Classroom Environment, Teacher, and Girl Students' Learning Skills

Autor/inn/en	Shoaib, Muhammad; Ullah, Hazir
Titel	Classroom Environment, Teacher, and Girl Students' Learning Skills
Quelle	In: Education and Urban Society, 53 (2021) 9, S.1039-1063 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shoaib, Muhammad)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/00131245211001908
Schlagwörter	Classroom Environment; Class Activities; Teacher Effectiveness; High School Students; Adolescents; Females; Correlation; Intellectual Development; Skill Development; Knowledge Level; Interaction; Developing Nations; Sex Fairness; Foreign Countries; Pakistan + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Weibliches Geschlecht; Korrelation; Mental development; Geistige Entwicklung; Kompetenzentwicklung; Qualifikationsentwicklung; Wissensbasis; Interaktion; Developing country; Developing countries; Entwicklungsland; Sexualaufklärung; Ausland
Abstract	The current research examined the effects of teachers and classrooms environment on girls' learning skills in girls' high schools. The main objective of the study was to analyze the classroom as a key academic and learning site in which the nature of interaction between teachers and students and among peers have a strong impact on students' learning skills. The study covers 271 girl students from four high schools (two government and two private schools) from district Gujrat, Pakistan. A proportionate random sampling technique was employed to draw a sample from the population. A quantitative cross-sectional survey method was conducted. The measurement tool consisted of eight different measurements of teacher, classroom, and learning skills respectively. The study findings reveal that the classroom environment has been positively associated with the learning skills of the girl students. We experiment with different formulations of the dependent and independent variables, taking full advantage of our data and additional analyses using Structural Equation Modeling (SEM), allowed us to better ascertain and quantify the causal pathways in the relationship between classroom and girls' learning skills in high schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01