092 12 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:36 Sum of Ranks:42 Sum of Ranks:78 Mean of Ranks:7.2 Mean of Ranks:6 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:14 U-value:21 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is -0.4872. The p-value is 0.62414. Result B – U-value The U-value is 14. The critical value of U at p≤ 0.05 is 5. Significance level
0.05
Table 4.14.4 indicates the effect of independent variable “Motivation” on dependent variable “Academic achievement of Boys”. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were 0.4872 and 0.62414 respectively, while the table value of Mann Whitney two tailed U-test is 5 at level of significance 0.05. The calculated value of U- statistic was 14. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜5 that “there is no association between academic achievement and motivation of secondary school students for secondary school boys in large category schools”, was not accepted.
267
4.15 Motivation and Academic Achievement in Medium Category Schools The effect of motivation on academic achievement of secondary school students from all respondents in medium category schools is given in following tables: Table 4.15.1
Views of Female Teachers
Responses of Achievements Level Values Female Teachers A of Girls B for A 224 326 69 37 114
Ranks Values for A for B
72 37 2 100 69 3 109 114 4 75 224 6 08 326 7 0 128 Result Detail of A Result Detail of B Sum of Ranks:22 Sum of Ranks:56 Mean of Ranks:4.4 Mean of Ranks:8 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:28 U-value:7 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is 1.624. The p-value is 0.10524. Result B – U-value The U-value is 7. The critical value of U at p≤ 0.05 is 5. Significance level
Ranks for B
0 1 08 5 72 8 75 9 100 10 109 11 128 12 A & B Combined Sum of Ranks:78 Mean of Ranks:6.5 S.D:6.1577
0.05
Table 4.15.1 reveals the effect of independent variable “Motivation” on dependent variable “Academic achievement of Girls”. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were 1.624 and 0.10524 respectively, while the table value of Mann Whitney two tailed Utest is 5 at level of significance 0.05. The calculated value of U- statistic was 7. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜5 that “there is no association between academic achievement and 268
motivation of secondary school students for female teachers in medium category schools”, was not accepted. Table 4.15.2
Views of Class X Girls
Responses of Girls A
Achievements Level Values of Girls B for A
Ranks Values for A for B
Ranks for B
211 185 67 51 144
72 51 2 0 1 100 67 3 8 4 109 144 5 72 8 75 185 6 75 9 8 211 7 100 10 0 109 11 128 128 12 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:23 Sum of Ranks:55 Sum of Ranks:78 Mean of Ranks:4.6 Mean of Ranks:7.86 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:27 U-value:8 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is 1.4616. The p-value is 0.1443. Result B – U-value The U-value is 8. The critical value of U at p≤ 0.05 is 5. Significance level
0.05
Table 4.15.2 testifies the effect of independent variable “Motivation” on dependent variable “Academic achievement of Girls”. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were 1.4616 and 0.1443 respectively, while the table value of Mann Whitney two tailed Utest is 5 at level of significance 0.05. The calculated value of U- statistic was 8. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜5 that “there is no association between academic achievement and motivation of secondary school students for secondary school girls in medium category schools”, was not accepted.
269
Table 4.15.3
Views of Male Teachers
Responses of Male Teachers A
Achievements Level Values of Boys B for A
Ranks Values for A for B
Ranks for B
230 370 42 50 106
38 42 2 0 1 44 50 3 10 5 53 106 4 28 8 41 230 6 38 9 10 370 7 41 10 0 44 11 117 53 12 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:22 Sum of Ranks:56 Sum of Ranks:78 Mean of Ranks:4.4 Mean of Ranks:8 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:28 U-value:7 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is 1.624. The p-value is 0.10524. Result B – U-value The U-value is 7. The critical value of U at p≤ 0.05 is 5. Significance level
0.05
Table 4.15.3 reflects the effect of independent variable “Motivation” on dependent variable “Academic achievement of Boys”. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were 1.624 and 0.10524 respectively, while the table value of Mann Whitney two tailed Utest is 5 at level of significane 0.05. The calculated value of U- statistic was 7. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜5 that “there is no association between academic achievement and motivation of secondary school students for male teachers in medium category schools”, was not accepted.
270
Table 4.15.4
Views of Class X Boys
Responses of Boys A
Achievements Level Values Ranks Values of Boys B for A for A for B
258 219 57 32 134
38 32 2 44 57 3 53 134 5 41 219 6 10 258 7 0 117 Result Detail of A Result Detail of B Sum of Ranks:23 Sum of Ranks:55 Mean of Ranks:4.6 Mean of Ranks:7.86 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:27 U-value:8 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is 1.4616. The p-value is 0.1443. Result B – U-value The U-value is 8. The critical value of U at p≤ 0.05 is 5. Significance level
Ranks for B
0 1 10 4 38 8 41 9 44 10 53 11 117 12 A & B Combined Sum of Ranks:78 Mean of Ranks:6.5 S.D:6.1577
0.05
Table 4.15.4 denotes the effect of independent variable “Motivation” on academic achievement of boys of secondary schools. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were 1.4616 and 0.1443 respectively, while the table value of Mann Whitney two tailed Utest is 5 at level of significance 0.05. The calculated value of U- statistic was 8. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜5 that “there is no association between academic achievement and motivation of secondary school students for secondary school boys in medium category schools”, was not accepted.
271
4.16 Motivation and Academic Achievement in Small Category Schools The effect of motivation on academic achievement of secondary school students from all respondents in small category schools is given in following tables: Table 4.16.1
Views of Female Teachers
Responses of Achievements Level Values Female Teachers A of Girls B for A
Ranks Values for A for B
Ranks for B
63 19 12 111 103
50 12 2 0 1 63 19 3 3 7 66 63 4 36 8 36 103 5 50 9 3 111 6 52 10 0 63 11 52 66 12 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:20 Sum of Ranks:58 Sum of Ranks:78 Mean of Ranks:4 Mean of Ranks:8.29 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:30 U-value:5 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is 1.9488. The p-value is 0.05118. Result B – U-value The U-value is 5. The critical value of U at p≤ 0.05 is 5. Significance level
0.05
Table 4.16.1 shows the effect of independent variable “Motivation” on academic achievement of girls of secondary schools. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were 1.9488 and 0.05118 respectively, while the table value of Mann Whitney two tailed U-test is 5 at level of significance 0.05. The calculated value of U- statistic was 5. Since the calculated value of U-statistics is equal to the table value, therefore, the hypotheses 𝐻𝑜5 that “there is no association between academic achievement and motivation of secondary school students for female teachers in small category schools”, was not accepted. It means that association between motivation and 272
academic achievement was significant as per views of female teachers in small category of schools. Table 4.16.2
Views of Class X Girls
Responses of Girls A
Achievements Level Values of Girls B for A
Ranks Values for A for B
Ranks for B
164 08 81 228 149
50 88 2 0 1 63 81 3 3 4 66 149 5 36 8 36 164 6 50 9 3 228 7 52 10 0 63 11 52 66 12 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:23 Sum of Ranks:55 Sum of Ranks:78 Mean of Ranks:4.6 Mean of Ranks:7.86 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:27 U-value:8 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is 1.4616. The p-value is 0.1443. Result B – U-value The U-value is 8. The critical value of U at p≤ 0.05 is 5. Significance level
0.05
Table 4.16.2 represents the effect of independent variable “Motivation” on academic achievement of girls of secondary schools. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were 1.4616 and 0.1443 respectively, while the table value of Mann Whitney two tailed Utest is 5 at level of significance 0.05. The calculated value of U- statistic was 8. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜5 that “there is no association between academic achievement and motivation of secondary school students for secondary school girls in small category schools”, was not accepted. It means that association between motivation and
273
academic achievement was significant as per views of girls of class X in small category of schools. Table 4.16.3
Views of Male Teachers
Responses of Male Teachers A
Achievements Level Values of Boys B for A
55 36 5 112 100
5 36 55 100 112
Ranks for B
0 1 8 7 17 8 35 9 54 10 57 11 279 12 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:20 Sum of Ranks:58 Sum of Ranks:78 Mean of Ranks:4 Mean of Ranks:8.29 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:30 U-value:5 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is 1.9488. The p-value is 0.05118. Result B – U-value The U-value is 15.5. The critical value of U at p≤ 0.05 is 5. Significance level
17 35 54 57 8 0 279
Ranks Values for A for B 2 3 4 5 6
0.05
Table 4.16.3 mentions the effect of independent variable “Motivation” on academic achievement of boys of secondary schools. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were 1.9488 and 0.05118 respectively, while the table value of Mann Whitney two tailed U-test is 5 at level of significance 0.05. The calculated value of U- statistic was 15.5. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜5 that “there is no association between academic achievement and motivation of secondary school students for male teachers in small category schools”, was not accepted.
274
Table 4.16.4
Views of Class X Boys
Responses of Boys A
Achievements Level Values of Boys B for A
141 127 81 153 254
81 127 141 153 254
Ranks for B
0 1 8 3 17 8 35 9 54 10 57 11 279 12 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:24 Sum of Ranks:54 Sum of Ranks:78 Mean of Ranks:4.8 Mean of Ranks:7.71 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:26 U-value:9 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is 1.2992. The p-value is 0.1936. Result B – U-value The U-value is 9. The critical value of U at p≤ 0.05 is 5. Significance level
17 35 54 57 8 0 279
Ranks Values for A for B 2 4 5 6 7
0.05
Table 4.16.4 evidences the effect of independent variable “Motivation” on academic achievement of boys of secondary schools. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were 1.2992 and 0.1936 respectively, while the table value of Mann Whitney two tailed Utest is 5 at level of significance 0.05. The calculated value of U- statistic was 9. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜5 that “there is no association between academic achievement and motivation of secondary school students for secondary school boys in small category schools”, was not accepted.
