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RELATIONSHIP BETWEEN LEARNING ENVIRONMENT AND PERFORMANCE OF STUDENTS AT UNIVERSITY LEVEL
Corresponding Author(s) : Muhammad Siddique
Humanities & Social Sciences Reviews,
Vol. 9 No. 3 (2021): May
Abstract
Purpose of the study: The objectives were to investigate and correlate the learning environment of students and the performance of students at the university level.
Methodology: The study was descriptive. The study population consisted of the students currently studying at GC Women University Faisalabad. The data were computed using descriptive as well as inferential statistics. The self-developed instrument, Learning Environment and Performance Survey [LEPS], was used.
Main Findings: When the learning environment improves the performance of the students also increases strongly. The result showed the weak positive relationship of the learning environment with the performance of urban areas students. On the other hand, there were strong positive relationships of the learning environment with the performance of rural students.
Applications of this study: The study may be applied to investigate and improve the students' learning environment.
Novelty/Originality of this study: The female students had a better learning environment and significantly improved their achievement scores. Rural students had an insignificant difference in their learning environment and performance.
Keywords
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- Adigwe, J. C. (2004). School climate and chemistry classroom environment of senior secondary schools. Benin Journal Educational Studies, 18(2), 83-89.
- Aldridge, J. M., & Fraser, B. J. (2008). Outcomes-focused learning environments: Determinants and effects. Rotterdam, the Netherlands: Sense Publishers. https://doi.org/10.1163/9789087904982 DOI: https://doi.org/10.1163/9789087904982
- Aldridge, J. M., Laugksch, R. C., & Fraser, B. J. (2006). School-level environment and outcomes-based education in South Africa. Learning Environments Research, 9, 123–147. https://doi.org/10.1007/s10984-006-9009-5 DOI: https://doi.org/10.1007/s10984-006-9009-5
- Armitage, C. (2008). Cognitive and affective predictors of academic achievement in schoolchildren. British journal of psychology, 99, 57-74. https://doi.org/10.1348/000712607X181313 DOI: https://doi.org/10.1348/000712607X181313
- Aremu, A. O., & Oluwole, D. A. (2001). Gender and birth other as predictors of Normal pupil's anxiety pattern in examination. Ibadan Journal of Educational Studies, 1(2), 58-66.
- Astin, A. (1990). The environmental assessment technique: A way to measure college environments. Journal of Educational Psychology, 52. 72-97.
- Caraway, C., Tucker, C. M., Reinke, W. M., & Hall, C. (2003). Self-efficacy, goal orientation, and fear of failure as predictors of school engagement in high school students. Psychology in the Schools, 40, 417 - 427. https://doi.org/10.1002/pits.10092 DOI: https://doi.org/10.1002/pits.10092
- Carlson, M. J. (2006). Family Structure, Father Involvement, and Adolescent Behavioral Outcomes. Journal of Marriage and Family, 68(1), 137–154. https://doi.org/10.1111/j.1741-3737.2006.00239.x DOI: https://doi.org/10.1111/j.1741-3737.2006.00239.x
- Carr, M., Borkowski, J., & Maxwell, S. (1991). Motivational components of underachievers. Developmental Psychology, 27, 108-118. https://doi.org/10.1037/0012-1649.27.1.108 DOI: https://doi.org/10.1037/0012-1649.27.1.108
- Chouinard, M. M. (2007). Children's questions: A mechanism for cognitive development. Monographs of the Society for Research in Child Development, 72(1), 113-26. https://doi.org/10.1111/j.1540-5834.2007.00421.x DOI: https://doi.org/10.1111/j.1540-5834.2007.00421.x
