EFFECT OF CLASSROOM ENVIRONMENT, MOTIVATION AND TEACHER FEEDBACK ON ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN PAKISTAN

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 vii 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 viii 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.