275
4.17 Teacher Feedback and Academic Achievement in Large Category Schools The effect of teacher feedback on academic achievement of secondary school students from all respondents in large category schools is given in following tables: Table 4.17.1
Views of Female Teachers
Responses of Achievements Level Values Female Teachers A of Girls B for A
Ranks Values for A for B
Ranks for B
340 404 21 352 283
208 21 2 0 1 273 283 8 28 3 338 340 10 158 4 158 352 11 208 5 28 404 12 235 6 0 273 7 235 338 9 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:43 Sum of Ranks:35 Sum of Ranks:78 Mean of Ranks:8.6 Mean of Ranks:5 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:7 U-value:28 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is -1.624. The p-value is 0.10524. Result B – U-value The U-value is 7. The critical value of U at p≤ 0.05 is 5. Significance level
0.05
Table 4.17.1 reflects the effect of independent variable “Teacher Feedback” on academic achievement of secondary school girls. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were -1.624 and 0.10524 respectively, while the table value of Mann Whitney two tailed U-test is 5 at level of significance 0.05. The calculated value of U- statistic was 7. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜6 that “there is no association between academic achievement and
276
teacher feedback of secondary school students for female teachers in large category schools”, was not accepted. Table 4.17.2
Views of Class X Girls
Responses of Girls A
Achievements Level Values of Girls B for A
Ranks Values for A for B
Ranks for B
343 382 47 385 243
208 47 3 0 1 273 243 7 28 2 338 343 10 158 4 158 382 11 208 5 28 385 12 235 6 0 273 8 235 338 9 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:43 Sum of Ranks:35 Sum of Ranks:78 Mean of Ranks:8.6 Mean of Ranks:5 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:7 U-value:28 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is -1.624. The p-value is 0.10524. Result B – U-value The U-value is 7. The critical value of U at p≤ 0.05 is 5. Significance level
0.05
Table 4.17.2 shows the effect of independent variable “Teacher Feedback” on academic achievement of girls of secondary schools. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were 1.624 and 0.10524 respectively, while the table value of Mann Whitney two tailed Utest is 5 at level of significance 0.05. The calculated value of U- statistic was 7. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜6 that “there is no association between academic achievement and teacher feedback of secondary school students for secondary school girls in large category schools”, was not accepted.
277
Table 4.17.3
Views of Male Teachers
Responses of Male Teachers A
Achievements Level Values of Boys B for A
322 507 21 166 314
Ranks Values for A for B
100 21 2 113 166 6 238 314 9 265 322 10 62 507 11 0 1092 Result Detail of A Result Detail of B Sum of Ranks:38 Sum of Ranks:40 Mean of Ranks:7.6 Mean of Ranks:5.71 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:12 U-value:23 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is -0.812. The p-value is 0.41794. Result B – U-value The U-value is 12. The critical value of U at p≤ 0.05 is 5. Significance level
Ranks for B
0 1 62 3 100 4 113 5 238 7 265 8 1092 12 A & B Combined Sum of Ranks:78 Mean of Ranks:6.5 S.D:6.1577
0.05
Table 4.17.3 reflects the effect of independent variable “Teacher Feedback” on academic achievement of boys of secondary schools. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were 0.812 and 0.41794 respectively, while the table value of Mann Whitney two tailed Utest is 5 at level of significance 0.05. The calculated value of U- statistic was 12. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜6 that “there is no association between academic achievement and teacher feedback of secondary school students for male teachers in large category schools”, was not accepted.
278
Table 4.17.4
Views of Class X Boys
Responses of Boys A
Achievements Level Values Ranks Values Ranks of Boys B for A for A for B for B
354 490 27 416 253
100 27 2 0 1 113 253 7 62 3 238 354 9 100 4 265 416 10 113 5 62 490 11 238 6 0 265 8 1092 1092 12 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:39 Sum of Ranks:39 Sum of Ranks:78 Mean of Ranks:7.8 Mean of Ranks:5.57 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:11 U-value:24 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is -0.9744. The p-value is 0.33204. Result B – U-value The U-value is 11. The critical value of U at p≤ 0.05 is 5. Significance level
0.05
Table 4.17.4 reflects the effect of independent variable “Teacher Feedback” on academic achievement of boys of secondary schools. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were 0.9744 and 0.33204 respectively, while the table value of Mann Whitney two tailed U-test is 5 at level of significance 0.05. The calculated value of U- statistic was 11. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜6 that “there is no association between academic achievement and teacher feedback of secondary school students for secondary school boys in large category schools”, was not accepted.
279
4.18 Teacher Feedback and Academic Achievement in Medium Category Schools The effect of teacher feedback on academic achievement of secondary school students from all respondents in medium category schools is given in following tables: Table 4.18.1
Views of Female Teachers
Responses of Achievements Level Values Female Teachers A of Girls B for A
Ranks Values for A for B
Ranks for B
303 335 64 44 24
72 24 3 0 1 100 44 4 08 2 109 64 5 72 6 75 303 11 75 7 08 335 12 100 8 0 109 9 128 128 10 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:35 Sum of Ranks:43 Sum of Ranks:78 Mean of Ranks:7 Mean of Ranks:6.14 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:15 U-value:20 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is -0.3248. The p-value is 0.74896. Result B – U-value The U-value is 15. The critical value of U at p≤ 0.05 is 5. Significance level
0.05
Table 4.18.1 testifies the effect of independent variable “Teacher Feedback” on academic achievement of girls in secondary schools. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were 0.3248 and 0.74896 respectively, while the table value of Mann Whitney two tailed U-test is 5 at level of significance 0.05. The calculated value of U- statistic was 15. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜6 that “there is no association between academic achievement and
280
teacher feedback of secondary school students for female teachers in medium category schools”, was not accepted. Table 4.18.2
Views of Class X Girls
Responses of Girls A
Achievements Level Values of Girls B for A
Ranks Values for A for B
Ranks for B
291 202 83 41 41
72 41 3.5 0 1 100 41 3.5 8 2 109 83 7 72 5 75 202 11 75 6 8 291 12 100 8 0 109 9 128 128 10 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:37 Sum of Ranks:41 Sum of Ranks:78 Mean of Ranks:7.4 Mean of Ranks:5.86 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:13 U-value:22 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is -0.6496. The p-value is 0.5157. Result B – U-value The U-value is 13. The critical value of U at p≤ 0.05 is 5. Significance level
0.05
Table 4.18.2 states the effect of independent variable “Teacher Feedback” on academic achievement of girls in secondary schools. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were 0.6496 and 0.5157 respectively, while the table value of Mann Whitney two tailed Utest is 5 at level of significance 0.05. The calculated value of U- statistic was 13. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜6 that “there is no association between academic achievement and teacher feedback of secondary school students for secondary school girls in medium category schools”, was not accepted.
281
Table 4.18.3
Views of Male Teachers
Responses of Male Teachers A
Achievements Level Values of Boys B for A
Ranks Values for A for B
Ranks for B
273 388 71 45 21
38 21 3 0 1 44 45 7 10 2 53 71 9 38 4 41 273 11 41 5 10 388 12 44 6 0 53 8 117 117 10 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:42 Sum of Ranks:36 Sum of Ranks:78 Mean of Ranks:8.4 Mean of Ranks:5.14 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:8 U-value:27 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is -1.4616. The p-value is 0.1443. Result B – U-value The U-value is 8. The critical value of U at p≤ 0.05 is 5. Significance level
0.05
Table 4.18.3 stipulates the effect of independent variable “Teacher Feedback” on academic achievement of boys in secondary schools. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were 1.4616 and 0.1443 respectively, while the table value of Mann Whitney two tailed Utest is 5 at level of significance 0.05. The calculated value of U- statistic was 8. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜6 that “there is no association between academic achievement and teacher feedback of secondary school students for male teachers in medium category schools”, was not accepted.
282
Table 4.18.4
Views of Class X Boys
Responses of Boys A
Achievements Level Values Ranks Values of Boys B for A for A for B
Ranks for B
334 231 60 34 41
38 34 3 0 1 44 41 5.5 10 2 53 60 9 38 4 41 231 11 41 5.5 10 334 12 44 7 0 53 8 117 117 10 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:40.5 Sum of Ranks:37.5 Sum of Ranks:78 Mean of Ranks:81 Mean of Ranks:5.36 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:9.5 U-value:25.5 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is -1.218. The p-value is 0.22246. Result B – U-value The U-value is 9.5. The critical value of U at p≤ 0.05 is 5. Significance level
0.05
Table 4.18.4 stipulates the effect of independent variable “Teacher Feedback” on academic achievement of boys in secondary schools. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were 1.218 and 0.22246 respectively, while the table value of Mann Whitney two tailed Utest is 5 at level of significance 0.05. The calculated value of U- statistic was 9.5. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜6 that “there is no association between academic achievement and teacher feedback of secondary school students for secondary school boys in medium category schools”, was not accepted.