- Cloninger, C. R., Svrakic, D. M., & Przybeck, T. R. (1993). A psychobiological model of temperament and character. Archives of General Psychiatry, 50, 975-990. https://doi.org/10.1001/archp syc.1993.01820240059008 DOI: https://doi.org/10.1001/archpsyc.1993.01820240059008
- Conger, R. D., & Donnellan, M. B. (2007). An interactionist perspective on the socioeconomic context of human development. Annual Review of Psychology, 58, 175–199. https://doi.org/10.1146/annurev. psych.58.110405.085551 DOI: https://doi.org/10.1146/annurev.psych.58.110405.085551
- Crede, M., & Kuncel, N. (2008). Study Habits, Skills, and Attitudes: The Third Pillar Supporting Collegiate Academic Performance. https://doi.org/10.1111/j.1745-6924.2008.00089.x DOI: https://doi.org/10.1111/j.1745-6924.2008.00089.x
- Diseth, A., & Martinsen, O. (2003). Approaches to learning, cognitive style, and motives as predictors of academic achievement. Educational Psychology, 23(2), 195–207. https://doi.org/10.1080/01443410303225 DOI: https://doi.org/10.1080/01443410303225
- Dorman, J. P. (2002). Classroom Environment Research: Progress and Possibilities. Retrieved from http://www.iier.org.au/qjer/qjer18/dorman. HTML
- Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132. https://doi.org/10.1146/annurev.psych.53.100901.135153 DOI: https://doi.org/10.1146/annurev.psych.53.100901.135153
- Fraser, B. J., Aldridge, J. M., & Adolphe, G. (2010). A cross-national study of secondary science classroom environments in Australia and Indonesia. Research in Science Education, 40, 551–571. https://doi.org/10.100 7/s11165-009-9133-1 DOI: https://doi.org/10.1007/s11165-009-9133-1
- Gamoran, A., Turley, R. N. L., Turner, A., & Fish, R. (2012). Differences between Hispanic and non-Hispanic families in social capital and child development: First-year findings from an experimental study. Research in Social Stratification and Mobility, 30(1), 97–112. https://doi.org/10.1016/j.rssm.2011.08.001 DOI: https://doi.org/10.1016/j.rssm.2011.08.001
- Khan, K. M., Ullah M. (2021). Mediating Role of Ethical Leadership Between Employees Empowerment and Competitive Edge: A Case of Commercial Banks in Pakistan. Humanities & Social Sciences Reviews, 9(2), 219-221. https://doi.org/10.18510/hssr.2021.9223 DOI: https://doi.org/10.18510/hssr.2021.9223
- Marjoribanks, K. (2005). Family environments and children's outcomes. Educational Psychology, 25, 647-657. https://doi.org/10.1080/01443410500344704 DOI: https://doi.org/10.1080/01443410500344704
- McCombs, B. L., & Marzano, R. J. (1990). Putting the self in self-regulated learning: The self as an agent in integrating will and skill. Educational psychology, 25, 51-69. https://doi.org/10.1207/s15326985ep2501_5 DOI: https://doi.org/10.1207/s15326985ep2501_5
- Meece, J. L., & Anderman, E. M., & Lynley, A. (2006). Classroom Goal Structure, Student Motivation, and Academic Achievement. Annual review of psychology, 57, 487-503. https://doi.org/10.1146/annurev. psych.56.091103.070258 DOI: https://doi.org/10.1146/annurev.psych.56.091103.070258
- Moreira, P. A. S., Pinheirob, A., Gomesc, P., Cotterc, M. J., & Ferreirac, R. (2010). Development and Evaluation of Psychometric Properties of an Inventory of Teachers' Perceptions on Socio-Emotional Needs. Psychology: Reflection and Criticism, 26(1), 67-76. https://doi.org/10.1590/S0102-79722013000100008 DOI: https://doi.org/10.1590/S0102-79722013000100008
- Murray, C., & Wren, C. T. (2003). Cognitive, Academic, and Attitudinal Predictors of the Grade Point Averages of College Students with Learning Disabilities. Journal of Learning Disabilities, 36(5), 407-15. https://doi.org/10.1177/00222194030360050201 DOI: https://doi.org/10.1177/00222194030360050201
- Mynster, D. (1997). Classroom management. Retrieved on 3 March 2008, from www.AltaVista.com
- Ozcinar, Z. (2006). The instructional communicative Qualification of parents with students. Cypriot Journal of Educational Sciences, 1, (2), 29-48.
