Date

8-9-2024

Department

School of Education

Degree

Doctor of Philosophy

Chair

Tim Nelson

Keywords

academic achievement, behaviorism, classroom environment, school connectedness

Disciplines

Education

Abstract

The purpose of this quantitative, predictive correlational study is to determine if there is a predictive relationship between perceptions of classroom environment and academic achievement in reading and language usage for 7th and 8th grade students. The study builds on previous research that has explored the relationship between student needs and the learning environment, utilizing Maslow's hierarchy of needs and Skinner's radical behaviorism theory. One hundred and twenty-four 7th and 8th grade students from rural California participated in the study. The students were 7th and 8th grade students for the 2023/24 school year and were all from the same school site. The study utilized the Classroom Environment Scale to assess the perceptions of classroom environment and the NWEA MAP reading and language scores to measure academic achievement. The students completed the Classroom Environment Scale survey and the scores were automatically uploaded into the Mindgarden database. The perceptions of classroom environment scores were collected from Mindgarden database, and reading and language scores were collected from the NWEA MAP database. A multiple regression was conducted on the data. The study's results showed a statistically significant relationship between the perceptions of learning environment and a linear combination of reading and language usage scores 7th and 8th grade students. It is recommended that further research be conducted utilizing the NWEA MAP math score and to further investigate the relationship between students' CES scores.

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