283
4.19 Teacher Feedback and Academic Achievement in Small Category Schools The effect of teacher feedback on academic achievement of secondary school students from all respondents in small category schools is given in following tables: Table 4.19.1
Views of Female Teachers
Responses of Achievements Level Values Female Teachers A of Girls B for A
Ranks Values for A for B
Ranks for B
137 127 16 21 7
50 7 3 0 1 63 16 4 3 2 66 21 5 36 6 36 127 11 50 7 3 137 12 52 8 0 63 9 52 66 10 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:35 Sum of Ranks:43 Sum of Ranks:78 Mean of Ranks:7 Mean of Ranks:6.14 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:15 U-value:20 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is -0.3248. The p-value is 0.74896. Result B – U-value The U-value is 15. The critical value of U at p≤ 0.05 is 5. Significance level
0.05
Table 4.19.1 presents the effect of independent variable “Teacher Feedback” on academic achievement of girls in secondary schools. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were 0.3248 and 0.74896 respectively, while the table value of Mann Whitney two tailed U-test is 5 at level of significance 0.05. The calculated value of U- statistic was 15. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜6 that “there is no association between academic achievement and
284
teacher feedback of secondary school students for female teachers in small category schools”, was not accepted. Table 4.19.2
Views of Class X Girls
Responses of Girls A
Achievements Level Values of Girls B for A
Ranks Values for A for B
Ranks for B
292 179 90 32 37
50 32 3 0 1 63 37 5 3 2 66 90 10 36 4 36 179 11 50 6 3 292 12 52 7 0 63 8 52 66 9 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:41 Sum of Ranks:37 Sum of Ranks:78 Mean of Ranks:8.2 Mean of Ranks:5.29 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:9 U-value:26 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is -1.2992. The p-value is 0.1936. Result B – U-value The U-value is 9. The critical value of U at p≤ 0.05 is 5. Significance level
0.05
Table 4.19.2 declares the effect of independent variable “Teacher Feedback” on academic achievement of girls in secondary schools. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were 1.2992 and 0.1936 respectively, while the table value of Mann Whitney two tailed Utest is 5 at level of significance 0.05. The calculated value of U- statistic was 9. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜6 that “there is no association between academic achievement and teacher feedback of secondary school students for secondary school girls in small category schools”, was not accepted.
285
Table 4.19.3
Views of Male Teachers
Responses of Male Teachers A
Achievements Level Values of Boys B for A
Ranks Values for A for B
Ranks for B
119 152 22 14 1
17 1 2 0 1 35 14 4 8 3 54 22 6 17 5 57 119 10 35 7 8 152 11 54 8 0 57 9 279 279 12 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:33 Sum of Ranks:45 Sum of Ranks:78 Mean of Ranks:6.6 Mean of Ranks:6.43 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:17 U-value:18 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is 0.00. The p-value is 1.00 Result B – U-value The U-value is 17. The critical value of U at p≤ 0.05 is 5. Significance level
0.05
Table 4.19.3 mentions the effect of independent variable “Teacher Feedback” on academic achievement of boys in secondary schools. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were 0.00 and 1.00 respectively, while the table value of Mann Whitney two tailed U-test is 5 at level of significance 0.05. The calculated value of U- statistic was 17. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜6 that “there is no association between academic achievement and teacher feedback of secondary school students for male teachers in small category schools”, was not accepted.
286
Table 4.19.4
Views of Class X Boys
Responses of Boys A
Achievements Level Values of Boys B for A
359 247 66 44 40
40 44 66 247 359
Ranks for B
0 1 8 2 17 3 35 4 54 7 57 8 279 11 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:42 Sum of Ranks:36 Sum of Ranks:78 Mean of Ranks:8.4 Mean of Ranks:5014 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:8 U-value:27 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is -1.4616. The p-value is 0.1443. Result B – U-value The U-value is 8. The critical value of U at p≤ 0.05 is 5. Significance level
17 35 54 57 8 0 279
Ranks Values for A for B 5 6 9 10 12
0.05
Table 4.19.4 mentions the effect of independent variable “Teacher Feedback” on academic achievement of boys in secondary schools. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were 1.4616 and 0.1443 respectively, while the table value of Mann Whitney two tailed Utest is 5 at level of significance 0.05. The calculated value of U- statistic was 8. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜6 that “there is no association between academic achievement and teacher feedback of secondary school students for secondary school boys in small category schools”, was not accepted.
287
4.20 Classroom Environment and Academic Achievement in all Category Schools The overall effect of classroom environment on academic achievement of secondary school students from all respondents in small, medium and large category schools is given in following table: Table 4.20.1 Overall Effect of Classroom Environment on Academic Achievement Responses A
Achievements Level Values B for A
4661 3323 595 1110 909
595 909 1110 3323 4661
Ranks for B
0 1 119 2 485 3 628 5 632 6 858 7 1903 10 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:44 Sum of Ranks:34 Sum of Ranks:78 Mean of Ranks:8.8 Mean of Ranks:4.86 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:6 U-value:29 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is -1.7864. The p-value is 0.07346. Result B – U-value The U-value is 6. The critical value of U at p≤ 0.05 is 5. Significance level
485 628 858 632 119 0 1903
Ranks Values for A for B 4 8 9 11 12
0.05
Table 4.20.1 represents the effect of independent variable “Classroom Environment” on academic achievement of secondary school students. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the pvalue were -1.7864 and 0.07346 respectively, while the table value of Mann Whitney two tailed U-test is 5 at level of significance 0.05. The calculated value of U- statistic was 6. Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜4 that “there is no association between academic 288
achievement and classroom environment of secondary school students”, was not accepted.
4.21 Motivation and Academic Achievement in all Category Schools The overall effect of motivation on academic achievement of secondary school students from all respondents in small, medium and large category schools is given in following table: Table 4.21.1 Overall Effect of Motivation on Academic Achievement Responses A
Achievements Level Values B for A
4074 3376 541 1321 1286
541 1286 1321 3376 4074
Ranks for B
0 1 119 2 485 3 628 5 632 6 858 7 1903 10 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:44 Sum of Ranks:34 Sum of Ranks:78 Mean of Ranks:8.8 Mean of Ranks:4.86 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:6 U-value:29 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is -1.7864. The p-value is 0.07346. Result B – U-value The U-value is 6. The critical value of U at p≤ 0.05 is 5. Significance level
485 628 858 632 119 0 1903
Ranks Values for A for B 4 8 9 11 12
0.05
Table 4.21.1 declares the effect of independent variable “Motivation” on academic achievement of secondary school students. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were 1.7864 and 0.07346 respectively, while the table value of Mann Whitney two tailed U-test is 5 at level of significance 0.05. The calculated value of U- statistic was 6. Since the calculated value of U-statistics is greater than the table value, therefore, the 289
hypotheses 𝐻𝑜5 that “there is no association between academic achievement and motivation of secondary school students”, was not accepted.
4.22 Teacher Feedback and Academic Achievement in all Category Schools The overall effect of teacher feedback on academic achievement of secondary school students from all respondents in small, medium and large category schools is given in following table: Table 4.22.1 Overall Effect of Teacher Feedback on Academic Achievement Responses A
Achievements Level Values B for A
3467 3644 588 1594 1305
588 1305 1594 3467 3644
Ranks for B
0 1 119 2 485 3 628 5 632 6 858 7 1903 10 Result Detail of A Result Detail of B A & B Combined Sum of Ranks:44 Sum of Ranks:34 Sum of Ranks:78 Mean of Ranks:8.8 Mean of Ranks:4.86 Mean of Ranks:6.5 Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577 Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5 U-value:6 U-value:29 Expected U-value:17.5 Expected U-value:17.5 Result A – Z-ratio The Z-score is -1.7864. The p-value is 0.07346. Result B – U-value The U-value is 6. The critical value of U at p≤ 0.05 is 5. Significance level
485 628 858 632 119 0 1903
Ranks Values for A for B 4 8 9 11 12
0.05
Table 4.22.1 declares the effect of independent variable “Teacher Feedback” on academic achievement of Secondary School Students. The outcome of the results presents the information about Z-ratio and U-value. Z-score and the p-value were 1.7864 and 0.07346 respectively, while the table value of Mann Whitney two tailed U-test is 5 at level of significance 0.05. The calculated value of U- statistic was 6. 290
Since the calculated value of U-statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜6 that “there is no association between academic achievement and teacher feedback of secondary school students”, was not accepted.
4.23 Classroom Environment, Motivation and Academic Achievement The effect of classroom environment and motivation on academic achievement of secondary school students from all respondents in small, medium and large category schools is given in following table: Table 4.23.1 Effect of Classroom Environment and Motivation on Academic Achievement Responses of Classroom Environment 4661 3323 595 1110 909
Responses of Motivation 4074 3376 541 1321 1286
Classroom Env. Above median 3 Below median 1 Total 4 Median = 909
Achievements Level of Students 485 628 858 632 119 0 1903 Motivation Achievement Level 4 1 1 6 5 7
Total 8 8 16
Calculated 𝜒 2 value = 6.3714 p-value = 0.041349 Significance level 0.05 Table 4.23.1 stipulates that the effect of independent variables “Classroom Environment” and “Motivation” on academic achievement of secondary school students. The outcome of the results presents the information about chi square 𝜒 2 value and p-value in the median test. Chi square and the p-value were 6.3714 and 0.041349 respectively, while the table value of chi square is 5.99 at level of significance 0.05 by taking 2 degree of freedom. Since the calculated value of chi 291
square statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜7 that “there is no association among academic achievement, classroom environment and motivation of secondary school students”, was not accepted.