- Robbins, S. B., Lauver, K., Le, H., Davis, D., Langley, R., & Carlstrom, A. (2004). Do psychosocial and study skill factors predict college outcomes? A meta-analysis. Psychological Bulletin, 130, 261–288. https://doi.org/10.1037/0033-2909.130.2.261 DOI: https://doi.org/10.1037/0033-2909.130.2.261
- Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Teachers, schools, and academic achievement. Econometrica, 73(2), 417–458. https://doi.org/10.1111/j.1468-0262.2005.00584.x DOI: https://doi.org/10.1111/j.1468-0262.2005.00584.x
- Schlee, B. M., Mullis, A. K., & Shriner, M. (2009). Parents' social and resource capital: Predictors of academic achievement during early childhood. Children and Youth Services Review, 31(2), 227-234. https://doi.org/10.10 16/j.childyouth.2008.07.014 DOI: https://doi.org/10.1016/j.childyouth.2008.07.014
- Sideridis, G. D. (2005). Goal Orientation, Academic Achievement, and Depression: Evidence in Favor of a Revised Goal Theory Framework. Journal of Educational Psychology, 97(3), 366–375. https://doi.org/10.103 7/0022-0663.97.3.366 DOI: https://doi.org/10.1037/0022-0663.97.3.366
- Sirin, S. R. (2005). Socioeconomic Status and Academic Achievement: A Meta-Analytic Review of Research. Review of Educational Research, 75(3), 417– 453. https://doi.org/10.3102/00346543075003417 DOI: https://doi.org/10.3102/00346543075003417
- Stone, R. (2005). Practices best classroom management: For reaching all learners. California: Corwin press, a sage Publication company.
- Turner, E. A., Chandler, M., & Heffer, R. W. (2009). The influence of parenting styles, achievement motivation, and self-efficacy on academic performance in college students. Journal of College Student Development, 50(3), 337–346. https://doi.org/10.1353/csd.0.0073 DOI: https://doi.org/10.1353/csd.0.0073
- Ullah, M. (2020). Women Empowerment and Social Development in Afghanistan through Micro Finance. International Journal of Academic Research in business and Social Sciences, 10(12), 377-389 https://doi.org/10.6007/IJARBSS/v10-i12/8324 DOI: https://doi.org/10.6007/IJARBSS/v10-i12/8324
- Walker, S. L. (2004). Learning Environment Research (Learning Environments Monograph No. 2). San Marcos, TX: Texas State University-San Marcos, Geography Department.
- Weinstein, C. S., & Mignano, A. J. (2007). Elementary classroom management: Lessons
- From Research and Practice. New York: McGraw Hill Co.
References
Adigwe, J. C. (2004). School climate and chemistry classroom environment of senior secondary schools. Benin Journal Educational Studies, 18(2), 83-89.
Aldridge, J. M., & Fraser, B. J. (2008). Outcomes-focused learning environments: Determinants and effects. Rotterdam, the Netherlands: Sense Publishers. https://doi.org/10.1163/9789087904982 DOI: https://doi.org/10.1163/9789087904982
Aldridge, J. M., Laugksch, R. C., & Fraser, B. J. (2006). School-level environment and outcomes-based education in South Africa. Learning Environments Research, 9, 123–147. https://doi.org/10.1007/s10984-006-9009-5 DOI: https://doi.org/10.1007/s10984-006-9009-5
Armitage, C. (2008). Cognitive and affective predictors of academic achievement in schoolchildren. British journal of psychology, 99, 57-74. https://doi.org/10.1348/000712607X181313 DOI: https://doi.org/10.1348/000712607X181313
Aremu, A. O., & Oluwole, D. A. (2001). Gender and birth other as predictors of Normal pupil's anxiety pattern in examination. Ibadan Journal of Educational Studies, 1(2), 58-66.
Astin, A. (1990). The environmental assessment technique: A way to measure college environments. Journal of Educational Psychology, 52. 72-97.
