Evaluation of Nursing Students’ Perceptions about Classroom Climate and the Associated Factors

Year 2021, , 79 - 88, 01.10.2021

Yeter Kurt , Kadriye Özkol Kılınç , Havva Öztürk

https://doi.org/10.31458/iejes.919213

Cited By: 2

Abstract

Classroom climate is a significant concept that influences both students' learning levels and their social and emotional development. Receiving an education in a positive classroom climate has a fostering effect on students’ development. Accordingly, the study aimed to evaluate the nursing students' perceptions of classroom climate and associated factors. This descriptive and cross-sectional study was carried out with 417 volunteer students out of 786 students studying at the nursing department of a health sciences faculty of a university. The data were collected using the Information Form and the Classroom Climate Inventory and were analyzed with the number, percentage, mean, ANOVA, and t-test. According to students' perceptions, the classroom climate inventory total score was 50.43±15.37. Male students (t= -2.016; p=0.044), first and fourth-grade students (p<0.05), those who thought that instructors supported in-class collaboration (t=9.387; p=0.000), who felt a sense of belongingness to the class (t=10.061; p=0.000), who were satisfied with the basic vocational courses (t=6.871; p=0.000), and who evaluated the communication between students as positive (t=13.161; p=0.000) had statistically significantly higher scores in the classroom climate inventory. Students generally had average positive perceptions about classroom climate. However, the class climate perceptions of the following students were higher: male students, first and fourth grade students, those feeling satisfied with basic vocational courses, those who thought that instructors supported in-class collaboration, who felt a sense of belongingness to the classroom and who evaluated the communication among students as positive.