4.24 Classroom Environment, Teacher Feedback and Academic Achievement ` The effect of classroom environment and teacher feedback on academic achievement of secondary school students from all respondents in small, medium and large category schools is given in following table: Table 4.24.1 Effect of Classroom Environment and Teacher Feedback on Academic Achievement Responses of Responses of Classroom Environment Teacher Feedback 4661 3467 3323 3644 595 588 1110 1594 909 1305
Above median Below median Total Median = 909
Classroom Env. 3 1 4
Achievements Level of Students 485 628 858 632 119 0 1903 Teacher Feedback Achievement Level 4 1 1 6 5 7
Total 8 8 16
Calculated 𝜒 2 value = 6.3714 p-value = 0.041349 Significance level 0.05 Table 4.24.1 indicates the effect of independent variables “Classroom Environment” and “Teacher Feedback” on academic achievement of secondary school students. The outcome of the results presents the information about 𝜒 2 value and p-value in the median test. Chi square and the p-value were 6.3714 and 0.041349 respectively, while the table value of chi square is 5.99 at level of significance 0.05 by 292
taking 2 degree of freedom. Since the calculated value of chi square statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜8 that “there is no association among academic achievement, classroom environment and teacher feedback of secondary school students”, was not accepted.
4.25 Motivation, Teacher Feedback and Academic Achievement The effect of motivation and teacher feedback on academic achievement of secondary school students from all respondents in small, medium and large category schools is given in following table: Table 4.25.1 Effect of Motivation and Teacher Feedback on Academic Achievement Responses of Motivation 4074 3376 541 1321 1286
Responses of Teacher Feedback 3467 3644 588 1594 1305
Motivation Above median 3 Below median 1 Total 4 Median = 1286
Achievements Level of Students 485 628 858 632 119 0 1903 Teacher Feedback Achievement Level 4 1 1 6 5 7
Total 8 8 16
Calculated 𝜒 2 value = 6.3714 p-value = 0.041349 Significance level 0.05 Table 4.25.1 stipulates the effect of independent variables “Motivation” and “Teacher Feedback” on academic achievement of secondary school students. The outcome of the results presents the information about 𝜒 2 value and p-value in the median test. Chi square and the p-value were 6.3714 and 0.041349 respectively, while
293
the table value of chi square is 5.99 at level of significance 0.05 by taking 2 degree of freedom. Since the calculated value of chi square statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜9 that “there is no association among academic achievement, motivation and teacher feedback of secondary school students”, was not accepted.
4.26 Classroom Environment, Motivation, Teacher Feedback and Academic Achievement The effect of classroom environment, motivation and teacher feedback on academic achievement of secondary school students from all respondents in small, medium and large category schools is given in following table: Table 4.26.1 Effect of Classroom Environment, Motivation and Teacher Feedback on Academic Achievement Responses of Responses of Classroom Environment Motivation 4661 4074 3323 3376 595 541 1110 1321 909 1286
Responses of Achievements Level Teacher Feedback of Students 3467 485 3644 628 588 858 1594 632 1305 119 0 1903
Classroom Env. Motivation Teacher Feedback Achievement Level Total
Above median Below median Total Median = 1198
2 3 5
4 1 5
4 1 5
1 6 7
11 11 22
Calculated 𝜒 2 value = 7.3714 p-value = 0.060956 Significance level
0.10
Table 4.26.1 reflects the effect of independent variables “Classroom Environment”, “Motivation” and “Teacher Feedback” on academic achievement of secondary school students. The outcome of the results presents the information about
294
𝜒 2 value and p-value in the median test. Chi square and the p-value were 7.3714 and 0.060956 respectively, while the table value of chi square is 6.25 at level of significance 0.10 by taking 3 degree of freedom. Since the calculated value of chi square statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜10 that “there is no association among academic achievement, classroom environment, motivation and teacher feedback of secondary school students”, was not accepted.
4.27
Discussion
4.27.1 Nature of Classroom Environment This part of discussion relates to nature of classroom environment of large, medium and small category schools from all regions in Pakistan. The respondents of the study were male and female secondary school teachers, boys and girls of class X. The significance was tested at 0.05and 0.10 level for all types of analyses. Table 4.20.1 stipulates that the U-value in Mann Whitney U-test is found to be greater than the critical value of U at p≤ 0.05. Therefore, the null hypothesis 𝐻04 that “there is no association between academic achievement and classroom environment of secondary school students”, was not accepted. Suleman & Hussain (2014) concluded that physical environment of classroom has significant effect on academic achievement of secondary school students and classroom with well equipped tools and teaching aids has positive effect on academic achievement scores of secondary school students of Kohat Division, Pakistan. Swati (2015) has also found academic achievement of the students in experimental group better as compared to the control group due to various physical facilities in classroom learning environment which included white board, arrangement of pure drinking water, computers, internet, projectors, proper light and air. Ekpo, Akpan, Essuen & Imo (2009) has reported in research project that the cause
295
of poor performance of the students in social studies was due to lack of physical facilities in classroom environment. The unpleasant environment of the classroom was the basic reason of poor academic achievement of the students and recommended that the academic achievement of students in social studies can be enhanced with the improvement in physical layout of the classroom. Barrett, Davies, Zhang & Barrett (2015) conducted research involving 3766 students in 153 classrooms of 27 schools and found that seven key design parameters out of ten were the best essential factors affecting the progress of students. These factors were the quality and quantity of natural light received in classroom, temperature, air for respiration, sense of ownership among the students, provision of space for students, appropriate visual diversity for learners and color of walls of classroom. Thus the present study substantiates the findings of above mentioned researches.
4.27.2 Nature of Motivation Table 4.21.1 indicates that the U-value in Mann Whitney U-test is found to be greater than the critical value of U at p≤ 0.05. Therefore, the null hypothesis 𝐻05 that there is no association between academic achievement and motivation of secondary school students was not accepted. Asifa & Kamal (2013) have presented in analytical study regarding the impact of motivation on learning of secondary school students in Karachi, Pakistan and found that different types of teaching methods used by the secondary school teachers according to needs, interest and age of learners, are the best tools to motivate learners towards learning. Besides teaching methods, acknowledgement of feelings of students and activity base learning develop the sense of confidence among the learners learning. Teaching learning process is not effective without motivation. Tella (2007) conducted a research study in Nigeria and found significant difference when motivation was used as a variable of interest in relation to 296
academic achievement of students in mathematics. The results of the study indicate that highly motivated students perform much better as compared to low motivated secondary school students. Sikhwari (2014) has concluded that there is significant correlation among three variables i.e. self concept, motivation and academic achievement of the students. It was also concluded that female students are more motivated as compared to male students and that motivation is essential ingredient to enhance the level of academic achievement of the students. Badola (2013) in his corelational study about academic achievement of secondary school students concluded that there is a positive significant difference in academic achievement in relation to motivation of secondary school students in different schools. Thus the present study corroborates earlier findings on the subject.
4.27.3 Nature of Teacher Feedback Table 4.22.1 indicates that the U-value in Mann Whitney U-test is greater than the critical value of U at p≤ 0.05. Therefore, the null hypotheses 𝐻06 that there is no association between academic achievement and teacher feedback of secondary school students, was not accepted. It means that female and male secondary school teachers along with girls and boys of class X have opined that there exists a significant difference regarding effect of teacher feedback. The hypothesis 𝐻07 that there is no association among academic achievement, classroom environment and motivation of secondary school students, was not accepted (Table 4.23.1). The hypothesis 𝐻08 that there is no association among academic achievement, classroom environment and teacher feedback of secondary school students, was also not accepted (Table 4.24.1). Similarly, the hypothesis 𝐻09 that there is no association among academic achievement, motivation and teacher feedback of secondary school students, was not accepted (Table 4.25.1). The hypothesis 𝐻010 that there is no 297
association among academic achievement, classroom environment, motivation and teacher feedback of secondary school students, was not accepted (Table 4.26.1). Ahmad, Saeed & Salam (2013) found that teacher’s corrective feedback enhances the level of learning and performance among the students. Students had shown better performance in the examination on the basis of corrective teacher feedback. It has also been concluded that improper teacher feedback develops the sense of confusion in students. Lisa (2011) investigated the effect of written teacher feedback with learning challenges for students. It has been concluded that written teacher feedback has positive effect on performance of the students. Denton (2014) investigated the effect of screen capture technology feedback on academic achievement of students. It was found that screen capture feedback had positive effect in reducing corrections during writing of assignments because students received immediate feedback. Tleceker & Akcan (2010) studied effect of oral and written teacher feedback on writing of students. The study was focused on writing of students, content and organization. The mean score of first draft of students was .0193 at p-value < 0.05 on Wilcoxon Signed Rank Test. It was concluded that written and oral teacher feedback on final draft enhanced the level of writing skills of the students. It can be concluded from above discussion that independent variables classroom environment, motivation and teacher feedback in the present study have significant positive effect on academic achievement of secondary school students. The combined effect of classroom environment and motivation; classroom environment and teacher feedback; motivation and teacher feedback; classroom environment, motivation and teacher feedback, have also significant effect on academic achievement of secondary school students.