Caraway, C., Tucker, C. M., Reinke, W. M., & Hall, C. (2003). Self-efficacy, goal orientation, and fear of failure as predictors of school engagement in high school students. Psychology in the Schools, 40, 417 - 427. https://doi.org/10.1002/pits.10092 DOI: https://doi.org/10.1002/pits.10092
Carlson, M. J. (2006). Family Structure, Father Involvement, and Adolescent Behavioral Outcomes. Journal of Marriage and Family, 68(1), 137–154. https://doi.org/10.1111/j.1741-3737.2006.00239.x DOI: https://doi.org/10.1111/j.1741-3737.2006.00239.x
Carr, M., Borkowski, J., & Maxwell, S. (1991). Motivational components of underachievers. Developmental Psychology, 27, 108-118. https://doi.org/10.1037/0012-1649.27.1.108 DOI: https://doi.org/10.1037/0012-1649.27.1.108
Chouinard, M. M. (2007). Children's questions: A mechanism for cognitive development. Monographs of the Society for Research in Child Development, 72(1), 113-26. https://doi.org/10.1111/j.1540-5834.2007.00421.x DOI: https://doi.org/10.1111/j.1540-5834.2007.00421.x
Cloninger, C. R., Svrakic, D. M., & Przybeck, T. R. (1993). A psychobiological model of temperament and character. Archives of General Psychiatry, 50, 975-990. https://doi.org/10.1001/archp syc.1993.01820240059008 DOI: https://doi.org/10.1001/archpsyc.1993.01820240059008
Conger, R. D., & Donnellan, M. B. (2007). An interactionist perspective on the socioeconomic context of human development. Annual Review of Psychology, 58, 175–199. https://doi.org/10.1146/annurev. psych.58.110405.085551 DOI: https://doi.org/10.1146/annurev.psych.58.110405.085551
Crede, M., & Kuncel, N. (2008). Study Habits, Skills, and Attitudes: The Third Pillar Supporting Collegiate Academic Performance. https://doi.org/10.1111/j.1745-6924.2008.00089.x DOI: https://doi.org/10.1111/j.1745-6924.2008.00089.x
Diseth, A., & Martinsen, O. (2003). Approaches to learning, cognitive style, and motives as predictors of academic achievement. Educational Psychology, 23(2), 195–207. https://doi.org/10.1080/01443410303225 DOI: https://doi.org/10.1080/01443410303225
Dorman, J. P. (2002). Classroom Environment Research: Progress and Possibilities. Retrieved from http://www.iier.org.au/qjer/qjer18/dorman. HTML
Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132. https://doi.org/10.1146/annurev.psych.53.100901.135153 DOI: https://doi.org/10.1146/annurev.psych.53.100901.135153
Fraser, B. J., Aldridge, J. M., & Adolphe, G. (2010). A cross-national study of secondary science classroom environments in Australia and Indonesia. Research in Science Education, 40, 551–571. https://doi.org/10.100 7/s11165-009-9133-1 DOI: https://doi.org/10.1007/s11165-009-9133-1
Gamoran, A., Turley, R. N. L., Turner, A., & Fish, R. (2012). Differences between Hispanic and non-Hispanic families in social capital and child development: First-year findings from an experimental study. Research in Social Stratification and Mobility, 30(1), 97–112. https://doi.org/10.1016/j.rssm.2011.08.001 DOI: https://doi.org/10.1016/j.rssm.2011.08.001
Khan, K. M., Ullah M. (2021). Mediating Role of Ethical Leadership Between Employees Empowerment and Competitive Edge: A Case of Commercial Banks in Pakistan. Humanities & Social Sciences Reviews, 9(2), 219-221. https://doi.org/10.18510/hssr.2021.9223 DOI: https://doi.org/10.18510/hssr.2021.9223
Marjoribanks, K. (2005). Family environments and children's outcomes. Educational Psychology, 25, 647-657. https://doi.org/10.1080/01443410500344704 DOI: https://doi.org/10.1080/01443410500344704
McCombs, B. L., & Marzano, R. J. (1990). Putting the self in self-regulated learning: The self as an agent in integrating will and skill. Educational psychology, 25, 51-69. https://doi.org/10.1207/s15326985ep2501_5 DOI: https://doi.org/10.1207/s15326985ep2501_5
