The Effects of Classroom Environment on Academic Achievement, Classroom Behavior and Attitudes of Inner-City Students
Hamberlin, Emiel
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Permalink
https://hdl.handle.net/2142/68902
Description
Title
The Effects of Classroom Environment on Academic Achievement, Classroom Behavior and Attitudes of Inner-City Students
Author(s)
Hamberlin, Emiel
Issue Date
1983
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Educat.D.
Degree Level
Dissertation
Keyword(s)
Education, General
Abstract
At a public high school in the City of Chicago, the effects of a stimulating versus a non-stimulating classroom environment were investigated over a nine-week grading period for a freshman-level course, Careers in Horticulture. The study was conducted in the second of four grading periods for the school year 1982-1983. A total of sixty students were assigned to each classroom on a random basis and the instruction in each classroom was randomly shared by two Chicago-system approved teachers.
At the end of the grading period, differences between the two groups were investigated. In comparison to students in the non-stimulating classroom, students in the stimulating classroom environment had better records for six measures: academic achievement (final grade in the class), homework assignments completed, class preparations completed, attendance, tardiness, and class cuts. In addition, fourteen attitudinal and perceptual measures were investigated at the end of the grading period. In comparison to the students in the traditional classroom setting, students instructed in the stimulating classroom environment reported that they: thought they earned a better grade, studied more, completed more homework assignments, came to class prepared, attended more classes, had fewer tardy counts, learned more, wanted to learn more, had increased interest in the subject matter, did more unassigned work, were motivated to learn more, found the classroom environment stimulating, paid more attention in class, and found the class better overall. All sources of variance except the instructional setting were controlled on a random assignment basis.
A significant aspect of this study is detailed in the appendices of the original document.
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