298
CHAPTER 5 SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS 5.1
Summary The ambition of the study was to examine the effect of classroom
environment, motivation and teacher feedback on academic achievement of secondary school students. The objectives of the study at secondary school level were (i) To find out the nature of classroom environment; (ii) To explore the nature of motivation; (iii) To identify the mode and style of feedback by the teacher; (iv) To find out the effect of classroom environment on the academic achievement; (v) To relate the effect of motivation on the academic achievement; (vi) To associate the effect of teachers feedback on the academic achievement; and (vii) To measure the combined effect of classroom environment, motivation and teacher feedback on the academic achievement. The population of the study was (i) One hundred and thirty four federal government secondary schools in Cantt / Garrison located in ten regions under the administrative control of Directorate of Federal Government Educational Institutions (Cantt /Garrison) Rawalpindi; (ii) Two thousand three hundred and seventy five Secondary School Teachers both male and female, working in these secondary schools; and (iii) All the twelve thousand six hundred and forty eight students both boys and girls of class X who appeared in Secondary School Certificate, part one (SSC-I) annual examination 2014.
299
Multi stage sampling was used in present study. The sample of study was selected in three stages randomly i.e. (i) Thirty nine secondary schools from the ten regions under the administrative control of Directorate of Federal Government Educational Institutions (Cantt / Garrison) Rawalpindi; (ii) Three hundred and eighty secondary school teachers working in the selected schools were randomly selected using table of random numbers; and (iii) Four hundred and thirty students who had appeared in SSC – I annual examination 2014. The ten Regions are divided into three categories namely large, medium and small for the present study. The three categories were framed by the researcher on the basis of number of students who appeared in Secondary School Certificate, Part one (SSC-I) annual examination 2014 of the Federal Board of Intermediate & Secondary Education. First category included into Rawalpindi and Wah region, second category consisted Lahore, Multan and Peshawar regions, while the third category included under Kharian, Gujranwala, Bahawalpur, Karachi and Quetta Regions. The examining and evaluating body of all secondary schools in the ten regions is Federal Board of Intermediate & Secondary Education. Data were collected for the present study through questionnaires. The questionnaires were mailed along with self addressed stamped envelopes to all the respondents. Personal electronic resources and help from colleagues and Principal/Headmasters/Headmistresses were sought to collect filled in questionnaires from respondents. The respondents of the questionnaire were secondary school teachers, trained graduate teachers and students of class X enrolled during the session 2013-15. The academic achievements of the learners were collected from result gazette of SSC-I for the year 2014 from Federal Board of Intermediate & Secondary Education.
300
Content validity of the questionnaire was ensured with the consultation of three experts in the field of education. Whereas, the Cronbach Alpha was used to find out the internal consistency and reliability of the research instrument. SPSS version 19 was used to find the Cronbach’s Alpha value for forty two items. Six items are related to demographic data. After the collection of data, analyses were made through statistical tests i.e. Chi Square, Mann Whiteny U test and Median test.
5.2
Findings Following were the major findings of the study on the basis of analyses: (i)
It was found that classroom environment during teaching learning process was effective for academic achievement at secondary school level. The classroom environment indicated the existence of adequate physical and modern instructional facilities of classroom for teaching and learning process. The positive effect of classroom environment on academic achievement was found for small, medium and large category schools (Table 4.2.2.15, Table 4.5.2.15, Table 4.8.2.15 & Table 4.20.1).
(ii)
The results were found significant in relation to motivation, since the calculated value of Chi Square was greater than the table value. This illustrated the effectiveness of motivation for academic achievement of students from of all the three categories (Table 4.3.2.15, Table 4.6.2.15, Table 4.9.2.15 & Table 4.21.1).
(iii)
It was also revealed that there is a positive significant effect of teacher feedback on academic achievement of secondary students in learning. The teacher feedback was considered as the effective tool used to enhance the level of academic achievement of students in both boys 301
and girls as well as all the three categories of schools (Table 4.4.2.15, Table 4.7.2.15, 4.10.2.15 & Table 4.22.1). (iv)
While analyzing the combined effect of classroom environment and motivation during learning process on academic achievement of secondary school students, the calculated value of Chi Square in the Median Test was greater than the table value. Therefore, the combined effect of classroom and motivation was found to be significant (Table 4.23.1).
(v)
A positive significant effect of classroom environment and teacher feedback in learning process on academic achievement of secondary school students was noted, because the calculated value of Chi Square in the Median Test was greater than the table value. Therefore, the combined effect of classroom and teacher feedback was found to be significant (Table 4.24.1).
(vi)
A positive significant effect of motivation and teacher feedback in learning process on academic achievement of secondary school students was found, because the calculated value of Chi Square in the Median Test was greater than the table value. Therefore, the combined effect of motivation and teacher feedback was found to be significant (Table 4.25.1).
(vii)
The combined effect of three variables namely classroom environment, motivation and teacher feedback was positive and significant on academic achievement of secondary students because, the calculated value of Chi Square in Median test was greater than the table value.
302
Therefore, it illustrated the positive significant effect on academic achievement of students (Table 4.26.1).
5.3
Conclusions Following conclusions were drawn on the basis of analysis and findings: (i)
There is a positive significant effect of classroom environment on academic achievement of secondary school students in small, medium and large category schools.
(ii)
Positive significant effect of classroom motivation exists on academic achievement of secondary school students in small, medium and large category schools.
(iii)
There is a positive significant difference in academic achievement of secondary school students so far as teacher feedback in small, medium and large category schools is concerned.
(iv)
There is a positive significant effect of classroom environment and motivation on academic achievement of secondary school students in small, medium and large category schools.
(v)
Significant effect of classroom environment and teacher feedback on academic achievement of secondary school students exists in small, medium and large category schools.
(vi)
There is a positive significant effect of classroom motivation and teacher feedback on academic achievement of students in small, medium and large category schools.
(vii)
There is a positive significant effect of classroom environment, motivation and teacher feedback on academic achievement of
303
secondary school students in small, medium and large category schools.
5.4
Recommendations The researcher was able to make following recommendations on the
basis of findings and conclusions, and to suggest further areas of research for future development in the field of education in Pakistan:
5.4.1
Recommendations for Teachers (i)
Teachers may use feedback during learning process for keeping the students in right direction in relation to provide immediate written or verbal feedback to students during teaching to concept clarification, awareness of their own strengths and weaknesses, and for improvement in learning.
(ii)
Use of multimedia, computers and internet may be introduced in secondary school classrooms to meet the demands of present era. Teachers may be given training in proper use of such equipment for instructional purpose.
5.4.2.1 (i)
Recommendations for Administration Classroom environment might be made attractive for teaching learning process in secondary schools of Pakistan. For this purpose, some extra funds may be allocated to make the classroom learning environment equipped with basic and modern facilities. Teachers may use innovative ways to make classroom environment attractive for students.
(ii)
Authorities may introduce training programs on motivation for teachers to enhance their knowledge and competence and at the same 304
time enable them to use various motivating techniques in the classroom. (iii)
Generally academic achievement of girls schools is better than boys schools, it can help if some insentive schemes are initiated to encourage female teachers for further improvement in academic achievement of their students.
5.5
Topics for Further Research The following topics are given by the researcher for further research in
the field of education in Pakistan: (i)
The present study was carried out in Federal Government Educational Institutions (Cantt/Garrison) schools. Research may be conducted in government schools as well as private schools using the variables of the present study.
(ii)
Research may be conducted in schools by adding more innovative instructional tools by using variable classroom environment.
(iii)
Experimental studies may be suggested at secondary school level by using variable motivation.
(iv)
The individual and combined effect of the variables of present research may be conducted at primary, elementary and higher education level.