Meece, J. L., & Anderman, E. M., & Lynley, A. (2006). Classroom Goal Structure, Student Motivation, and Academic Achievement. Annual review of psychology, 57, 487-503. https://doi.org/10.1146/annurev. psych.56.091103.070258 DOI: https://doi.org/10.1146/annurev.psych.56.091103.070258
Moreira, P. A. S., Pinheirob, A., Gomesc, P., Cotterc, M. J., & Ferreirac, R. (2010). Development and Evaluation of Psychometric Properties of an Inventory of Teachers' Perceptions on Socio-Emotional Needs. Psychology: Reflection and Criticism, 26(1), 67-76. https://doi.org/10.1590/S0102-79722013000100008 DOI: https://doi.org/10.1590/S0102-79722013000100008
Murray, C., & Wren, C. T. (2003). Cognitive, Academic, and Attitudinal Predictors of the Grade Point Averages of College Students with Learning Disabilities. Journal of Learning Disabilities, 36(5), 407-15. https://doi.org/10.1177/00222194030360050201 DOI: https://doi.org/10.1177/00222194030360050201
Mynster, D. (1997). Classroom management. Retrieved on 3 March 2008, from www.AltaVista.com
Ozcinar, Z. (2006). The instructional communicative Qualification of parents with students. Cypriot Journal of Educational Sciences, 1, (2), 29-48.
Robbins, S. B., Lauver, K., Le, H., Davis, D., Langley, R., & Carlstrom, A. (2004). Do psychosocial and study skill factors predict college outcomes? A meta-analysis. Psychological Bulletin, 130, 261–288. https://doi.org/10.1037/0033-2909.130.2.261 DOI: https://doi.org/10.1037/0033-2909.130.2.261
Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Teachers, schools, and academic achievement. Econometrica, 73(2), 417–458. https://doi.org/10.1111/j.1468-0262.2005.00584.x DOI: https://doi.org/10.1111/j.1468-0262.2005.00584.x
Schlee, B. M., Mullis, A. K., & Shriner, M. (2009). Parents' social and resource capital: Predictors of academic achievement during early childhood. Children and Youth Services Review, 31(2), 227-234. https://doi.org/10.10 16/j.childyouth.2008.07.014 DOI: https://doi.org/10.1016/j.childyouth.2008.07.014
Sideridis, G. D. (2005). Goal Orientation, Academic Achievement, and Depression: Evidence in Favor of a Revised Goal Theory Framework. Journal of Educational Psychology, 97(3), 366–375. https://doi.org/10.103 7/0022-0663.97.3.366 DOI: https://doi.org/10.1037/0022-0663.97.3.366
Sirin, S. R. (2005). Socioeconomic Status and Academic Achievement: A Meta-Analytic Review of Research. Review of Educational Research, 75(3), 417– 453. https://doi.org/10.3102/00346543075003417 DOI: https://doi.org/10.3102/00346543075003417
Stone, R. (2005). Practices best classroom management: For reaching all learners. California: Corwin press, a sage Publication company.
Turner, E. A., Chandler, M., & Heffer, R. W. (2009). The influence of parenting styles, achievement motivation, and self-efficacy on academic performance in college students. Journal of College Student Development, 50(3), 337–346. https://doi.org/10.1353/csd.0.0073 DOI: https://doi.org/10.1353/csd.0.0073
Ullah, M. (2020). Women Empowerment and Social Development in Afghanistan through Micro Finance. International Journal of Academic Research in business and Social Sciences, 10(12), 377-389 https://doi.org/10.6007/IJARBSS/v10-i12/8324 DOI: https://doi.org/10.6007/IJARBSS/v10-i12/8324
Walker, S. L. (2004). Learning Environment Research (Learning Environments Monograph No. 2). San Marcos, TX: Texas State University-San Marcos, Geography Department.
Weinstein, C. S., & Mignano, A. J. (2007). Elementary classroom management: Lessons
From Research and Practice. New York: McGraw Hill Co.