Keywords

Perception, classroom climate, classroom environment, nursing, students

References

• Adelman, H.S, & Taylor, L. (2005). Classroom climate. In: Lee SW (ed) Encyclopedia of school psychology. Thousand Oaks, CA: Sage Publications, pp.88-90.
• Akman, G, Baltaci, N, Metin, A, Benli, C.K, Doğan, N.G, Deniz, H.T, & Kulakaç, Ö. (2019). Hemşirelik öğrencilerinin klinik öğrenme çevresine yönelik algıları [Perceptions of nursing students to their clinical learning environment]. Samsun Sağlık Bilimleri Dergisi 4(2), 69-76.
• Aktaş, Y.Y, & Karabulut, N. (2016). A survey on Turkish nursing students’ perception of clinical learning environment and its association with academic motivation and clinical decision making. Nurse Education Today 36, 124-128.
• Anderson, A, Hamilton, R.J, & Hattie, J. (2004). Classroom climate and motivated behaviour in secondary schools. Learning Environments Research 7(3), 211-225.
• Baker, J.A. (2006) Contributions of teacher–child relationships to positive school adjustment during elementary school. Journal of School Psychology 44(3), 211-229.
• Banerjee, R, & McCartin, L. (2018). Practical strategies for creating inclusive & equitable classrooms. Teaching, Learning & Assessment. 28. https://digscholarship.unco.edu/tla/28
• Barr, J.J. (2016). Developing a positive classroom climate. IDEA Center, Inc.
• Baştepe, İ. (2012). Sınıf ikliminin öğrencilerin eğitimsel başarıları üzerindeki etkisi [The effect of classroom climate on the educational successes of students]. Atatürk Üniversitesi Sosyal Bilimler Dergisi 12(48),81-90.
• Cabar, H.D, Kaya, S, Kaya, T, Karacuha, M.E. (2019). Kliniklerde pozitif öğrenme çevresi oluşturmada motivasyon kaynaklarının belirlenmesi Determination of motivational sources in establishing positive learning environment in clinics. The Journal of Academic Social Science 93, 27-42.
• Crombie, G, Pyke S.W, Silverthorn, N, Jones, A, Piccinin, S. (2003). Students’ perceptions of their classroom participation and instructor as a function of gender and context. The Journal of Higher Education 74(1), 51-76.
• DiLalla, L.F, & Mullineaux, P.Y. (2008). The effect of classroom environment on problem behaviors: A twin study. Journal of School Psychology 46(2), 107-128.
• Djigic, G, & Stojiljkovic, S. (2011). Classroom management styles, classroom climate and school achievement. Procedia - Social and Behavioral Sciences 29, 819-828.
• Dwyer, K.K, Bingham, S.G, Carlson, R.E, Prisbell, M, Cruz, A.M, & Fus, D.A. (2004) Communication and connectedness in the classroom: Development of the connected classroom climate inventory. Communication Research Reports 21(3), 264-272.
• Frisby, B.N, & Martin, M.M. (2010). Instructor–student and student–student rapport in the classroom. Communication Education 59 (2), 146-164.
• Gazelle, H. (2006) Class climate moderates peer relations and emotional adjustment in children with an early history of anxious solitude: A child× environment model. Developmental Psychology 42(6), 1179.
• Gillen, A, Wright, A, & Spink, L. (2011). Student perceptions of a positive climate for learning: A case study. Educational Psychology in Practice 27(1), 65-82.
• Gülbahar, B, & Ekici, E. (2018) Türkçe öğretim merkezlerinde görev yapan öğretim elemanlarının olumlu sınıf iklimi sağlama yeterliklerinin incelenmesi Examining the positive classroom atmosphere providing competences of instructors working at Turkish teaching centers. The Journal of Social Science 2(3), 73-94.
• Johnson, D.I. (2009). Connected classroom climate: A validity study. Communication Research Reports 26(2), 146-157.
• Koohestani, H.R, & Baghcheghi, N. (2016). The effects of team-based learning techniques on nursing students’ perception of the psycho-social climate of the classroom. Medical Journal of the Islamic Republic of Iran, 30, 437.
• Koth, C.W, Bradshaw, C.P, & Leaf, P.J. (2008). A multilevel study of predictors of student perceptions of school climate: The effect of classroom-level factors. Journal of Educational Psychology 100(1), 96-104.
• Lee, S.W. (2005) Encyclopedia of school psychology. SAGE Publications.
• Marzieh, H.Z, & Khodayar, O. (2016). Comparison of nursing and midwifery students’ perceptions of the educational environment. Health Sciences 5(9S), 60-67.
• Matsumura, L.C, Slater Sharon, C, & Crosson, A. (2008). Classroom climate, rigorous ınstruction and curriculum, and students' ınteractions in urban middle schools. The Elementary School Journal 108(4), 293-312.
• Miller, A, & Cunningham, K. (2011). Classroom environment. In: Michalos AC (ed) Encyclopedia of quality of life and well-being research. Springer, Dordrecht.
• Osterman, K.F. (2000) Students’ need for belonging in the school community. Review of Educational Research 70(3), 323-367.
• Parlak, A, & Küçükoğlu, A. (2008). Hemşirelik öğretiminde sınıf ikliminin öğrenci başarısına etkisi The perceptions of nursing students oriented to the success of classroom climate. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, 18, 59-71.
• Rowbotham, M.A, (2010). Teacher perspectives and the psychosocial climate of the classroom in a traditional BSN program. International Journal of Nursing Education Scholarship 7(1).
• Rowe, E.W, Kim, S, Baker, J.A, Kamphaus, R.W, Horne, A.M. (2010). Student personal perception of classroom climate: Exploratory and confirmatory factor analyses. Educational and Psychological Measurement 70(5), 858-879.
• Sağkal, A.S, Kabasakal, Z.T, & Türnüklü, A. (2015). Sınıf iklimi envanteri’nin (SİE) Türkçe’ye uyarlanması Turkish adaptation of the connected classroom climate inventory (CCCI). Elementary Education Online 14(4), 1179-1192.
• Sidelinger, R.J, & Booth-Butterfield, M. (2010). Co-constructing student involvement: An examination of teacher confirmation and student-to-student connectedness in the college classroom. Communication Education 59(2), 165-184.
• Sortkær, B, & Reimer, D. (2018). Classroom disciplinary climate of schools and gender – evidence from the Nordic countries. School Effectiveness and School Improvement 29(4), 511-528.
• Ünver, V, & Akbayrak, N, (2013). Hemşirelik eğitiminde akran eğitim modeli Peer tutoring model in nursing education. Dokuz Eylül Üniversitesi Hemşirelik Fakültesi Elektronik Dergisi 6(4), 214-217.
• Wang, M.T, & Degol, J.L. (2016). School climate: A review of the construct, measurement, and impact on student outcomes. Educational Psychology Review 28(2), 315-352.
• Wang, M.T, Degol, L.J, Amemiya, J, Parr, A, & Guo, J. (2020). Classroom climate and children’s academic and psychological wellbeing: A systematic review and meta-analysis. Developmental Review 57, 100912.
• Wu, V. (2013). A reflection on nursing education and practice. Singapore Nursing Journal 40(1), 42-46.