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346
Appendices
347
Appendix-A Annual Results of Boys and girls in Class IX from Large Category Schools
S.No 247 1
2
Total
App
A1
A
B
C
D
E
F/Comp
F G Boys Public Secondary School Mahfooz Road Rwp Cantt
Name of School
247
246
35
33
51
46
04
00
77
FG Public School
55
54
03
05
11
04
01
00
30
222
221
05
08
13
25
13
01
156
97
97
01
09
08
15
05
00
59
342
338
04
11
23
32
08
00
260
188
187
09
10
19
14
04
00
131
64
64
02
02
01
05
02
00
52
229
227
32
32
51
43
05
00
64
68
68
07
12
11
07
05
00
26
383
382
01
23
45
66
15
00
232
Mahfooz Road Rawalpindi 3
FG Public School (2nd Shift) Mahfooz Road, Rawalpindi
4
FG Technical High School Chaklala Rawalpindi
5
FG Boys High School No 1 Chaklala Rawalpindi
6
FG Technical High School Tariqabad Rawalpindi
7
FG Boys High School No 1 Tariqabad Rawalpindi
8
FG Boys High School Attock 9
FG Boys Public School Wah Cantt
10
FG Boys High School Sanjwal
348
11
20
20
01
01
05
08
00
00
05
1915 267
1907 267
100 37
113 72
238 68
265 33
62 02
00 00
1092 55
110
109
12
32
33
17
03
00
12
192
190
25
26
43
31
10
00
55
90
88
34
23
22
03
00
00
06
99
99
05
18
35
15
03
00
23
89
89
04
06
19
19
06
00
35
192
192
51
45
41
26
03
00
26
126
126
25
41
36
04
00
00
10
81
80
10
06
40
10
01
00
13
10
10
05
04
01
00
00
00
00
Total
1256
1251
208
273
338
158
28
00
235
G TOTAL
3171
3158
308
386
576
423
90
00
1327
FG Boys High School No 7 Wah Cantt Total
12
FG Sir Syed Girls Secondary School Rawalpindi
13
FG Girls High School Tariqabad Rawalpindi
14
FG Girls High School Ch Iqbal Road Rawalpindi
15
FG Girls Public School Lalazar Rawalpindi
16
FG Girls School MH Road Rawalpindi
17
FG Girls High School Attock
18
FG Girls Public School Wah Cantt
19
FG Girls High School No 3 Wah Cantt
20
FG Girls High School Sanjwal
21
FG Girls High School KARF Kamra
349
Appendix-B Annual Results of Boys and girls in Class IX from Medium Category Schools S.No
1
Name of School
A1
A
B
C
D
43
43
03
03
03
08
00 00
26
127
125
20
22
28
14
06 00
35
98
97
15
16
19
15
04 00
28
38
38
00
03
03
04
00 00
28
306
303
38
44
53
41
10 00
117
137
137
14
28
39
27
04 00
25
61
60
08
15
11
11
02 00
13
170
169
12
21
35
22
00 00
79
55
55
07
11
13
14
02 00
08
Total
494
492
72
100 109
75
08 00
128
G TOTAL
800
795 110 144 162 116 18 00
245
FG Boys High
Total App
E
F/Comp
School No 5 Lahore 2
FG Boys High School No 1 Multan
3
FG Boys High School No 2 Multan
4
FG Tech High School Tariq Road Peshawar Total
5 FG Girls High School RA Bazar Lahore 6 FG SMHS (NH) Girls High School Multan 7 FG Girls High School Multan 8 FG Girls Public School Peshawar
350
Appendix-C Annual Results of Boys and girls in Class IX from Small Category Schools
S.No
Name of School
Total App A1
A
99
98
01
06 19
13 01 00 58
94
93
03
13 08
11 03 00 55
66
66
09
09
09
56
55
00
01 04
06 00 00 44
138
138
04
06
18
453
450
17 35
72
72
11
14 22
16 00 00 09
36
36
12
08 09
03 01 00 03
72
72
16
21
08
17
17
05
06 04
01 00 00 01
73
73
06
14
08
Total
270
270
50
63 66
G TOTAL
723
720
67
98 120 93 11 00 331
1
B
C
D
E
F/Comp
FG Boys High School Kharian 2
FG Boys Public School Sialkot
3
FG Boys Public School
06
03
00
30
Bahawalpur 4
FG Boys High School Hyderabad
5
FG Boys Public School
17
01
00
92
Quetta Total 6
FG Girls High School
54
57 08 00
279
Kharian 7
FG Girls Secondary School Sialkot
8
FG Girls Public School
10
00
00
17
Bahawalpur 9
FG Girls High School Hyderabad
10
FG Girls Public School
21
02
00
22
Quetta
351
36 03 00 52
Appendix - D Population List of Boys & Girls Secondary Schools in Large Category (Regions: Rawalpindi & Wah)
S. No 1
2
3
4
5
6
7
8
9
10
11
12
13
Old Name of Institution
Approved Name of Institution
FG Sir Syed Boys Secondary School
FG Sir Syed Public School (Boys)
Rawalpindi
Rawalpnidi
FG Sir Syed Girls Secondary School
FG Sir Syed Public School (Girls)
Rawalpindi
Rawalpnidi
FG Public School Mahfooz Road
FG Public School Mahfooz Road
Rawalpindi
Rawalpindi
FG Boys High School No 1 Chaklala
FG Public School No 1 (Boys)
Rawalpindi
Chaklala Rawalpnidi
FG Boys High School No 2 Chaklala
FG Public School No 2 (Boys)
Rawalpindi
Chaklala Rawalpnidi
FG Technical High School Chaklala
FG Public School No 3 (Boys)
Rawalpindi
Chaklala Rawalpnidi
FG Girls High School No 1 Chaklala
FG Public School No 1 (Girls)
Rawalpindi
Chaklala Rawalpnidi
FG Girls High School No 2 Chaklala
FG Public School No 2 (Girls)
Rawalpindi
Chaklala Rawalpnidi
FG Sir Syed Boys Secondary School
FG Sir Syed Public School (Boys) (2nd
(2nd Shift) Rawalpindi
Shift) Rawalpindi
FG Sir Syed Girls Secondary School
FG Sir Syed Public School (Girls) (2nd
(2nd Shift) Rawalpindi
Shift) Rawalpindi
FG Public School (2nd Shift) Mahfooz
FG Public School (2nd Shift) Mahfooz
Road, Rawalpindi
Road, Rawalpindi
FG Girls High School No 2 (2nd Shift)
FG Public School No 2 (Girls)
Chaklala Rawalpindi
Shift) Chaklala Rawalpindi
FG Technical High School (2nd Shift)
FG Public School No 3 (2nd Shift)
Chaklala Rawalpindi
Chaklala Rawalpnidi
352
(2nd
S. No 14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
Old Name of Institution
Approved Name of Institution
FG Boys High School No 1
FG Public School No 1 (Boys)
Tariqabad Rawalpindi
Tariqabad Rawalpnidi
FG Technical High School Tariqabad
FG Public School No 2 (Boys)
Rawalpindi
Tariqabad Rawalpnidi
FG Girls High School Tariqabad
FG Public (Girls) Tariqabad
Rawalpindi
Rawalpnidi
FG Boys Secondary School Adamjee
FG Public School (Boys) Adamjee
Road Rawalpindi
Road Rawalpindi
FG Boys High School Marir Hassan
FG Public School (Boys) Marir
Rawalpindi
Hassan Rawalpindi
FG Boys High School Daryabad
FG Public School (Boys) Daryabad
Rawalpindi
Rawalpindi
FG Boys Secondary School Peshawar
FG Public School (Boys) Peshawar
Road Rawalpindi
Road Rawalpindi
FG Boys Secondary School Nai
FG Public School (Boys) Nai Chawni
Chawni Rawalpindi
Rawalpindi
FG Girls Secondary School Nai
FG Public School (Girls) Nai Chawni
Chawni Rawalpindi
Rawalpindi
FG Boys High School RA Bazar
FG Public School (Boys) RA Bazar
Rawalpindi
Rawalpindi
FG Girls Public School Lalazar
FG Public School (Girls) Lalazar
Rawalpindi
Rawalpindi
FG Girls Public School Abid Majeed
FG Public School (Girls) Abid
Road Rawalpindi
Majeed Road Rawalpindi
FG Girls Public School (2nd Shift)
FG Public School (Girls) (2nd Shift)
Lalazar Rawalpindi
Lalazar Rawalpindi
FG Girls Public School (2nd Shift)
FG Public School (Girls) (2nd Shift)
Abid Majeed Road Rawalpindi
Abid Majeed Road Rawalpindi
FG Girls High School Ch Iqbal Road
FG Public School (Girls) Ch Iqbal
Rawalpindi
Road Rawalpindi 353
S. No 29
30
31
32
33
34
35
36
Old Name of Institution
Approved Name of Institution
FG Girls High School (2nd Shift) Ch
FG Public School (Girls) (2nd Shift)
Iqbal Road Rawalpindi
Ch Iqbal Road Rawalpindi
FG Girls High School Kashmir Road
FG Public School (Girls) Kashmir
Rawalpindi
Road Rawalpindi
FG Girls High School Misrial Road
FG Public School (Girls) Misrial Road
Rawalpindi
Rawalpindi
FG Girls High School Daryabad
FG Public School (Girls) Daryabad
Rawalpindi
Rawalpindi
FG Public School CMT & SD Golra
FG Public School CMT & SD Golra
Rawalpindi
Rawalpindi
FG Public School (2nd Shift) CMT &
FG Public School (2nd Shift) CMT &
SD Golra Rawalpindi
SD Golra Rawalpindi
FG Public School (2nd Shift) Morgah
FG Public School (2nd Shift) Morgah
Rawalpindi
Rawalpindi
FG Boys Secondary School (2nd Shift) FG Public School (Boys) (2nd Shift) Peshawar Road Rawalpindi
Peshawar Road Rawalpindi
FG Boys High School (2nd Shift) Nai
FG Public School (Boys) (2nd Shift)
Chawni Rawalpindi
Nai Chawni Rawalpindi
FG Girls School MH Road
FG Public School (Girls) MH Road
Rawalpindi
Rawalpindi
39
FG Boys High School Attock
FG Public School (Boys) Attock
40
FG Girls High School Attock
FG Public School (Girls) Attock
41
FG Boys High School Mansar Camp
FG Public School Mansar Camp
Attock
Attock
42
FG Boys Public School Jhelum
FG Public School No 1 (Boys) Jhelum
43
FG Girls Public School Jhelum
FG Public School No 1 (Girls) Jhelum
44
FG Boys High School Jhelum
FG Public School No 2 (Boys) Jhelum
45
FG Boys Public School Abbotabad
FG Public School (Boys) Abbotabad
46
FG Girls Public School Abbotabad
FG Public School (Girls) Abbotabad
47
FG Burki Girls High School AMC
FG Public School (Girls) AMC Centre
Centre Abbotabad
Abbotabad
37
38
354
S. No 48
Old Name of Institution
Approved Name of Institution
FG Boys High School Barian Murree
FG Public School Barian Murree
49
FG Boys Public School Wah Cantt
FG Public School No 1 (Boys) Wah Cantt
50
FG Boys High School No 6 Wah
FG Public School No 2 (Boys) Wah
Cantt
Cantt
FG Boys High School No 7 Wah
FG Public School No 3 (Boys) Wah
Cantt
Cantt
FG Boys High School No 9 Wah
FG Public School No 4 (Boys) Wah
Cantt
Cantt
FG Boys High School No 11 Wah
FG Public School No 5 (Boys) Wah
Cantt
Cantt
54
FG Model High School Wah Cantt
FG Model Public School Wah Cantt
55
FG Boys Public School Wah Cantt
FG Public School No 1 (Boys) (2nd
51
52
53
Shift) Wah Cantt 56
57
58
59
60
61
FG Girls High School No 1 Wah
FG Public School No 1 (Girls) Wah
Cantt
Cantt
FG Girls High School No 2 Wah
FG Public School No 2 (Girls) Wah
Cantt
Cantt
FG Girls High School No 3 Wah
FG Public School No 3 (Girls) Wah
Cantt
Cantt
FG Girls High School No 4 Wah
FG Public School No 4 (Girls) Wah
Cantt
Cantt
FG Girls High School No 5 Wah
FG Public School No 5 (Girls) Wah
Cantt
Cantt
FG Girls Public School Wah Cantt
FG Public School No 6 (Girls) Wah Cantt
62
FG Girls High School No 8 Wah
FG Public School No 7 (Girls) Wah
Cantt
Cantt
63
FG Girls High School Taxila
FG Public School Taxila
64
FG Boys High School Sanjwal
FG Public School (Boys) Sanjwal 355
S. No 65
Old Name of Institution
Approved Name of Institution
FG Girls High School Sanjwal
FG Public School (Girls) Sanjwal
66
FG Boys Public School PAC Kamra
FG Public School PAC Kamra
67
FG Boys Public School AMF Colony
FG Public School AMF Kamra
Kamra 68
FG Girls High School KARF Kamra
FG Public School KARF Kamra
69
FG Public School Havelian
FG Public School Havelian
70
FG Boys High School Havelian
FG Public School No 1 (Boys) Havelian
356
Appendix – E Population List of Boys & Girls Secondary Schools in Medium Category (Regions: Lahore, Multan & Peshawar) S. No 1
2
3
Old Name of Institution
Approved Name of Institution
FG Abid Majeed Boys High
FG Abid Majeed Public High School
School RA Bazar Lahore
(Boys) RA Bazar Lahore
FG Girls High School RA Bazar
FG Public School No 1 (Girls) RA Bazar
Lahore
Lahore
FG Boys High School No 1
FG Public School No 1 (Boys) Lahore
Lahore 4
FG Boys High School No 2
FG Public School No 2 (Boys) Lahore
Lahore 5
FG Girls High School No 4 Lahore FG Public School No 4 (Girls) Lahore
6
FG Boys High School No 5
FG Public School No 5 (Boys) Lahore
Lahore 7
FG Girls Model High School
FG Public School (Girls) Sarwar Road
Lahore
Lahore
8
FG Boys High School Chunian
FG Public School (Boys) Chunian
9
FG Girls High School Chunian
FG Public School (Girls) Chunian
10
FG Boys Public School Multan
FG Public School (Boys) Sher Shah Road Multan
11
FG Girls Public School Multan
FG Public School (Girls) Sher Shah Road Multan
12
FG Boys High School No 1
FG Public School No 1 (Boys) Multan
Multan 13
FG Boys High School No 2
FG Public School No 2 (Boys) Multan
Multan 14
FG Girls High School Multan
15
FG SMHS (NH) Girls High School FG SMHS (NH) Public School (Girls) Multan
FG Public School No 3 (Girls) Multan
Multan 357
S. No 16
Old Name of Institution FG Boys Secondary School (2nd
Approved Name of Institution FG Public School No 2 (Boys) (2nd Shift)
Shift) Multan
Multan
FG Girls Secondary School (2nd
FG Public School No 3 (Girls) (2nd Shift)
Shift) Multan
Aurang Zeb Road Multan
18
FG Boys High School Okara
FG Public School No 1 (Boys) Okara
19
FG Girls High School Okara
FG Public School No 2 (Girls) Okara
20
FG Boys Public School Peshawar
FG Public School (Boys) Khyber Road
17
Peshawar 21
FG Girls Public School Peshawar
FG Public School (Girls) Khyber Road Peshawar
22
FG Tech High School Tariq Road
FG Public School Tariq Road Peshawar
Peshawar 23
24
FG Girls High School Stadium
FG Public School (Girls) Stadium Road
Road Peshawar
Peshawar
FG Girls High School No 4
FG Public School No 4 (Girls) Peshawar
Peshawar 25
FG Girls Public School Abid
FG Public School (Girls) Abid Majeed
Majeed Road Rawalpindi
Road Rawalpindi
26
FG Public School Warsak
FG Public School Warsak
27
FG Boys High School Nowshera
FG Public School No 1 (Boys) Nowshera
28
FG Girls High School Nowshera
FG Public School No 2 (Girls) Nowshera
29
FG Sapper Boys High School
FG Sapper Public School No 2 (Boys)
Risalpur
Risalpur
FG Girls High School Risalpur
FG Public School No 3 (Girls) Risalpur
30
358
S. No 31
Old Name of Institution
Approved Name of Institution
FG Sapper Girls High School
FG Sapper Public School No 4 (Girls)
Risalpur
Risalpur
32
FG Model High School Mardan
FG Model Public School No 2 Mardan
33
FG Girls High School PRC
FG Public School No 3 (Girls) PRC
Mardan
Mardan
34
FG Public School Kohat
FG Public School No 1 Kohat
35
FG Boys High School Kohat
FG Public School No 2 (Boys) Kohat
36
FG Girls High School STC Kohat
FG Public School No 3 (Girls) STC Kohat
37
FG Boys Public School Bannu
FG Public School (Boys) Bannu
38
FG Girls Public School Bannu
FG Public School (Girls) Bannu
39
FG Model High School D.I Khan
FG Public School D.I Khan
359
Appendix – F Population List of Boys & Girls Secondary Schools in Small Category (Regions: Kharian, Gujranwala, Bahawalpur, Karachi & Quetta)
S. No
Old Name of Institution
Approved Name of Institution
1
FG Boys Public School Kharian
FG Public School (Boys) Kharian
2
FG Girls Public School Kharian
FG Public School (Girls) Kharian
3
FG Boys High School Kharian
FG Public School No 1 (Boys) Kharian
4
FG Girls High School Kharian
FG Public School No 2 (Girls) I.J. Colony Kharian
5
FG Boys High School Gujranwala
FG Public School No 1 (Boys) Gujranwala
6
FG Girls High School Gujranwala
FG Public School No 2 (Girls) Gujranwala
7
FG Boys Public School Sialkot
FG Public School No 1 (Boys) Sialkot
8
FG Girls Public School Sialkot
FG Public School No 1 (Girls) Sialkot
9
FG Boys Secondary School Sialkot
FG Public School No 2 (Boys) Tariq Road Sialkot
10
FG Girls Secondary School Sialkot
FG Public School No 2 (Girls) Aziz Shaheed Road Sialkot
11
12
FG Boys High School Tariqabad
FG Public School No 1 (Boys)
Sargodha
Tariqabad Sargodha
FG Girls Secondary School Chak-
FG Public School (Girls) Chak-87/NB
87/NB Sargodha
Sargodha
360
S. No 13
Old Name of Institution
Approved Name of Institution
FG Boys Public School
FG Public School (Boys) Bahawalpur
Bahawalpur 14
FG Girls Public School
FG Public School (Girls) Bahawalpur
Bahawalpur 15
16
17
18
19
FG Boys High School Trust
FG Public School No 1 (Boys) Trust
Colony Bahawalpur
Colony Bahawalpur
FG Girls Secondary School
FG Public School No 1 (Girls)
Bahawalpur
Bahawalpur
FG Minwala Girls Public School
FG Minwala Public School (Girls)
Karachi
Karachi
FG Boys High School Abbysinia
FG Public School (Boys) Abbysinia
Lines Karachi
Lines Karachi
FG Boys High School Hyderabad
FG Public School No 1 (Boys) Hyderabad
20
FG Girls High School Hyderabad
FG Public School No 2 (Girls) Hyderabad
21
22
FG Boys Secondary School Pano
FG Public School No 1 (Boys) Pano
Aqil
Aqil
FG Boys Public School Quetta
FG Public School (Boys) Madrisa Road Quetta
23
FG Girls Public School Quetta
FG Public School (Girls) Quetta
24
FG Boys High School Quetta
FG Public School (Boys) Tufail Road Quetta
25
FG Girls High School Quetta
FG Public School (Girls) aziz Bhatti Road Quetta
361
Appendix - G Sample List of Boys Secondary Schools in Large Category (Regions: Rawalpindi & Wah) S. No 1
Old Name of Institution
Approved Name of Institution
FG Public School Mahfooz Road
FG Public School Mahfooz Road
Rawalpindi
Rawalpindi
FG Public School (2nd Shift) Mahfooz
FG Public School (2nd Shift) Mahfooz
Road, Rawalpindi
Road, Rawalpindi
FG Technical High School Chaklala
FG Public School No 3 (Boys)
Rawalpindi
Chaklala Rawalpnidi
FG Boys High School No 1 Chaklala
FG Public School No 1 (Boys)
Rawalpindi
Chaklala Rawalpnidi
FG Technical High School Tariqabad
FG Public School No 2 (Boys)
Rawalpindi
Tariqabad Rawalpnidi
FG Boys High School No 1
FG Public School No 1 (Boys)
Tariqabad Rawalpindi
Tariqabad Rawalpnidi
7
FG Boys High School Attock
FG Public School (Boys) Attock
8
FG Boys Public School Wah Cantt
FG Public School No 1 (Boys) Wah
2
3
4
5
6
Cantt 9
FG Boys High School Sanjwal
FG Public School (Boys) Sanjwal
10
FG Boys High School No 7 Wah
FG Public School No 3 (Boys) Wah
Cantt
Cantt
FG Boys Public School PAC Kamra
FG Public School PAC Kamra
11
362
Appendix - H Sample List of Girls Secondary Schools in Large Category (Regions: Rawalpindi & Wah)
S. No 1
2
3
4
5
6
Old Name of Institution
Approved Name of Institution
FG Sir Syed Girls Secondary School
FG Sir Syed Public School (Girls)
Rawalpindi
Rawalpnidi
FG Girls High School Tariqabad
FG Public (Girls) Tariqabad
Rawalpindi
Rawalpnidi
FG Girls High School Ch Iqbal Road FG Public School (Girls) Ch Iqbal Rawalpindi
Road Rawalpindi
FG Girls Public School Lalazar
FG Public School (Girls) Lalazar
Rawalpindi
Rawalpindi
FG Girls School MH Road
FG Public School (Girls) MH Road
Rawalpindi
Rawalpindi
FG Girls High School Attock
FG Public School (Girls) Attock
FG Girls Public School Wah Cantt
FG Public School No 6 (Girls) Wah
7 8
Cantt FG Girls High School No 3 Wah
FG Public School No 3 (Girls) Wah
Cantt
Cantt
9
FG Girls High School Sanjwal
FG Public School (Girls) Sanjwal
10
FG Girls High School KARF Kamra
FG Public School KARF Kamra
363
Appendix - I Sample List of Boys Secondary Schools in Medium Category (Regions: Lahore, Multan & Peshawar)
S. No 1
Old Name of Institution
Approved Name of Institution
FG Boys High School No 5 Lahore
FG Public School No 5 (Boys) Lahore
2
FG Boys High School No 1 Multan
FG Public School No 1 (Boys) Multan
3
FG Boys High School No 2 Multan
FG Public School No 2 (Boys) Multan
4
FG Tech High School Tariq Road
FG Public School Tariq Road
Peshawar
Peshawar
364
Appendix - J Sample List of Girls Secondary Schools in Medium Category (Regions: Lahore, Multan & Peshawar)
S. No 1
Old Name of Institution
Approved Name of Institution
FG Girls High School RA Bazar
FG Public School No 1 (Girls) RA
Lahore
Bazar Lahore
FG SMHS (NH) Girls High School
FG SMHS (NH) Public School (Girls)
Multan
Multan
3
FG Girls High School Multan
FG Public School No 3 (Girls) Multan
4
FG Girls Public School Peshawar
FG Public School (Girls) Khyber Road
2
Peshawar
365
Appendix - K Sample List of Boys Secondary Schools in Small Category (Regions: Kharian, Gujranwala, Bahawalpur, Karachi & Quetta)
S. No
Old Name of Institution
Approved Name of Institution
1
FG Boys High School Kharian
FG Public School No 1 (Boys) Kharian
2
FG Boys Public School Sialkot
FG Public School No 1 (Boys) Sialkot
3
FG Boys Public School
FG Public School (Boys) Bahawalpur
Bahawalpur
4
FG Boys High School Hyderabad FG Public School No 1 (Boys) Hyderabad
5
FG Boys Public School Quetta
FG Public School (Boys) Madrisa Road Quetta
366
Appendix - L Sample List of Girls Secondary Schools in Small Category (Regions: Kharian, Gujranwala, Bahawalpur, Karachi & Quetta)
S. No 1
2
3
Old Name of Institution
Approved Name of Institution
FG Girls High School
FG Public School No 2 (Girls) I.J. Colony
Kharian
Kharian
FG Girls Secondary School
FG Public School No 2 (Girls) Aziz Shaheed
Sialkot
Road Sialkot
FG Girls Public School
FG Public School (Girls) Bahawalpur
Bahawalpur 4
FG Girls High School
FG Public School No 2 (Girls) Hyderabad
Hyderabad 5
FG Girls Public School
FG Public School (Girls) Quetta
Quetta
367
Appendix-M Respected Sir/Madam, Assalam-o-Alaikum! I feel great honor to have your attention to my personal as well as national educational cause. I am a student of PhD Program at Mohi Ud Din Islamic University and working on my research topic “The Effect of classroom environment, motivation and teacher feedback on academic achievement of secondary school students in Pakistan”. You are requested to kindly spare your precious time for filling up this questionnaire. I ensure you that this information will be used only for research purpose. Regards, Tariq Javed SST F G Boys High School No. 1, Tariqabad, Rwp Cantt.
Questionnaire for Teachers SECTION A: DEMOGRAPHIC DATA 1. Name (optional):______________________________________________ 2. Institution:___________________________________________________ Note: Please Tick 3.
Sex
the relevant box.
Male
Female
4. Qualifications Academic B.A/B.Sc.
MA/M.Sc.
M.Phil. /M.S.
PhD
M.Ed/M.S.Ed.
M.Phil.
Professional PTC/CT
B.Ed/B.S.Ed.
PhD
5. Teaching Experience 0-5 Years
6-10 Years
11-15 Years
More than 15 Years
6. Designation MTT
TUGT
TGT
368
SST
AHM/VP
SECTION B Note: Given below are some statements followed by five levels of your agreement or disagreement. Please Tick -⁄ the box which is the closest to your opinion. SA= Strongly Agree A= Agree UNC= Undecided DA= Disagree S.No
SDA= Strongly Disagree Statements SA A
7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26
I provide opportunity for free educational discussion in my classroom. The whole area of my classroom has the facility of bright light. The classroom environment is comfortable for students. I have access to all students of my class during teaching. Creative activities of students are performed in classroom. It is easy for me to teach in small class as compared to large one. The classroom temperature is comfortable in all seasons. Classroom has a writing board facility. I have easy access to height of writing board during teaching. Proper guidance is provided by teachers relating to assignments/homework. Students are given corporal punishment on violation of classroom discipline. Classroom student chairs can be rearranged easily. Computers and internet are used in my classroom. Classroom chairs are comfortable for the students. I encourage the students to explore their natural talent Expectations are developed in students to achieve high grades. Efforts are made to create interest in students for learning. The desire of my students is to learn with interest. Emotions are controlled and utilized by teachers to motivate students. Students are praised during learning process.
369
Options UNC DA SDA
S.No
Statements
27
Students are encouraged to find solutions of the problems. Computers and internet motivate students to achieve high grades. Group work by students in classroom is appreciated. Highly motivated students achieve high grades.
SA A
28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48
Options UNC DA SDA
Low motivated students have low performance level. Students achieve high grades if they receive prizes, rewards or praise. Students like to hear stories of successful persons of the world. Personality of the teacher is the source of inspiration for students to achieve high grades. Students understand the message of my gestures during teaching. Student feelings about teacher feedback improve teaching learning process. The comment like Excellent, very good or good is not very helpful feedback. Students are informed of the objectives of the lesson. Immediate feedback is provided to students on their mistakes. Assignment/homework is useful for students if helping comments are made on them. Questions related to content are asked from students during teaching. Oral feedback for students is necessary during discussion. Feedback by the teacher needs to take care of individual differences of learners. Students like to read and follow on written comments of teachers. Teacher’s feedback reduces cognitive load of students. Feedback at the end of a term should be based upon present and earlier weaknesses. Students can improve their writing with the help of feedback from teacher. Feedback during classroom discussion can be helpful in solving behavioral problems.
Thanks
370
Appendix-N
371
372
Appendix-O
List of Experts for Validation of Questionnaire
S.No
1
Experts
Professor Dr. Muhammad Aslam Asghar Mohi ud Din Islamic University (MIU) Nerian Sharif AJ & K.
2
Dr. Javed Iqbal Professor in Education/Director Mass Education Department, Sarhad University of Science & Information Technology (SUIT) Peshawar
3
Dr. Muhammad Munir Kayani Assistant Professor/Acting Chairman Department of Education, International Islamic University (IIUI) Islamabad.
4
Dr. Makhdoom Ali Syed Subject Specialist (SS), Govt Dannys Higher Secondary School Saddar Rawalpindi
373
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